This study examines semester schools, which have elements associated with transformative learning, and an adolescent population, where transformative learning has less commonly been studied. We administered the Learning Activities Survey pre/post semester (n = 173) and followed the survey with semistructured interviews (n = 30) to assess whether students experienced Mezirow’s stages of transformative learning and achieved perspective transformation. Our results suggest that adolescents experience the stages of transformative learning more frequently at semester schools than at their originating schools. However, while students said they achieved perspective transformation on the surveys, interviews revealed that the outcome might better be described as a cycle of identity formation. Students said that the relationships with teachers and students, time for reflection, and the structure of the semester were important to their learning. Specifically, a supportive but challenging environment provided content that they reflected on to gain insight into their values and beliefs.

中文翻译：

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考虑在学期学校就读的青少年的变革性学习

本研究调查了学期学校，其中包含与变革性学习相关的元素，以及青少年群体，变革性学习很少被研究。我们在学期前后进行了学习活动调查 (n = 173)，并通过半结构化访谈 (n = 30) 跟踪调查，以评估学生是否经历了 Mezirow 的转型学习阶段并实现了观点转变。我们的结果表明，青少年在学期学校比在原校更频繁地经历变革性学习阶段。然而，虽然学生们表示他们在调查中实现了观点转变，但访谈显示，结果可能更好地描述为身份形成的循环。学生说，师生关系，反思的时间和学期的结构对他们的学习很重要。具体而言，一个支持但具有挑战性的环境提供了他们反思的内容，以深入了解他们的价值观和信仰。