Browne-Ferrigno, T., & Muth, R. (2008). Generative learning communities: Preparing leaders
for authentic practice. Leadership

Muth and Browne-Ferrigno are known for their outstanding skills and experience in the
field of learning and leadership. Their involvement in calling for chapters is warranted and
beneficial to all scholars. In this peer-reviewed article, there are some papers linked together,
which were written by fellow authentic authors. Various topics have been developed to ensure
that the topic “Generative learning communities: Preparing leaders for authentic practice” is well
covered and sufficient to be used by other professionals for research. Bothe Muth and Browne-
Ferrigno are from the University of Washington where they teach and tutor developing leaders.
School management is faced with a lot of challenges, some of which these authors do not
hesitate to mention include conflict solving, time management, and services delivery.
The authors suggest that it is always good for the leaders to have received enough
training to enable them to face each challenge with prominence and intelligence. Also, Muth and
Browne-Ferrigno highlight that leadership can only serve its purpose if the public has trust in it.
The leaders should be in a position to cognitively ensure that they learn all the ways that the
public trust should be won and maintained. The print is a perfect choice for our research for it
focuses a lot on school leaders and the strategies that they can use to ensure the learning process
favors both the teacher and the students. The teachers are the sole leaders that are expected to
ensure transformation in the minds of their learners. The article is well arranged, and the topics
arranged well with a perfect introduction and outline. The language used is simple for easier
understanding for all professionals and scholars. This source will boost our research where we
expect superb results.

Browne-Ferrigno, T., & Muth, R. (2004). On Being a Cohort Leader: Curriculum Integration,
Program Coherence, and Shared Responsibility. Educational leadership and
administration: Teaching and program development, 16, 77-95.
Browne-Ferrigno and Muth offers an overview of how the cohort leaders increasingly get
used as the prime management tool to recruit learners into professional studies programs. The
tool is also used to arrange their learning experiences, innovating the teaching-learning activities,
and to promote performance-based results. This source is a peer reviewed article that has been
written by leading professionals, and it has been certified to be used for future research.
Therefore, there is no limitation as to the utilization of the same in the research that I am to carry
out. The article analyzes the functions of the cohort leaders in details leaving a superb literature
review of what transformational leadership entails from all the perspectives. All the requirement
for tailoring a learning program is laid out. The print concludes with call and recommendations
for these two cohort leaders and instructors at the University.
The authors suggest that it is always good for the leaders to have received enough
training to enable them to face each challenge with prominence and intelligence. Moreover,
Muth and Browne-Ferrigno highlight that leadership can only serve its purpose if the public has
trust in them. Leaders should be in a position to cognitively learn all the ways that the public
trust should be won and maintained. The print is a perfect choice for our research for it focuses a
lot on the school leaders and the strategies that they can use to ensure that the learning process
favors both the teacher and the students. Teachers are the sole leaders that are expected to ensure
transformation in the minds of their learners. The article is well arranged with a perfect
introduction and outline. The language used is simple for easier understanding for all
professionals and scholars. This source will boost our research where we expect superb results.

Boyer, N. R., Maher, P. A., & Kirkman, S. (2006). Transformative Learning in Online Settings
The Use of Self-Direction, Metacognition, and Collaborative Learning. Journal of
Transformative Education, 4(4), 335-361.
Boyer et al. are known for their outstanding research skills that enabled them to table this
qualitative article with proven data. Their research involved a graduate course model offered
online. The primary objective was to ensure that the results that were obtained from an
expository research about transformative learning were validated. The central theme of the
article is the utilization of collaborative, self-direction, and metacognition learning. The study
involved the analyzation of graduate students’ learning process, which was monitored at
particular intervals for several semesters during the course work period. The validation was made
perfect by the triangulation of the data analysis among these three writers. The content analysis
was actuated by the application of a suggested coding rubric to ensure unbiased validation.
Amazingly, after their study was completed, it was discovered that the students portrayed
systematic fundamental changes and preconceived assumptions, beliefs, habits, and ideas. This
occurred in a quarter of the stated participants by use of the themes course workload, social
priorities, doubts of incompetence, collaborative learning, and self-directed study format.
The article has been published on the reliable Journal of Transformative Education. This
journal only publishes articles that have been peer reviewed and so the article has been reviewed
by other scholars for accuracy and correctness. For this reason, it is unlikely that any of the
oinformation in the article is misguided. It will, therefore, serve in providing my research with
reliable information.
The tutor’s role was found vital as their participation plays a significant role in ensuring
that the students have a straightforward learning process and have a transformative and

collaborative learning experience. The source is very detailed, with all the qualitative data well
laid and explained. The source was a perfect choice for the topic at hand, and therefore, it is
worth considering its content and the greater impact it will have on the final product. The article
arrangement is perfect and features an impeccable introduction and outline. It also features
simplified language for easier understanding by other scholars and professionals. The source will
offer important information and add to the credibility of the research paper.
Redman, E., & Redman, A. (2014). Transforming sustainable food and waste behaviors by
realigning domains of knowledge in our education system. Journal of Cleaner
Production, 64, 147-157.
Erin and Aaron have an excellent research journal by the heading Journal of cleaner
production that has incorporated the cognitive behavior, transformational leadership, and adult’s
education progress to ensure a safer production line that is sustainable. The authors changed
from the previous unsustainable production, disposal patterns retrieved technologically,
consumption, structural, and political changes. They also incorporated the dynamic cognitive
behavior for both consumers and individuals. The production system is always under pressure
from the individuals; this led to the Dolphin Safe, which is as a result of a consumer boycott.
Often, the subjects may use demonstration to trigger leadership transformation or boycott
soothing that is at the center of the crisis. The teachers at school were considered vital for
encouraging their students of safer and cleanest production systems. They tutors were given the
responsibility of building these young minds by instilling change leadership strategies in their
lives.
Creating awareness is the pivot of transformational leadership. The teacher’s impact is
validated when the citizenry can promote sustainable development in harmony with public trust.

Education instils consciousness which is vital in the creation of products, waste disposal, and
consumption. The article offers qualitative and quantitative data that helps the researchers
estimate the effectiveness of transformational leadership in production lines. They have several
hypothesis they work to fulfill. The article is well outlined, written in simple vocabulary, and it is
recommended for all scholars and other professionals from other fields that want to research on
transformation behaviors. The source was a perfect choice for the topic at hand, and, therefore, it
is worth considering its content and the greater impact it will have on the final research paper.
Poutiatine, M. I. (2009). What is transformation?: Nine principles of an understanding of the
transformational process for transformational leadership. Journal of Transformative
Education, 7(3), 189-208.
Michael Poutine is a famous author who is the mastermind behind the nine principles that
he tailored to help the researchers, scholars, and professionals to understand what is
transformation, its process, and its influence on dynamic leadership. His paper endeavors to offer
a detailed encounter of the nine major transformational principle theories, as well as the
significant implications that drag along with the transformational leadership. The other
acknowledged authors are Nanus (1992), Anderson (2001), Hacker & Roberts (2004), Bass
(1985), Burns (2003), Avolio & Bass (1994), Reggios & bass (2006), and Devanna & Tichy
(1990). The author presents an account of both the similarities and noticeable differences.
However, the author argues that the theories are pivoted on transformational learning theories
and these should play an important role towards its improvement.
The paper highlights that any leader that wills to lead a transformational circumstance
should be well versed with these theories. Therefore, Michael presents simple basic ideas about
the nine principles that every leader should have in mind to be able to deliver in a dynamic

leadership life. These nine principles are the iceberg of the larger transformational learning,
which serves as the starter of simpler understanding. The article is well arranged and perfectly
introduced and outlined. The source was published after thorough scrutiny and presented for
other researchers who want to further the discovery. It is recommended to all scholars, as well as
professionals. The nine principles will nourish the research topic. I also recommend it for my
fellow learners to use this source for it is all rounded and has what it takes to provide well-
researched results.
Merriam, S. B., & Bierema, L. L. (2013). Adult learning: Linking theory and practice. John
Wiley & Sons.
Merriam and Bierema offer content that can be considered a boost to any researcher’s
success due to the crucial information that is provided in their book. The whole book contains
320 pages that were published by Jossey-Bass on October 2013. The book has the following
general topics, which are details and directly linked to the central theme of transformational
leadership: Context and Culture, Current adult learning, and andragogy among others. The book
is written based on substantial research and theories that are concise and practice-oriented. The
book is tailored to serve scholars at master’s level and equated practitioners and students. Each
chapter is very detailed, and is accompanied with practical applications, case studies, and
practice questions aimed at helping the readers to have a personal involvement with materials.
There are also activities that are well outlined after every chapter to aid the reader to be able to
reflect upon the previous chapter touching on every point that was discussed.
Merriam is a tutor at Emeritus, which is an adult education facility. She is an associate
researcher at the University of Georgia. She has won the Cyril Awards four times after
presenting her well-researched literature reviews in adult education. She has written, coauthored,

and edited close to 26 books, which includes Learning in Adulthood. Laura is also an adult
education professor at the University of Georgia. She also engages in the organizational
development and human resource. She has authored several other books including Critical Issues
in Human Development and Implementing a Critical Approach to Organizational Development.
The students always recommend this book for the outstanding command with the content given.
The book is well outlined having the points and topics arranged to depend on their relevance and
significance. The source cannot miss in the list due to its meaningful impact on our research
topic.
Hauser-Cram, P., Durand, T. M., & Warfield, M. E. (2007). Early feelings about school and later
academic outcomes of children with special needs living in poverty. Early Childhood
Research Quarterly, 22(2), 161-172.
The authors are experienced and come from known institutions and have participated in
offering various quality reviewed articles. Penny Hauser-Cram is from Boston College in the
United States, Lynch School of Education. Tina Durand is from the United States, the Wheelock
College, Boston. Marji Erickson Warfield Is from Heller School for Social Policy, Brandeis
University, Waltham United States. They joined efforts to investigate the relation of young
children reported feelings from kindergarten to the final stage of their education achievement.
The sample size was N=103, who were all children who hailed from impoverished early child
life and were placed to go through the individualized education programs.
The results were surprising as they indicated that the experience of the childhood level
learning, participates widely at predicting the fifth-grade outcomes. This was compared from
those who had a good command of English communication. The authors discovered that initial
positive feelings predicted a higher performance and competence at reaching the 5 th grade. The

findings were also used to predict the transformational leadership skills that the individualized
children portrayed. The results indicate that intervention in the toddler’s life at an early stage by
monitoring their learning needs. The other challenges that are said to affect the dynamic
leadership are poverty, negative feelings, and ambivalence about schools. The source will come
in handy in producing a perfect research paper on out intended topic. Its content and methods
will contribute towards a high quality paper. It will also serve towards ensuring that the research
paper is highly reliable.
Taylor, E. W. (1998). The Theory and Practice of Transformative Learning: A Critical Review.
Information Series No. 374.
The authors suggest that it is always good for the leaders to have received enough
training to enable them to face each challenge with prominence and intelligence. They cite that it
is good for professionalism and to grow a person should develop in all dimensions: value-based
and knowledge-based. Taylor Edward offers the theory of transformative learning, a process that
is tried and proven to improve someone’s experience. This is one of the responses that were got
after criticizing Mezirow work which has been explored for the last 20 years. This monograph
offers a detailed encounter of the transformative learning theory. The book is complete with all
facets of transformative learning. The critic highlights the rational and the radical notions that
were laid out by Mezirow.
The book is well arranged for it has focused on several unresolved: social action versus
individual change, learning decontextualization, universal learning model, and adult progression
among others. There is also a section that outlines the essential primary conditions that foster the
transformative learning in adults. The gaps and loopholes that were found in the Mezirow’s work
in an aim to broaden the theory. There are also appendices that have the date that validates the

findings. It utilizes the 46 research studies to come up with the review. This article has a total of
104 references implying that the work is detailed and offers detailed information about leading a
transformative leadership and learning. The source will be vital to this research and will be a
boost to the research process. It is well outlined and can be recommended to other scholars.