ABSTRACT
This study concerned the learning experienced by a small group of urban school superintendents, and the impact this learning had upon their practice as education professionals—both within their jobs as superintendents and beyond. Further, the study explored whether and how the superintendents were able to apply their learning in the context of their jobs. Finally, the study asked whether or not the superintendents who participated in PLS experienced Mezirow’s model of transformative learning.
