Lee S Shulman
Datos Biográficos
| ID | 1477949 |
|---|---|
| NOMBRE | Lee S Shulman |
| NOMBRES | Lee S |
| APELLIDO | Shulman |
| FIRMA | SHULMAN L S |
| AFILIACIONES | Stanford University |
| VERIFICADO | No |
| TOTAL DE OBRAS | 27 |
| TOTAL DE CITAS | 278 |
| TOTAL COMO AUTOR | 27 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1966 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2023 |
| ÍNDICE H | 5 |
Reprint
Truth and Consequences in Teacher Education
Truth and its consequences in teacher education form a web of interconnected relationships that align our attentions with our intentions. This article responds to an essay I wrote twenty years ago, and I examine the assumptions, questions, and possibilities in the frame of a more modern context. While many of the ideas remain salient, an examination of the truths I explained and the consequences I examined have shed new light on what truths and c…
Send Me in, Coach!” Ruminations on the Ethics of Mentoring in Teaching and Research
The author begins with an extended account of the manner in which popular accounts treat the topic of mentoring or coaching. This treatment is contrasted with the problems of coaching described in other articles in this issue, especially in connection to the National Board portfolio assessment. The distinction between “mediated” and “unmediated” mentoring is proposed to clarify why some forms of coaching are more problematic than others when judg…
Welcome to the Profession, Madame President
This letter to the future president of the United States urges her to conduct herself as president as if she were a role model of an educated person and the nation's principal teacher. This obligation entails the need always to be clear about the reasons why her decisions are taken, the evidence or values that support those decisions, the alternatives considered and rejected, and the kinds of sources on which her deliberations rest. She is urged …
Response to Comments
The work of both scholarship and practice progresses as a consequence of dialogue, debate, and exchange. I am grateful to Rodney Evans (“Existing Practice Is Not the Template,” this issue of Educational Researcher [ER], pp. 553–559) for his comments on an earlier ER article that I cowrote with three colleagues at The Carnegie Foundation for the Advancement of Teaching (Shulman, Golde, Bueschel, & Garabedian, 2006, “Reclaiming Education’s Doctorat…
Reclaiming Education’s Doctorates
The problems of the education doctorates are chronic and crippling. The purposes of preparing scholars and practitioners are confused; as a result, neither is done well. We must move forward on two fronts simultaneously: rethinking and reclaiming the research doctorate (the Ph.D.), with its strong links to practice, and developing a robust and distinct practice doctorate (the P.P.D.) with a distinctive scholarly base. Unlike most current educatio…
Signature pedagogies in the professions
Daedalus Summer 2005 The psychoanalyst Erik Erikson once observed that if you wish to understand a culture, study its nurseries. There is a similar principle for the understanding of professions: if you wish to understand why professions develop as they do, study their nurseries, in this case, their forms of professional preparation. When you do, you will generally detect the characteristic forms of teaching and learning that I have come to call …
The professions in America today
How and what teachers learn
We explore our efforts to create a conceptual framework to describe and analyse the challenges around preparing teachers to create, sustain, and educate in a ‘community of learners’. In particular, we offer a new frame for conceptualizing teacher learning and development within communities and contexts. This conception allows us to understand the variety of ways in which teachers respond in the process of learning to teach in the manner described…
Truth and Consequences
A university professor was on her hands and knees in the darkest part of a tunnel when a sewer inspector stumbled over her. are you doing here? he asked. I'm looking for the truth, or at least useful was the reply. I'm pretty sure someone must have left it here. But it's so dark, muddy, and toxic here that I fear you will never find anything of value. Why don't you go look where there is a bit more light? Because the muddier it is, the better the…
The Scholarship of Teaching
(1999). The Scholarship of Teaching: New Elaborations, New Developments. Change: The Magazine of Higher Learning: Vol. 31, No. 5, pp. 10-15.
Theory, Practice, and the Education of Professionals
In "The Relation of Theory to Practice in Education," John Dewey compares professional education for teachers to the education of other professionals, especially physicians. He distinguishes between 2 general approaches, the apprenticeship and the laboratory, generally favoring the latter. This article proposes 6 commonplaces characteristic of all forms of professional education and critically examines Dewey's views of teacher education through t…
Knowledge and Teaching
Lee S. Shulman builds his foundation for teaching reform on an idea of teaching that emphasizes comprehension and reasoning, transformation and reflection. "This emphasis is justified," he writes, "by the resoluteness with which research and policy have so blatantly ignored those aspects of teaching in the past." To articulate and justify this conception, Shulman responds to four questions: What are the sources of the knowledge base for teaching?…
Those Who Understand
Esta investigación tiene como propósito analizar algunos referentes teóricos sobre la Filosofía de las Matemáticas (FM) y el conocimiento del profesor de Matemáticas (CPM), con el fin de presentar evidencias de la articulación e integración de la FM en los modelos del CPM en función del quehacer docente, particularmente el sugerido por Stacey (2008). Por lo anterior, se sistematizan y describen los planteamientos de algunas fuentes bibliográficas…
Peer Review
Peer Review
When asked last spring to assist NIE in reviewing the status of review in the agency, I doubted the task would require a great deal of deep deliberation. Peer review was clearly a virtue, a fundamental tenet of quality assurance long supported in the academic community. As my fellow advisors (Jim Greeno, David Smith, and Bob Mattson) and I began to examine the issues involved, to discuss alternative approaches with representatives of other agenci…
The Practical and the Eclectic
(1984). The Practical and the Eclectic: A Deliberation on Teaching and Educational Research. Curriculum Inquiry: Vol. 14, No. 2, pp. 183-200
Handbook of teaching and policy
Handbook of Teaching and Policy
The NIE Centers and Laboratories Competition
Disciplines of Inquiry in Education
Medical Problem Solving
The Institute for Research on Teaching
Reconstruction of Educational Research
If there are some subjects on which the results obtained have finally received the unanimous assent of all who have attended to the proof, and others which .. .have never succeeded in establishing any considerable body of truths, so as to be beyond denial or doubt; it is by generalizing the methods successfully followed in the former enquiries, and adapting them to the latter, that we may hope to remove this blot on the face of science
Learning by Discovery
Signature pedagogies in the professions
Daedalus Summer 2005 The psychoanalyst Erik Erikson once observed that if you wish to understand a culture, study its nurseries. There is a similar principle for the understanding of professions: if you wish to understand why professions develop as they do, study their nurseries, in this case, their forms of professional preparation. When you do, you will generally detect the characteristic forms of teaching and learning that I have come to call …
Handbook of teaching and policy
Reclaiming Education’s Doctorates
The problems of the education doctorates are chronic and crippling. The purposes of preparing scholars and practitioners are confused; as a result, neither is done well. We must move forward on two fronts simultaneously: rethinking and reclaiming the research doctorate (the Ph.D.), with its strong links to practice, and developing a robust and distinct practice doctorate (the P.P.D.) with a distinctive scholarly base. Unlike most current educatio…
Disciplines of Inquiry in Education
The professions in America today
Response to Comments
The work of both scholarship and practice progresses as a consequence of dialogue, debate, and exchange. I am grateful to Rodney Evans (“Existing Practice Is Not the Template,” this issue of Educational Researcher [ER], pp. 553–559) for his comments on an earlier ER article that I cowrote with three colleagues at The Carnegie Foundation for the Advancement of Teaching (Shulman, Golde, Bueschel, & Garabedian, 2006, “Reclaiming Education’s Doctorat…
Truth and Consequences
A university professor was on her hands and knees in the darkest part of a tunnel when a sewer inspector stumbled over her. are you doing here? he asked. I'm looking for the truth, or at least useful was the reply. I'm pretty sure someone must have left it here. But it's so dark, muddy, and toxic here that I fear you will never find anything of value. Why don't you go look where there is a bit more light? Because the muddier it is, the better the…
The Practical and the Eclectic
(1984). The Practical and the Eclectic: A Deliberation on Teaching and Educational Research. Curriculum Inquiry: Vol. 14, No. 2, pp. 183-200
The NIE Centers and Laboratories Competition
The Institute for Research on Teaching
Negro-White Differences in Employability, Self-Concept, and Related Measures among Adolescents Classified as Mentally Handicapped
Lee. S. Shulman, Negro-White Differences in Employability, Self-Concept, and Related Measures among Adolescents Classified as Mentally Handicapped, The Journal of Negro Education, Vol. 37, No. 3, Race and Equality in American Education (Summer, 1968), pp. 227-240
Modes of Thinking in Young Children
Negro-White Differences in Employability, Self-Concept, and Related Measures among Adolescents Classified as Mentally Handicapped
Lee. S. Shulman, Negro-White Differences in Employability, Self-Concept, and Related Measures among Adolescents Classified as Mentally Handicapped, The Journal of Negro Education, Vol. 37, No. 3, Race and Equality in American Education (Summer, 1968), pp. 227-240
Learning by Discovery
Reconstruction of Educational Research
If there are some subjects on which the results obtained have finally received the unanimous assent of all who have attended to the proof, and others which .. .have never succeeded in establishing any considerable body of truths, so as to be beyond denial or doubt; it is by generalizing the methods successfully followed in the former enquiries, and adapting them to the latter, that we may hope to remove this blot on the face of science
The Institute for Research on Teaching
Medical Problem Solving
Disciplines of Inquiry in Education
Handbook of teaching and policy
Handbook of Teaching and Policy
The NIE Centers and Laboratories Competition
The Practical and the Eclectic
(1984). The Practical and the Eclectic: A Deliberation on Teaching and Educational Research. Curriculum Inquiry: Vol. 14, No. 2, pp. 183-200
Peer Review
Peer Review
When asked last spring to assist NIE in reviewing the status of review in the agency, I doubted the task would require a great deal of deep deliberation. Peer review was clearly a virtue, a fundamental tenet of quality assurance long supported in the academic community. As my fellow advisors (Jim Greeno, David Smith, and Bob Mattson) and I began to examine the issues involved, to discuss alternative approaches with representatives of other agenci…
Those Who Understand
Esta investigación tiene como propósito analizar algunos referentes teóricos sobre la Filosofía de las Matemáticas (FM) y el conocimiento del profesor de Matemáticas (CPM), con el fin de presentar evidencias de la articulación e integración de la FM en los modelos del CPM en función del quehacer docente, particularmente el sugerido por Stacey (2008). Por lo anterior, se sistematizan y describen los planteamientos de algunas fuentes bibliográficas…
Knowledge and Teaching
Lee S. Shulman builds his foundation for teaching reform on an idea of teaching that emphasizes comprehension and reasoning, transformation and reflection. "This emphasis is justified," he writes, "by the resoluteness with which research and policy have so blatantly ignored those aspects of teaching in the past." To articulate and justify this conception, Shulman responds to four questions: What are the sources of the knowledge base for teaching?…
Theory, Practice, and the Education of Professionals
In "The Relation of Theory to Practice in Education," John Dewey compares professional education for teachers to the education of other professionals, especially physicians. He distinguishes between 2 general approaches, the apprenticeship and the laboratory, generally favoring the latter. This article proposes 6 commonplaces characteristic of all forms of professional education and critically examines Dewey's views of teacher education through t…
The Scholarship of Teaching
(1999). The Scholarship of Teaching: New Elaborations, New Developments. Change: The Magazine of Higher Learning: Vol. 31, No. 5, pp. 10-15.
Truth and Consequences
A university professor was on her hands and knees in the darkest part of a tunnel when a sewer inspector stumbled over her. are you doing here? he asked. I'm looking for the truth, or at least useful was the reply. I'm pretty sure someone must have left it here. But it's so dark, muddy, and toxic here that I fear you will never find anything of value. Why don't you go look where there is a bit more light? Because the muddier it is, the better the…
How and what teachers learn
We explore our efforts to create a conceptual framework to describe and analyse the challenges around preparing teachers to create, sustain, and educate in a ‘community of learners’. In particular, we offer a new frame for conceptualizing teacher learning and development within communities and contexts. This conception allows us to understand the variety of ways in which teachers respond in the process of learning to teach in the manner described…
Signature pedagogies in the professions
Daedalus Summer 2005 The psychoanalyst Erik Erikson once observed that if you wish to understand a culture, study its nurseries. There is a similar principle for the understanding of professions: if you wish to understand why professions develop as they do, study their nurseries, in this case, their forms of professional preparation. When you do, you will generally detect the characteristic forms of teaching and learning that I have come to call …
The professions in America today
Reclaiming Education’s Doctorates
The problems of the education doctorates are chronic and crippling. The purposes of preparing scholars and practitioners are confused; as a result, neither is done well. We must move forward on two fronts simultaneously: rethinking and reclaiming the research doctorate (the Ph.D.), with its strong links to practice, and developing a robust and distinct practice doctorate (the P.P.D.) with a distinctive scholarly base. Unlike most current educatio…
Response to Comments
The work of both scholarship and practice progresses as a consequence of dialogue, debate, and exchange. I am grateful to Rodney Evans (“Existing Practice Is Not the Template,” this issue of Educational Researcher [ER], pp. 553–559) for his comments on an earlier ER article that I cowrote with three colleagues at The Carnegie Foundation for the Advancement of Teaching (Shulman, Golde, Bueschel, & Garabedian, 2006, “Reclaiming Education’s Doctorat…
Send Me in, Coach!” Ruminations on the Ethics of Mentoring in Teaching and Research
The author begins with an extended account of the manner in which popular accounts treat the topic of mentoring or coaching. This treatment is contrasted with the problems of coaching described in other articles in this issue, especially in connection to the National Board portfolio assessment. The distinction between “mediated” and “unmediated” mentoring is proposed to clarify why some forms of coaching are more problematic than others when judg…
Welcome to the Profession, Madame President
This letter to the future president of the United States urges her to conduct herself as president as if she were a role model of an educated person and the nation's principal teacher. This obligation entails the need always to be clear about the reasons why her decisions are taken, the evidence or values that support those decisions, the alternatives considered and rejected, and the kinds of sources on which her deliberations rest. She is urged …
Psychology (21 obras) · Sociology (17 obras) · Mathematics education (14 obras) · Pedagogy (13 obras) · Political science (12 obras) · Teacher Education and Leadership Studies (10 obras) · Computer Science (6 obras) · Engineering (5 obras) · Engineering ethics (5 obras) · Epistemology (5 obras)