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Lee Shulman has been president of the Carnegie Foundation for the Advancement of Teaching since 1997. He is a former president of the American Educational Research Association as well as past president of the National Academy of Education. In this second volume of a landmark two volume collection of Shulman's best work, he addresses such compelling questions as What are the most effective approaches to teaching? How important is knowledge of ...
Lee Shulman has been president of the Carnegie Foundation for the Advancement of Teaching since 1997. He is a former president of the American Educational Research Association as well as past president of the National Academy of Education. In this second volume of a landmark two volume collection of Shulman's best work, he addresses such compelling questions as What are the most effective approaches to teaching? How important is knowledge of ...
Additional Info:
Lee Shulman has been president of the Carnegie Foundation for the Advancement of Teaching since 1997. He is a former president of the American Educational Research Association as well as past president of the National Academy of Education. In this second volume of a landmark two volume collection of Shulman's best work, he addresses such compelling questions as What are the most effective approaches to teaching? How important is knowledge of subject matter to a teacher's success? And, how do we measure success in teaching and learning? (From the Publisher)
Table Of Content:
Sources
About the Author
Acknowledgments
Foreword
Introduction
Pt. 1 Learning
ch. 1 Professing the Liberal Arts
ch. 2 Taking Learning Seriously
ch. 3 Problem-Based Learning: The Pedagogies of Uncertainty
ch. 4 Making Differences: A Table of Learning
Pt. 2 The Profession of Teaching
ch. 5 Knowledge and Teaching: Foundations of the New Reform
ch. 6 Learning to Teach
ch. 7 Toward a Pedagogy of Substance
ch. 8 Teaching as Community Property: Putting an End to Pedagogical Solitude
ch. 9 The Scholarship of Teaching: New Elaborations, New Developments
ch. 10 From Minsk to Pinsk: Why a Scholarship of Teaching and Learning?
ch. 11 Lamarck's Revenge: Teaching Among the Scholarships
ch. 12 From Idea to Prototype: Three Exercises in the Peer Review of Teaching
ch. 13 The Pedagogical Colloquium: Three Models
ch. 14 Course Anatomy: The Dissection and Analysis of Knowledge Through Teaching
ch. 15 Visions of the Possible: Models for Campus Support of the Scholarship of Teaching and Learning
ch. 16 The Doctoral Imperative: Examining the Ends of Erudition
Index
Lee Shulman has been president of the Carnegie Foundation for the Advancement of Teaching since 1997. He is a former president of the American Educational Research Association as well as past president of the National Academy of Education. In this second volume of a landmark two volume collection of Shulman's best work, he addresses such compelling questions as What are the most effective approaches to teaching? How important is knowledge of subject matter to a teacher's success? And, how do we measure success in teaching and learning? (From the Publisher)
Table Of Content:
Sources
About the Author
Acknowledgments
Foreword
Introduction
Pt. 1 Learning
ch. 1 Professing the Liberal Arts
ch. 2 Taking Learning Seriously
ch. 3 Problem-Based Learning: The Pedagogies of Uncertainty
ch. 4 Making Differences: A Table of Learning
Pt. 2 The Profession of Teaching
ch. 5 Knowledge and Teaching: Foundations of the New Reform
ch. 6 Learning to Teach
ch. 7 Toward a Pedagogy of Substance
ch. 8 Teaching as Community Property: Putting an End to Pedagogical Solitude
ch. 9 The Scholarship of Teaching: New Elaborations, New Developments
ch. 10 From Minsk to Pinsk: Why a Scholarship of Teaching and Learning?
ch. 11 Lamarck's Revenge: Teaching Among the Scholarships
ch. 12 From Idea to Prototype: Three Exercises in the Peer Review of Teaching
ch. 13 The Pedagogical Colloquium: Three Models
ch. 14 Course Anatomy: The Dissection and Analysis of Knowledge Through Teaching
ch. 15 Visions of the Possible: Models for Campus Support of the Scholarship of Teaching and Learning
ch. 16 The Doctoral Imperative: Examining the Ends of Erudition
Index