@article{hoggan_2021, title={Editor's Note: Transformative Education Throughout the Life Span}, volume={19}, ISBN={1552-7840}, DOI={10.1177/1541344620976547}, number={1}, journal={JOURNAL OF TRANSFORMATIVE EDUCATION}, author={Hoggan, Chad}, year={2021}, month={Jan}, pages={3–6} }
 @article{kloubert_hoggan_2021, title={Migrants and the Labor Market The Role and Tasks of Adult Education}, volume={32}, ISBN={2162-4070}, DOI={10.1177/1045159520977713}, number={1}, journal={ADULT LEARNING}, author={Kloubert, Tetyana and Hoggan, Chad}, year={2021}, month={Feb}, pages={29–39} }
 @article{hoggan_2020, title={Editor's Preface: Striving to Build a Better World}, ISBN={1552-7840}, DOI={10.1177/1541344620927823}, journal={JOURNAL OF TRANSFORMATIVE EDUCATION}, author={Hoggan, Chad}, year={2020} }
 @article{yadusky_kheang_hoggan_2020, title={Helping Underprepared Students Succeed: Minimizing Threats to Identity}, ISBN={1521-0413}, DOI={10.1080/10668926.2020.1719939}, journal={COMMUNITY COLLEGE JOURNAL OF RESEARCH AND PRACTICE}, author={Yadusky, Kaye and Kheang, Somanita and Hoggan, Chad}, year={2020} }
 @article{hoggan_2020, title={Mentoring in Adult Education: A Tribute to Patricia Cranton}, volume={2020}, ISSN={1052-2891 1536-0717}, url={http://dx.doi.org/10.1002/ace.20403}, DOI={10.1002/ace.20403}, number={167-168}, journal={New Directions for Adult and Continuing Education}, publisher={Wiley}, author={Hoggan, Chad}, year={2020}, month={Sep}, pages={119–126} }
 @misc{hoggan_2020, title={Transformative Learning}, ISBN={9780199756810}, url={http://dx.doi.org/10.1093/obo/9780199756810-0263}, DOI={10.1093/obo/9780199756810-0263}, abstractNote={Originating and most often used in the discipline of adult education, the term transformative learning “refers to processes that result in significant and irreversible changes in the way a person experiences, conceptualizes, and interacts with the world” (“Transformative Learning as a Metatheory: Definition, Criteria, and Typology.” Adult Education Quarterly 66.1 [2016]: p. 71, cited under Origins and Overviews). Its origins are in a white paper published in 1978, wherein Jack Mezirow of Teachers College, Columbia University, reported the results of a study of women’s re-entry work programs in community colleges across the United States (Education for Perspective Transformation. Women’s Re-Entry Programs in Community Colleges [1978], cited under Origins and Overviews). In this report, he coined the term perspective transformation to describe the profound changes experienced by some of the women in their study. Over the next several decades, Mezirow developed and continually refined this concept into a comprehensive theory of adult learning, always maintaining a focus on the transformative potential of learning, i.e., its ability to help learners change in fundamental ways rather than merely adding knowledge or skills. During this theory development, his use of terms extended beyond perspective transformation, as he referred to his work as transformation theory and then transformative (or transformational) learning theory. From these beginnings, a large base of literature emerged addressing the profound changes that are possible from learning in adulthood. Of the various names used over time by Mezirow and others, transformative learning is the most ubiquitous term in this scholarship. It is used to refer to Mezirow’s evolving theory of adult learning, but it is also used to refer to any of a number of theories that focus on significant changes that learning can have on people, especially those changes that are not adequately encompassed by the usual descriptors: knowledge, skills, and attitudes. Many of these theories were developed independent of Mezirow’s work, sometimes even prior to it. It is probably most accurate to say that transformative learning is not a single theory, but rather a collection of theories around a similar phenomenon. This collection of theories (and more commonly called “approaches” to transformative learning) derived from numerous, disparate disciplinary perspectives that often had little theoretical connection with each other. Therefore, when scholars write about transformative learning, they may be referring to Jack Mezirow’s theory, another theory in the adult education literature that addresses transformation, or the range of theories (or approaches) as a whole. Nevertheless, beginning with Mezirow there has arisen a literature around the phenomenon of the transformative potential of adult learning. Although historically this literature has been mostly by North American scholars, it is increasingly being used by scholars in other countries (especially Europe) and disciplines. This article organizes and presents some of the most prominent pieces within that literature.}, journal={Education}, publisher={Oxford University Press}, author={Hoggan, Chad}, year={2020}, month={Nov} }
 @article{hoggan_kloubert_2020, title={Transformative Learning in Theory and Practice}, ISBN={1552-3047}, DOI={10.1177/0741713620918510}, journal={ADULT EDUCATION QUARTERLY}, author={Hoggan, Chad and Kloubert, Tetyana}, year={2020} }
 @article{robbins_hoggan_2019, title={Collaborative Learning in Higher Education To Improve Employability: Opportunities and Challenges}, volume={2019}, ISSN={1052-2891 1536-0717}, url={http://dx.doi.org/10.1002/ace.20344}, DOI={10.1002/ace.20344}, number={163}, journal={New Directions for Adult and Continuing Education}, publisher={Wiley}, author={Robbins, Stacey and Hoggan, Chad}, year={2019}, month={Sep}, pages={95–108} }
 @article{hoggan_2019, title={Foxes and Hedgehogs: The Value of Transformation (and Any Other) Theory}, volume={17}, ISBN={1552-7840}, DOI={10.1177/1541344619870334}, number={4}, journal={JOURNAL OF TRANSFORMATIVE EDUCATION}, author={Hoggan, Chad}, year={2019}, month={Oct}, pages={295–298} }
 @book{hoggan_browning_2019, place={Cambridge, MA}, title={Transformational learning in community colleges: Charting a course for academic and personal success}, ISBN={978-1-68253-405-2}, publisher={Harvard Education Press}, author={Hoggan, C. and Browning, B.}, year={2019}, month={Nov} }
 @article{hoggan_2018, title={The Current State of Transformative Learning Theory: A Metatheory}, volume={7}, ISSN={1925-4873}, url={http://dx.doi.org/10.7202/1054405ar}, DOI={10.7202/1054405ar}, abstractNote={
            <jats:italic>This article presents a perspective on the current state of transformative learning theory. It shows how the literature surrounding transformative learning caused it to evolve into a metatheory. This article then offers a definition of transformative learning as a, as well as three criteria that delimit the learning phenomena that the metatheory encompasses. To illustrate how scholars might evaluate epistemological change in terms of its part in an overall transformation, this article explores how and when epistemological change can be considered transformative.
          }, number={3}, journal={Phronesis}, publisher={Consortium Erudit}, author={Hoggan, Chad}, year={2018}, month={Dec}, pages={18–25} }
 @article{hoggan_bartlett_2017, place={IT}, title={Creative Expression in Professional Development}, volume={12}, ISSN={2499-507X}, url={https://doi.org/10.3280/EXI2017-002001}, DOI={10.3280/exi2017-002001}, number={2}, journal={EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING}, publisher={FrancoAngeli}, author={Hoggan, Chad and Bartlett, Michelle}, year={2017}, month={Dec}, pages={ 5–15} }
 @article{hoggan_2017, title={Editor's Note}, volume={15}, DOI={10.1177/1541344617728164}, number={4}, journal={Journal of Transformative Education}, author={Hoggan, Chad}, year={2017}, pages={275–276} }
 @article{hoggan_2017, title={Editor's note}, volume={15}, DOI={10.1177/1541344617714111}, number={3}, journal={Journal of Transformative Education}, author={Hoggan, Chad}, year={2017}, pages={183–183} }
 @article{hoggan_2017, title={Editor's notes}, volume={15}, DOI={10.1177/1541344616684247}, number={1}, journal={Journal of Transformative Education}, author={Hoggan, Chad}, year={2017}, pages={4–5} }
 @inbook{hoggan_2017, title={Exercising Clarity with Transformative Learning Theory}, ISBN={9781137557827 9781137557834}, url={http://dx.doi.org/10.1057/978-1-137-55783-4_3}, DOI={10.1057/978-1-137-55783-4_3}, booktitle={The Palgrave International Handbook on Adult and Lifelong Education and Learning}, publisher={Palgrave Macmillan UK}, author={Hoggan, Chad}, year={2017}, month={Oct}, pages={35–52} }
 @article{desmarais_simons-rudolph_brugh_schilling_hoggan_2017, title={The state of scientific knowledge regarding factors associated with terrorism.}, volume={4}, ISSN={2169-4850 2169-4842}, url={http://dx.doi.org/10.1037/TAM0000090}, DOI={10.1037/TAM0000090}, number={4}, journal={Journal of Threat Assessment and Management}, publisher={American Psychological Association (APA)}, author={Desmarais, Sarah L. and Simons-Rudolph, Joseph and Brugh, Christine Shahan and Schilling, Eileen and Hoggan, Chad}, year={2017}, month={Dec}, pages={180–209} }
 @article{roessger_greenleaf_hoggan_2017, title={Using data collection apps and single-case designs to research transformative learning in adults}, volume={23}, ISSN={1477-9714 1479-7194}, url={http://dx.doi.org/10.1177/1477971417732070}, DOI={10.1177/1477971417732070}, abstractNote={ To overcome situational hurdles when researching transformative learning in adults, we outline a research approach using single-case research designs and smartphone data collection apps. This approach allows researchers to better understand learners’ current lived experiences and determine the effects of transformative learning interventions on demonstrable outcomes. We first discuss data collection apps and their features. We then describe how they can be integrated into single-case research designs to make causal inferences about a learning intervention’s effects when limited by researcher access and learner retrospective reporting. Design controls for internal validity threats and visual and statistical data analysis are then discussed. Throughout, we highlight applications to transformative learning and conclude by discussing the approach’s potential limitations. }, number={2}, journal={Journal of Adult and Continuing Education}, publisher={SAGE Publications}, author={Roessger, Kevin M and Greenleaf, Arie and Hoggan, Chad}, year={2017}, month={Sep}, pages={206–225} }
 @article{hoggan_2016, title={A typology of transformation: Reviewing the transformative learning literature}, volume={48}, ISSN={0266-0830 1478-9833}, url={http://dx.doi.org/10.1080/02660830.2016.1155849}, DOI={10.1080/02660830.2016.1155849}, number={1}, journal={Studies in the Education of Adults}, publisher={Informa UK Limited}, author={Hoggan, Chad}, year={2016}, month={Jan}, pages={65–82} }
 @article{hoggan_mälkki_finnegan_2016, title={Developing the Theory of Perspective Transformation}, volume={67}, ISSN={0741-7136 1552-3047}, url={http://dx.doi.org/10.1177/0741713616674076}, DOI={10.1177/0741713616674076}, abstractNote={ Mezirow’s theory of perspective transformation has proved to be a great asset to the scholarship of adult education and has provided a solid theoretical base for understanding complex learning phenomena. However, in the discussions surrounding Mezirow’s work, a certain “stuckness” appears which we think is unproductive. Critiques of Mezirow are often repeated, secondhand or thirdhand, causing important issues and tensions to become simplified and dichotomized, which causes complex aspects of the theory to lose the nuance that a good theory provides. This article draws on recent contributions to the literature in order to elaborate on the theory of perspective transformation in light of these recurring critiques. In so doing, we introduce three key concepts to the lexicon of perspective transformation: continuity, intersubjectivity, and emancipatory praxis. For each, we address the underlying omission or weakness in Mezirow’s theory and offer revised conceptualizations of the theory. }, number={1}, journal={Adult Education Quarterly}, publisher={SAGE Publications}, author={Hoggan, Chad and Mälkki, Kaisu and Finnegan, Fergal}, year={2016}, month={Oct}, pages={48–64} }
 @article{dirkx_hoggan_2016, title={Editor's notes}, volume={14}, DOI={10.1177/1541344616666910}, number={4}, journal={Journal of Transformative Education}, author={Dirkx, J. M. and Hoggan, Chad}, year={2016}, pages={283–284} }
 @article{alpi_hoggan_2016, title={Recognizing the Value of Threshold Concepts: Application of a Conceptual Tool to Professional Students Learning to Be Researchers}, volume={57}, ISSN={0276-3877 1541-1117}, url={http://dx.doi.org/10.1080/02763877.2016.1121070}, DOI={10.1080/02763877.2016.1121070}, number={2}, journal={The Reference Librarian}, publisher={Informa UK Limited}, author={Alpi, Kristine and Hoggan, Chad}, year={2016}, month={Feb}, pages={114–130} }
 @article{dees_moore_hoggan_2016, title={Reflective Practice and North Carolina’s Developmental
Reading and English Redesign Efforts}, volume={9}, number={1}, journal={NADE Digest}, author={Dees, L. and Moore, E. and Hoggan, C.}, year={2016}, pages={8–12} }
 @article{mayhew_hoggan_rockenbach_lo_2016, title={The Association Between Worldview Climate Dimensions and College Students’ Perceptions of Transformational Learning}, volume={87}, ISSN={1538-4640}, url={http://dx.doi.org/10.1353/jhe.2016.0026}, DOI={10.1353/jhe.2016.0026}, number={5}, journal={The Journal of Higher Education}, publisher={Informa UK Limited}, author={Mayhew, Matthew J. and Hoggan, Chad and Rockenbach, Alyssa N. and Lo, Marc A.}, year={2016}, pages={674–700} }
 @article{mayhew_hoggan_rockenbach_lo_2016, title={The Association between Worldview Climate Dimensions and College Students' Perceptions of Transformational Learning}, volume={87}, ISSN={0022-1546 1538-4640}, url={http://dx.doi.org/10.1080/00221546.2016.11777418}, DOI={10.1080/00221546.2016.11777418}, number={5}, journal={The Journal of Higher Education}, publisher={Informa UK Limited}, author={Mayhew, Matthew J. and Hoggan, Chad and Rockenbach, Alyssa N. and Lo, Marc A.}, year={2016}, month={Sep}, pages={674–700} }
 @article{pellegrino_hoggan_2015, title={A Tale of Two Transitions}, volume={26}, ISSN={1045-1595 2162-4070}, url={http://dx.doi.org/10.1177/1045159515583257}, DOI={10.1177/1045159515583257}, number={3}, journal={Adult Learning}, publisher={SAGE Publications}, author={Pellegrino, Lauren and Hoggan, Chad}, year={2015}, month={Apr}, pages={124–131} }
 @article{hoggan_militello_2015, title={Digital Stories to Promote Reflection and Community in Doctoral Education}, volume={63}, ISSN={0737-7363 1948-4801}, url={http://dx.doi.org/10.1080/07377363.2015.1042954}, DOI={10.1080/07377363.2015.1042954}, number={2}, journal={The Journal of Continuing Higher Education}, publisher={Informa UK Limited}, author={Hoggan, Chad and Militello, Matthew}, year={2015}, month={May}, pages={119–125} }
 @inbook{hoggan_2015, title={Informal Transformative Learning from a Life-Threatening Illness}, ISBN={9781466682658 9781466682665}, ISSN={2327-6983 2327-6991}, url={http://dx.doi.org/10.4018/978-1-4666-8265-8.ch005}, DOI={10.4018/978-1-4666-8265-8.ch005}, abstractNote={This chapter explores how a life-threatening illness, specifically breast cancer, is an important site of informal learning. Research literature on the psychosocial transition of breast cancer, posttraumatic growth, and transformative learning theory are connected. Based on research, a model for informal transformative learning is presented. Broadly, this model has three elements: Crisis, Coping, and Engagement. The model addresses ways that a life-threatening illness can cause acute challenges, and that transformative learning occurs when a particular type of challenge is particularly problematic based on the person's habitual ways of thinking and being. The model positions this type of learning as an adaptive response to changes in a person's physical or social context changes, as well as when her positionality is altered within existing social contexts. }, booktitle={Measuring and Analyzing Informal Learning in the Digital Age}, publisher={IGI Global}, author={Hoggan, Chad}, year={2015}, pages={64–79} }
 @article{evans_pellegrino_hoggan_2015, title={Supporting veterans at the community college: A review of the literature}, volume={21}, number={1}, journal={Community College Enterprise}, publisher={Schoolcraft College}, author={Evans, J. and Pellegrino, L. and Hoggan, C.}, year={2015}, pages={47–65} }
 @article{hoggan_2015, title={Transformative Learning as a Metatheory}, volume={66}, ISSN={0741-7136 1552-3047}, url={http://dx.doi.org/10.1177/0741713615611216}, DOI={10.1177/0741713615611216}, number={1}, journal={Adult Education Quarterly}, publisher={SAGE Publications}, author={Hoggan, Chad D.}, year={2015}, month={Nov}, pages={57–75} }
 @article{hoggan_2014, title={Insights From Breast Cancer Survivors}, volume={64}, ISSN={0741-7136 1552-3047}, url={http://dx.doi.org/10.1177/0741713614523666}, DOI={10.1177/0741713614523666}, number={3}, journal={Adult Education Quarterly}, publisher={SAGE Publications}, author={Hoggan, Chad}, year={2014}, month={Feb}, pages={191–205} }
 @article{hoggan_cranton_2014, title={Promoting Transformative Learning Through Reading Fiction}, volume={13}, ISSN={1541-3446 1552-7840}, url={http://dx.doi.org/10.1177/1541344614561864}, DOI={10.1177/1541344614561864}, number={1}, journal={Journal of Transformative Education}, publisher={SAGE Publications}, author={Hoggan, Chad and Cranton, Patricia}, year={2014}, month={Dec}, pages={6–25} }
 @article{hoggan_2014, title={Transformative Learning Through Conceptual Metaphors}, volume={25}, ISSN={1045-1595 2162-4070}, url={http://dx.doi.org/10.1177/1045159514546215}, DOI={10.1177/1045159514546215}, number={4}, journal={Adult Learning}, publisher={SAGE Publications}, author={Hoggan, Chad}, year={2014}, month={Aug}, pages={134–141} }
 @inbook{cranton_hoggan_2012, place={San Francisco}, title={Evaluating Transformative Learning}, ISBN={978-1-118-21893-8}, booktitle={The Handbook of Transformative Learning: Theory, Research, and Practice}, publisher={Jossey-Bass}, author={Cranton, P. and Hoggan, C.}, editor={Taylor, Edward W. and Cranton, PatriciaEditors}, year={2012}, month={Apr}, pages={520–535} }
 @book{hoggan_simpson_stuckey_2009, place={Malabar, FL}, title={Creative expression in transformative learning: Tools and techniques for educators of adults}, ISBN={978-1-57524-297-2}, publisher={Krieger Publishing}, year={2009} }
 @inbook{hoggan_2009, place={Malabar, FL}, title={The power of story: Metaphors, literature, and creative writing}, ISBN={978-1-57524-297-2}, booktitle={Creative expression in transformative learning: Tools and techniques for educators of adults}, publisher={Krieger Publishing}, author={Hoggan, C.}, editor={Hoggan, C. and Simpson, S. and Stuckey, H.Editors}, year={2009}, pages={51–74} }
 @inbook{hoggan_simpson_stuckey_2009, place={Malabar, FL}, title={Transformative learning, multiple ways of knowing, and creativity theory in progress}, ISBN={978-1-57524-297-2}, booktitle={Creative expression in transformative learning: Tools and techniques for educators of adults}, publisher={Krieger Publishing}, author={Hoggan, C. and Simpson, S. and Stuckey, H.}, editor={Hoggan, C. and Simpson, S. and Stuckey, H.Editors}, year={2009}, pages={7–28} }
 @inbook{hoggan_simpson_stuckey_2009, place={Malabar, FL}, title={Using creative expression in adult learning contexts}, ISBN={978-1-57524-297-2}, booktitle={Creative expression in transformative learning: Tools and techniques for educators of adults}, publisher={Krieger Publishing}, author={Hoggan, C. and Simpson, S. and Stuckey, H.}, editor={Hoggan, C. and Simpson, S. and Stuckey, H.Editors}, year={2009}, pages={157–177} }