Teaching as Community Property: Essays on Higher Education / Edition 1

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Overview

Teaching as Community Property brings together in one important volume almost two decades of work by the acclaimed education scholar and president of The Carnegie Foundation for the Advancement of Teaching, Lee S. Shulman.  This book offers college and university leaders, faculty developers, and researchers insight into Shulman’s ideas and proposals for  the advancement of teaching and learning in higher education. 
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What People Are Saying

From the Publisher
“Lee Shulman's intellectual sweep is daunting, but at the center of all his work is a passion for teaching. Now his wise words and powerful insights about the enterprise of teaching have been assembled in one indispensable volume.”
—Howard Gardner, professor of cognition and education, Harvard Graduate School of Education

“’Those who understand, teach.’ Lee Shulman's contributions to our collective understanding of teaching have brought honor to the teaching profession and wisdom to the field. When I want to gain insight, I read Shulman. This collection of his work is a magnificent gift to us all.”
—Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University

“There is no one more thoughtful about matters concerning teaching, learning, and learning to teach than Lee Shulman. To have his various writing, collected in one place is a gift to all of us who are concerned about education. These essays should be required reading for scholars, teachers, parents, and those who simply want to understand how we come to know.”
—Ellen Condliffe Lageman, dean, Harvard School of Education

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Product Details

Meet the Author

Lee S. Shulman has been president of The Carnegie Foundation for the Advancement of Teaching since 1997. From 1963 to 1982, Shulman was professor of educational psychology and medical education at Michigan State University. In 1982 he joined the faculty at Stanford University.   He is a former president of the American Educational Research Association (AERA) and a past president of the National Academy of Education. Shulman has received the AERA's career award for Distinguished Contributions to Educational Research as well as the American Psychological Association's E. L. Thorndike Award for Distinguished Psychological Contributions to Education. A Guggenheim Fellow and a Fellow of the Center for Advanced Study in the Behavioral Sciences, he was also elected a Fellow of the American Academy of Arts and Sciences in 2002. Jossey-Bass has also published a collection of Shulman’s papers on educational research, teacher education, and K-12 education, The Wisdom of Practice.
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Table of Contents

Sources.

About the Author.

Acknowledgments.

Foreword (Pat Hutchings).

Introduction (Russell Edgerton).

PART ONE: Learning.

1. Professing the Liberal Arts.

2. Taking Learning Seriously.

3. Problem-Based Learning: The Pedagogies of Uncertainty.

4. Making Differences: A Table of Learning.

PART TWO: The Profession of Teaching.

5. Knowledge and Teaching: Foundations of the New Reform.

6. Learning to Teach.

7. Toward a Pedagogy of Substance.

8. Teaching as Community Property: Putting an End to Pedagogical Solitude.

9. The Scholarship of Teaching: New Elaborations, New Developments.

10. From Minsk to Pinsk: Why a Scholarship of Teaching and Learning?

11. Lamarck’s Revenge: Teaching Among the Scholarships.

PART THREE: Practices and Policies.

12. From Idea to Prototype: Three Exercises in the Peer Review of Teaching.

13. The Pedagogical Colloquium: Three Models.

14. Course Anatomy: The Dissection and Analysis of Knowledge Through Teaching.

15. Visions of the Possible: Models for Campus Support of the Scholarship of Teaching and Learning.

16. The Doctoral Imperative: Examining the Ends of Erudition.

Index.

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