Drago-Severson, Ellie (ed2222)

Invited as visiting scholar Hadarom College of Education, Bar Ilan University & Open University (May 2020, postponed to 2022).

(June 2020). Interviewed for: The ultimate Adaptive Challenge: How we can coach school leaders today, tomorrow, and post-Covid19. By Suzanne Bouffard, The Learning Professional, 41(3), 22-25. Voted Top Ten articles of 2020.

Drago-Severson, E. Strengthening Teams & Engaging in Difficult Conversations: Addressing Equity and Developmental Diversity through a Developmental Approach. Invited Keynote and workshop facilitator for Wallace Foundation Grant Winners leading Innovative Initiative for Strengthening Principal Pipeline (University Principal Preparation Program Innovation—UPPI). UCEA, July 2020, Fort Lauderdale (virtual).

Invited to serve as the Mark R. Shibles Distinguished Visiting Professor for Spring 2020 at the University of Maine, Orono.

Drago-Severson, E. Leading for Social Justice: A Developmental, Integrative Approach. Invited Keynote and workshop facilitator for Wallace Foundation Grant Winners leading Innovative Initiative for Strengthening Principal Pipeline (University Principal Preparation Program Innovation—UPPI). UCEA, November 2019, New Orleans.

Awarded Provost Innovative Investment Fund Grant (2019—2020) Seed funding for development of weeklong institute focused on A Developmental Approach to Leading Change Systemically & Leading for Social Justice, Teachers College, Columbia University

Awarded Dean’s Grant for Tenured Faculty research (2018—2019) The Self in Social Justice: A Qualitative Exploration of the Role of Adult Development in Educational Leadership for Equity and Change

Invited thought leader. Spencer Foundation’s initiative for Education Leadership Development. AREA 2019, Toronto, Canada.

Invited to serve on the Harvard Graduate School of Education Alumni Council, 2012-2016

Awarded consulting teaching appointment for GSEx MOOC Change course (Robert Kegan), spring 2014, Fall 2014

Invited to serve on New York City Advisory Group for the Young Global City Leaders study, taking place in London, New York City and Toronto (2013—present)

Invited to serve on board of directors for NYC branch of National School Leaders Network (2014—present)

Invited panelist for discussion on Leading Adult Learning and Development Globally. Sponsored by Adult Learning & Leadership Program at Teachers College (April 2014)

Journal of Research on Leadership Education’s Editorial Board Member (2011—2014)

Learning for leadership: Developmental strategies for building capacity in our schools (August 2013, Corwin/Sage Pub), selected as Learning Forward’s Book of the Month, Fall 2013

Keynote presentation delivered to Chinese K-12 leaders, government officials, and university leaders and professors: Growing leaders, growing ourselves: Leadership needs for today and tomorrow (June 2013). Conference sponsored by Dongbei University of Finance and Economics & Global Institute of Management and Economics. Dalian, China.

Teachers College (February 2013). Panelist for discussion of Leadership with Provost James and Assistant Dean Kristine Roome in celebration of TC’s 125th Anniversary, “Celebrating a Tradition for Tomorrow.”

Immunity to Change internationally certified Developmental Coach (2011-present)

Director & Designer of new PhD Program in Education Leadership (2010-present)

Advisor to the National School Leaders Network (August 2008-present)

Learning Forward (formerly the National Staff Development Council) (July 2011). Videotaped as Thought Leader on Learning Designs for Learning Forward’s new set of standards. Indianapolis, Indiana.

Elected Member-at-Large (2010-2012), Teaching and Learning in Educational Leadership SIG, American Educational Research Association

Chair and Member of Selection Committee for the 2011 & 2012 Robert Kottkamp Outstanding Dissertation Award (2010-2012, awarded by the Teaching and Learning in Educational Leadership SIG, American Educational Research Association)

Leading adult learning: Supporting adult development in our schools (Drago-Severson, 2009) appeared as #8 of top ten books in Educational Leadership (Amazon, May 2010).

Leading Adult Learning (Corwin/Sage, 2009) awarded National Staff Development Council Book of the Fall 2009.

Three outstanding teaching awards for three different classes from Teachers College Dean’s Office (2005-2006).

2005 Morningstar Award for Excellence in Teaching, an annual prize made to the teacher at Harvard’s Graduate School of Education voted outstanding by students, faculty and administration.

National Staff Development Council 2004 “Book of the Year” for Helping Teachers Learn: Principal Leadership for Adult Growth and Development.

Volunteer of the Year Recognition Award for Distinguished Service on the Board of Directors of the Cambridge Community Learning Center, (June 2002).

Commencement speaker (June 2002). Our Lady of Mount Carmel School, Bronx, New York.

Spencer Foundation Research Grant Award, HGSE (July 2000-June 2001).

Commencement speaker (June 1999). Saint Barnabas High School, Bronx, New York.

Postdoctoral Fellow, Harvard Graduate School of Education (February 1997-August 2001).

Harvard Extension School Dean's Commendation for Distinguished Teaching (1998-99)

Advanced Doctoral Fellow Award, Harvard Graduate School of Education (1994-96)

Spencer Faculty Mentor (Spring 1999)

Academic Excellence Award in Biology, Long Island University (1986)

Certified Teacher in New York and Florida (Permanent)

Phi Delta Kappa, Harvard University Chapter

Phi Eta Honors Society (Phi Beta Kappa criteria)

Tri Beta National Biological Honors Society

"Tell Me So I Can Hear You: A Developmental Approach to Feedback for Educators"

Click the link below to listen to an EdCast Prof. Ellie Drago-Severson gave at Harvard regarding her book, "Tell Me So I Can Hear You: A Developmental Approach to Feedback for Educators." (Harvard Education Press, 2016):

EdCast with Ellie Drago-Severson regarding her book "Tell Me So I Can Hear You: A Developmental Appraoch to Feedback for Educators"

Click the link below to read a piece on Prof. Ellie Drago-Severson's book on Harvard's Usable Knowledge page:

http://www.gse.harvard.edu/news/uk/16/06/feedback-works

"Helping Teachers Learn: Principal Leadership for Adult Growth and Development"

Professor Ellie Drago-Severson is the author of "Helping Teachers Learn: Principal Leadership for Adult Growth and Development." (Corwin Press, 2004).

Prof. Drago-Severson's book was awarded the National Staff Development Council's 2004 "Book of the Year."

Click the link below to read an interview with Prof. Drago-Severson about this new publication: 

Interview with Ellie Drago-Severson regarding her book, "Helping Teachers Learn: Principal Leadership for Adult Growth and Development"

"Becoming Adult Learners: Principles and Practices for Effective Development"

Click the link below to read an interview with Prof. Ellie Drago-Severson regarding her book, "Becoming Adult Learners: Principles and Practices for Effective Development" (Teachers College Press, 2004):

Interview with Ellie Drago-Severson regarding her book, "Becoming Adult Learners: Principles and Practices for Effective Development"
 

Click the link below to read a review from the Spring 2006 issue of the Harvard Educational Review (scroll down the book reviews until you reach the Becoming Adult Learners review):

http://gseweb.harvard.edu/hepg/sp06.htm

Books

Drago-Severson, E., Blum-DeStefano, J., & Brooks-Lawrence, D. (forthcoming 2023). Growing as social justice leaders: A developmental approach to strengthening leadership for equity and transformation. Thousand Oaks, CA: Corwin/Sage Press. 

Drago-Severson, E., Maslin-Ostrowski, P., & Blum-DeStefano, J. (forthcoming 2023). Leaders’ internal experiences with challenge and change: Building capacity from the inside out. Thousand Oaks, CA: Corwin Press.

Drago-Severson, E., & Blum-DeStefano, J.** (January 2018). Leading change together: Developing educator capacity in schools and systems. Alexandria, VA: Association for Supervision & Curriculum Development (ASCD). Peer reviewed. Book Reviews: Midwest Book Review (April 2018).

Drago-Severson, E., & Blum-DeStefano, J.** (2018). Study Guide for: Leading change together: Developing educator capacity within schools and systems. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD)

Drago-Severson, E., & Blum-DeStefano, J.** (2016). Tell me so I can hear you: A developmental approach to feedback for educators. Cambridge, MA: Harvard Education Press. Peer Reviewed. Book Reviews: Teachers College Record; Harvard Educational Review; Journal of transformative Education.

Drago-Severson, E., Roy, P., & von Frank, V. (2015). Reach the highest standard in professional learning: Learning designs. Thousand Oaks: Corwin/Sage Press and Learning Forward.

Drago-Severson, E. (November 2012). Helping educators grow: Strategies and practices for leadership development. Cambridge: Harvard Education Press. Peer Reviewed.Drago-Severson, E., Blum, J., & Asghar, A. (August 2013). Learning for leadership:

Drago-Severson, E. (September 2009). Leading adult learning: Supporting adult development in our schools. Thousand Oaks, CA: Corwin Press/Sage and Learning Forward, Inc. Peer Reviewed. Bestseller. Selected as the National Staff Development Book of the Fall (2009). Book reviews: Teachers College Record (10/09), Midwest Book Review (12/2009); CAN-Trainer (11/09); Klingbrief (1/2010); The School Administrator (January 2011).

Monographs

Kegan, R., Broderick, M., Drago-Severson, E., Helsing, D., Popp, N., & Portnow, K. (September 2001). Executive summary: Toward a “new pluralism” in the ABE/ESOL classroom: Teaching to multiple “cultures of mind.” NCSALL Monograph #19a. Boston: World Education.

Kegan, R., Broderick, M., Drago-Severson, E., Helsing, D., Popp, N. & Portnow, K. (August 2001). Toward a “new pluralism” in the ABE/ESOL classroom: Teaching to multiple “cultures of mind.” NCSALL Research Monograph #19. Boston: World Education.

Selected Peer Reviewed Articles

Choi, H., Drago-Severson, E., & Marsick, J. V. (2021). Conceptualizing a Model for Teacher Team Learning: The Promise of Integration of Diversity of Perspectives. Journal of Higher Education Theory and Practice, 21(9), 40-58.

Drago-Severson, E., Blum-DeStefano, J., & Brooks-Lawrence, D. (2020, October). Connections bring us closer to equity and justice. The Learning Professional, 41(5), 32-40.

Drago-Severson, E., & Blum-DeStefano, J. (2020). Growing leaders in schools and out: Building internal capacity for the mid-21st century. Development and Learning in Organizations, 34(2), 49—52.   https://doi.org/10.1108/DLO-08-2019-0195

Drago-Severson, E., & Blum-DeStefano, J. (2019). A developmental lens on social justice leadership: Exploring the connection between meaning making and practice. The Journal of Educational Leadership and Policy Studies, Special Issue #1 on Educational Leadership and Social Justice, 3(1), n1.

Drago-Severson, E., O’Connor, C.*, & Blum-DeStefano, J.** (2018, August). When teams hit rough waters: Navigate challenges with a developmental approach. The Learning Professional 39(4), 54—58. Oxford, OH. Learning Forward.

Drago-Severson, E., & Blum-DeStefano, J. (2018, June). The DNA of development: A new model for school change focuses on adult learning. The Learning Professional, 38(3), 22—27. Oxford, OH. Learning Forward.

Drago-Severson, E., & Blum-DeStefano, J. (2018). Building a culture of feedback: Promising, developmental strategies for leading school change and capacity building. Journal of Professional Capacity & Community, 3(2), 62-78. https://doi.org/10.1108/JPCC-06-2017-0016. Selected as the journal’s outstanding paper, August, 2019 Emerald Literati Awards.

Drago-Severson, E., Maslin-Ostrowski, P., & Blum-DeStefano, J.** (2018). Looking behind the curtain: Principals’ internal experiences of managing pressing challenges. Journal of School Leadership, 28(3), 315—343.

Drago-Severson, E., & Blum-DeStefano, J.** (2018). The self in social justice: A developmental lens on race, identity, and transformation. Harvard Educational Review, 87(4), 457-481.

Drago-Severson, E., & Blum-DeStefano, J. (January 2018). Growing bigger selves. Harvard Educational Review, Blog. Cambridge, MA: Harvard Publishing Group. Selected by the editors as the featured article for the Winter 2017 issue; also featured on the Harvard Publishing blog.

Drago-Severson, E. & Maslin-Ostrowski, P. (2018). In translation: School leaders learning in and from leadership practice while confronting pressing policy challenges. Teachers College Record 120(1), 1—44.

Maslin-Ostrowski, P., Drago-Severson, E., Ferguson, J., Marsick, V., & Hallett, M. (2017). Story Circles for individual and collective transformative learning:  Promise of a new international community engagement model. Journal of Transformative Education.

Drago-Severson, E. (2016 January). Teaching, learning, and leading in today’s complex world: reaching new heights with a developmental approach. Special issue, “Where and What is Education Today: A Leadership Perspective." International Journal of Leadership in Education: Theory and Practice, 19(1), 56—86. 

Drago-Severson, E. (April 2016). Learning designs: Use a variety of practice to connect with all. Journal of Staff Development, 37(1), 38—42.

Drago-Severson, E., & Blum-DeStefano, J. (August 2015). Make time to recharge: Growth and renewal play key roles in sustaining school leaders. Journal of Staff Development, 36(4), 38—42.

Drago-Severson, E. (October—December 2014). “My turn”: Women’s goals and motivations in a diploma program—A constructive-developmental approach. International Journal for Adult Vocational Education and Technology, 5(4), 1—19.

Drago-Severson, E., & Blum-DeStefano, J. (December 2014). Tell me so I can hear: A developmental approach to feedback and collaboration. Journal of Staff Development, 35(6),16-22.

Drago-Severson, E., & Blum-DeStefano, J. (August 2014). Change no to yes: Leaders find creative ways to overcome obstacles to adult learning. The Journal of Staff Development, 35(4), 26-29.

Drago-Severson, E., & Blum-DeStefano, J. (March 2014). Leadership for transformational learning: A developmental approach to supporting leaders’ thinking and practice. Journal of Research on Leadership Education doi:10.1177/1942775114527082

http://jrl.sagepub.com/content/early/2014/03/17/1942775114527082.full.pdf+html

Drago-Severson, E. Maslin-Ostrowski, P., Hoffman, A. M., & Barbaro, J. (March 2014). Managing adaptive challenges: Learning with principals from Bermuda and Florida. Journal of Research on Education Leadership, 9(1), 6-33.

Drago-Severson, E., Maslin-Ostrowski, P., & Hoffman, A. (October—December 2013). In one voice: Aspiring and practicing school leaders embrace the need for a more integrated approach to leadership preparation and development. International Journal for Adult Vocational Education and Technology, 4(4), 55-73.

Drago-Severson, E., & Blum, J. (January 2013). A new approach to new demands: The promise of learning-oriented school leadership. International Journal of Leadership in Education, 16(1), 1-33.

Drago-Severson, E., & Blum-DeStefano, J., Asghar, A. (November 2013). Learning and leading for growth: Preparing leaders to support adult development in our schools. Journal of School Leadership, 13, 1—35.

Drago-Severson, E. (December 2012). The need for principal renewal: The promise of sustaining principals through principal-to-principal reflective practice. Teachers College Record, 114(12), 1—56.

Drago-Severson, E. (March 2012). New opportunities for principal leadership: Shaping school climates for enhanced teacher development. Teachers College Record, 114(3), 1-30. Also available online 2/2011: http://www.tcrecord.org/Content.asp?ContentId=16304

Drago-Severson, E., Maslin-Ostrowski, P., & Hoffman, A. (April, 2012). Resisting fragmentation: Calling for a holistic approach to professional practice and preparation for educational leaders. Journal of Research on Leadership Education, 7(1), 5—43.

Drago-Severson, E. (October 2011). How adults learn forms the foundation of the Learning Designs standard. Journal of Staff Development, 32(5), 10—12.

Drago-Severson, E., Asghar, A., Blum-DeStefano, J, & Roloff Welch, J. (April 2011). Conceptual Changes in Aspiring School Leaders: Lessons from a University Classroom. Journal of Research on Leadership Education 6(4), 83—132.

Drago-Severson, E., & Aravena, J. L. (April 2011). The power of connectivity: Multilayered program grooms assistant principals’ leadership skills. Journal of Staff Development, 32(2), 50—53.

Drago-Severson, E., Cuban, S., Daloz, K. (Fall 2009). ‘I got your back’: Looking closely at learner collaboration and leadership in three studies. Adult Basic Education and Literacy Journal, 3(3), 140—150

Drago-Severson, E. & Pinto, K. (2009). School leadership in support of teachers’ learning: The dramatic differences that financial resources make. Leadership and Policy in Schools, 8(4), 1—31.

Drago-Severson, E. (Fall 2008). 4 practices serve as pillars for adult learning: Learning-oriented leadership offers a promising way to support growth. The Journal of Staff Development, 29(4), 60—63. Feature article.

Drago-Severson, E. (2007). Helping teachers learn: Principals as professional development leaders. Teachers College Record, 109(1), 70—125.

Drago-Severson, E. & Pinto, K. (April-June, 2006). School leadership for reducing teacher isolation: Drawing from the well of human resources. The International Journal of Leadership in Education: Theory and Practice, 9(2), 129—155. Notified in Fall 2008 that this is one of the top five most highly cited articles.

Drago-Severson, E. & Pinto, K. (November 2004). From barriers to breakthroughs: Principals’ strategies for overcoming challenges to teachers’ transformational learning. Journal of School Leadership (14)6, 653—685.

Bempechat, J., Drago-Severson, E., & Boulay, B. A. (March 2002). Attributions for success and failure in mathematics: A comparative study of Catholic and public school students. Catholic Education: A Journal of Inquiry and Practice, 5, 357—372.

Ekert, J., & Drago-Severson, E. (December 1999). Doing well and being well: Conceptions of well-being among successful adolescent girls of color in a catholic school. Catholic Education: A Journal of Inquiry and Practice, 3(2), 183—201.

Bempechat, J., & Drago-Severson, E. (fall 1999). Cross-national differences in academic achievement: Beyond etic conceptions of children's understandings. Review of Educational Research, 69(3), 287—313.

Drago-Severson, E., Bempechat, J, & Dindorff, L. (February 1994). Parents assess Catholic schools: A qualitative study explores the different reasons parents choose Catholic school. Momentum, 57—61.

Articles (theory-driven and application oriented)

Drago-Severson, E., Blum, J., & Asghar, A. (December 2011). Learning and leading for school transformation: Lessons from practicing leaders on building human capacity. Leadership in Focus 24, 38—40. Victoria, Australia.

Drago-Severson, E. & Blum-DeStefano, J. (May 2011). Leading and learning together (part 2): Promising practices for principals supporting adult development. Instructional Leader, (24)3, 9—12. Texas Elementary Principals and Supervisors Association. Austin, Texas.

Drago-Severson, E. & Blum-DeStefano, J. (March 2011). Leading and learning together (part 1): Promising practices for principals supporting adult development. Instructional Leader, (24) 2, 10—12. Texas Elementary Principals and Supervisors Association. Austin, Texas

Drago-Severson, E. (Fall 2009). How do you “know”? Yes! Magazine, p. 47.

Drago-Severson, E. (Summer 2006). Learning-oriented leadership: Transforming a school through a program of adult learning. Independent School Journal, 58—62.

Drago-Severson, E. (March 2006). How can you better support teachers’ growth? The Learning Principal, 1(6), 1, 6 & 7. National Staff Development Council.

Drago-Severson, E. (January 2005). How principals help teachers learn and grow: Practices and principles for effective and sustaining professional development. The Texas Principals’ and Supervisors’ Newsletter, 1-10.

Drago-Severson, E., Helsing, D., Kegan, R., Portnow, K., Popp, N., & Broderick, M. (October 2001). Describing the NCSALL adult development research. Focus on Basics, 5B, 3—6.

Drago-Severson, E., Helsing, D., Kegan, R., Broderick, M., Portnow, K., & Popp, N. (October 2001). The power of a cohort and collaborative groups. Focus on Basics, 5B, 15—22.

Drago-Severson, E., Kegan, R., Helsing, D., Broderick, M., Popp, N., & Portnow, K. (October 2001). Three developmentally different types of learners. Focus on Basics, 5B, 7—9.

Helsing, D., Drago-Severson, E., Kegan, R., Portnow, K., Popp, N., & Broderick, M. (October 2001). Three different types of change. Focus on Basics, 5B, 10—14.

Portnow, K., Popp, N., Broderick, M., Drago-Severson, E., & Kegan, R. (December 1998). Transformational learning in adulthood. Focus on Basics, 22—27.

Selected Book Chapters

Drago-Severson, E., & Blum-DeStefano, J. (2019). Modeling mindfulness: Principal leadership and development for personal and organizational growth. In T. Jennings, A. DeMauro, & P. Mischenko (Eds.), The mindful school: Transforming school culture with mindfulness and compassion (pp. 78-98). New York: Guilford.

Drago-Severson, E., & Blum-DeStefano, J.** (2019). From Supervision to “Super Vision:” A Developmental Approach to Collaboration and Capacity Building.  In S.J. Zepeda & J. A. Ponticell (Eds.), The Handbook of Educational Supervision (pp.329—352). Hoboken, NJ: Wiley-Blackwell.

Drago-Severson, E., Maslin-Ostrowski, P., Asghar, A., & Stuebner Gaylor, S. (2015). Learning & Teaching Qualitative Data Analysis in a US University: Creating Supports and Scaffolds for Researcher Development. To appear in Victor X Wang (Ed.), Handbook of Research on Scholarly Publishing and Research (Chapter 10, pp. 181—205). Hershey, PA: IGI Global. Peer reviewed.

Maslin-Ostrowski. P., & Drago-Severson, E. (May 2014). Leading and Learning in the Digital Age: Framing and Understanding School Leader Challenges. In Victor C. X. Wang (Ed.) (2014), Encyclopedia of Education and Technology in a Changing Society. IGI Global. Peer reviewed.

Drago-Severson, E., & Maslin-Ostrowski, P. (April, 2014). New mindsets: The promise of employing adult learning and developmental theories for educational leaders’ learning. In Victor C. X. Wang (ed.) Andragogical & Pedagogical Methods for Curriculum and Program Development (pp. 195—217). Hershey, PA: IGI Global. Peer reviewed.

Drago-Severson, E. (August 2011). A Close-up on Adult Learning and Developmental Diversity: Adult Growth in Cohorts and Collaborative Groups. In C. Hoare (Ed.), The Oxford Handbook of Reciprocal Adult Development and Learning (2nd ed.) (pp. 461—489). New York: Oxford University Press, Inc.

Drago-Severson, E. (July 2011). School leadership for adult development: The dramatic difference it can make. In J. MacBeath and T. Townsend (Eds.), International Handbook on Leadership for Learning (pp. 755-777). Springer International Handbooks of Education Pub.

Drago-Severson, E., & Blum, J. (May 2010). Library leadership for mature adult learners in a changing world: The importance of attending to developmental diversity. In P. Rothstein and D. Dow Schull (Eds.), Boomers and beyond: Reconsidering the role of libraries (pp. 43-56). Chicago: American Library Association.

Drago-Severson, E. (August 2009). “Growing pains”: Case commentary. In the Ontario College of Teachers with the Catholic Principals’ Council of Ontario, Exploring Leadership and Ethical Practice through Professional Inquiry (pp. 35-36). Quebec, Canada: Laval University.

Drago-Severson, E. (2007). Working Together through learning-oriented leadership: Promising practices for supporting teacher leadership and growth. In R. Ackerman and S. McKenzie (Eds.), Uncovering Teacher Leadership: Essays and voices from the field (pp. 297-313). Thousand Oaks: Corwin Press.

Drago-Severson, E., Roloff-Welch, J., & Jones, A. (2007). Learning and growing from convening: A context for reflecting on teacher practice. In R. Ackerman and S. McKenzie (Eds.), Uncovering Teacher Leadership: Essays and voices from the field (pp. 333-350). Thousand Oaks: Corwin Press.

Santos, M. & Drago-Severson, E. (2005). Adult learning and development today. In S. Farenga & D. Ness (Eds.), Encyclopedia of Education and Human Development (pp. 565-594). Armonk: M. E. Sharp.

Helsing, D., Drago-Severson, E., & Kegan, R. (2004). Applying constructive-developmental theories of adult development to ABE/ESOL practice. The Annual Review of Adult Learning and Literacy, 4 (pp.157-197). Lawrence Erlbaum and Associates.

Drago-Severson, E. (August 2001). Research method. In R. Kegan, M. Broderick, E. Drago-Severson, D. Helsing, N. Popp, & K. Portnow, Toward a “new pluralism” in the ABE/ESOL classroom: Teaching to multiple “cultures of mind” (pp. 21-42). NCSALL Research Monograph #19. Boston: World Education. (Included in monograph.)

Drago-Severson, E. (August 2001). ‘We’re trying to get ahead’: A developmental view of changes in Polaroid learners’ conceptions of their motivations for learning, expectations of teachers, and relationship to work. In R. Kegan, M. Broderick, E. Drago-Severson, D. Helsing, N. Popp, & K. Portnow, Toward a “new pluralism” in the ABE/ESOL classroom: Teaching to multiple “cultures of mind” (pp. 477-614). NCSALL Research Monograph #19. Boston: World Education. (Included in monograph.)

Drago-Severson, E., & Berger, J. (August 2001). ‘Not I Alone’: The power of adult learning in an adult diploma program cohort. In R. Kegan, M. Broderick, E. Drago-Severson, D. Helsing, N. Popp, & K. Portnow, Toward a “new pluralism” in the ABE/ESOL classroom: Teaching to multiple “cultures of mind” (pp. 379-476). NCSALL Research Monograph #19. Boston: World Education. (Included in monograph.)