Thinking Like an Educator

In this study we worked in collaboration with  Dr. Robert Kegan and Dr. Catherine Snow to examine the learning challenges and opportunities experienced by first year doctoral students at the Harvard Graduate School of Education. Students were invited to integrate the perspectives of psychologists, linguists, sociologists, policymakers, organizational theorists and practitioners in education in a case-based instructional approach. Analysis of semi-structured interviews with students and faculty, a performance task and classroom observation yielded key learning challenges and an assessment model that complements disciplinary and local knowledge experts in educational practice.   

This study was funded by the Harvard Graduate School of Education - Curriculum Innovations Fund.