Lee Shulman
 |
Lee S. Shulman | |
|---|---|
| Born | September 28, 1938 |
| Awards | E. L. Thorndike Award (1995) |
| Academic background | |
| Alma mater | The University of Chicago |
| Academic work | |
| Institutions | Stanford Graduate School of Education |
| Doctoral students | Sam Wineburg |
Lee S. Shulman (born September 28, 1938) is an American educational psychologist and reformer. He has made notable contributions to the study of teaching, assessment of teaching, and the fields of medicine, science, mathematics, and the scholarship of teaching and learning.
Background[edit]
Shulman was born on September 28, 1938, in Chicago, Illinois.[1] He was the only son of Jewish immigrants who owned a small delicatessen on the Northwest Side of Chicago.[2] He attended a Yeshiva high school.[3]
Shulman is a professor emeritus at Stanford Graduate School of Education, past president of the Carnegie Foundation for the Advancement of Teaching, past president of the American Educational Research Association, and the recipient of several awards recognizing his educational research. From 1963 to 1982, Shulman was a faculty member at Michigan State University, where he founded and co-directed the Institute for Research on Teaching (IRT).
Shulman is credited with popularizing the phrase "pedagogical content knowledge" (PCK). He was the 2006 recipient of the University of Louisville Grawemeyer Award in Education for his 2004 book, The Wisdom of Practice: Essays on Teaching, Learning and Learning to Teach. [4]
Shulman is also recognized for his publications and speeches about the higher education field of the scholarship of teaching and learning (SoTL). He notably distinguished SoTL from scholarly teaching, which he described as the work "every one of us should be engaged in every day that we are in a classroom, in our office with students, tutoring, lecturing, conducting discussions, all the roles we play pedagogically."[5] SoTL, on the other hand, is "when we step back and reflect systematically on the teaching we have done, in a form that can be publicly reviewed and built upon by our peers."[6] This emphasis on public review and developing a collective body of knowledge was tied to his larger point that SoTL removes the widespread experience of "pedagogical solitude" by relocating postsecondary teaching within "a community of scholars."[5] This, in turn, will elevate the status of teaching in higher education and expand what's known about teaching and learning in higher education.
Pedagogical content knowledge (PCK)[edit]
Shulman (1986) claimed that the emphases on teachers' subject matter knowledge and pedagogy were being treated as mutually exclusive. He believed that teacher education programs should combine the two knowledge fields. To address this dichotomy, he introduced the notion of pedagogical content knowledge that includes pedagogical knowledge and content knowledge, among other categories. His initial description of teacher knowledge included curriculum knowledge, and knowledge of educational contexts.
References[edit]
- ^ "Lee S. Shulman | American educational psychologist | Britannica". www.britannica.com. Retrieved 2022-02-28.
- ^ "Just Like Pastrami « Lee Shulman | This I Believe". thisibelieve.org. Retrieved 2022-02-28.
- ^ Cooper, Joy A. Palmer (2016-05-20). Routledge Encyclopaedia of Educational Thinkers. Routledge. p. 563. ISBN 978-1-317-57698-3.
- ^ "2006- Lee Shulman". grawemeyer.org. Archived from the original on 2015-06-10.
- ^ a b Shulman, Lee S.; Hutchings, Patricia A. (2004). Teaching as community property: essays on higher education. The Jossey-Bass higher and adult education series (1. ed ed.). San Francisco: Jossey-Bass. ISBN 978-0-470-62308-4.
{{cite book}}:|edition=has extra text (help) - ^ Shulman, Lee S.; Hutchings, Patricia A. (2004). Teaching as community property: essays on higher education. The Jossey-Bass higher and adult education series (1. ed ed.). San Francisco: Jossey-Bass. ISBN 978-0-470-62308-4.
{{cite book}}:|edition=has extra text (help)
Further reading[edit]
- Ball, D. L. (2000). "Bridging practices: Intertwining content and pedagogy in teaching and learning to teach" (PDF). Journal of Teacher Education. 51 (3): 241–247. doi:10.1177/0022487100051003013. S2CID 145542436.
- Freeman, D. (2002). "The hidden side of the work: Teacher knowledge and learning to teach". Language Teaching. 35: 1–13. doi:10.1017/S0261444801001720. S2CID 232397001.
- Loughran, John; Berry, Amanda; Mulhall, Pamela (2012). Understanding and developing science teachers' pedagogical content knowledge (2nd ed.). Rotterdam: Sense Publishers. ISBN 978-94-6091-788-2.
- Anne, Hlas; Susan, Hildebrandt (28 February 2010). "Demonstrations of pedagogical content knowledge: Spanish Liberal Arts and Spanish Education majors' writing". L2 Journal. 2 (1). ISSN 1945-0222.
- Loughran, John; Berry, Amanda; Mulhall, Pamela (2012). Understanding and developing science teachers' pedagogical content knowledge (2nd ed.). Rotterdam: SensePublishers. ISBN 978-94-6091-821-6.
- Ma, Liping (2010). Knowing and teaching elementary mathematics: teachers' understanding of fundamental mathematics in China and the United States (Anniversary ed.). New York: Routledge. ISBN 978-0415873840.
- Munby, H.; Russell, T.; Martin, A. K. (2002). Richardson, Virginia (ed.). Handbook of research on teaching (4th ed.). Washington, D.C.: American Educational Research Association. pp. 877–904. ISBN 978-0935302264.
- Rowan, B.; et al. (2001). "Measuring teachers' pedagogical content knowledge in surveys: An exploratory study". State College, Pennsylvania: Consortium for Policy Research in Education, Study of Instructional Improvement.
{{cite journal}}: Cite journal requires|journal=(help) - Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-31.
- Palmer, Joy A.; Bresler, Liora; Cooper, David E., eds. (2003). Fifty modern thinkers on education: from Piaget to the present (Repr. ed.). London: Routledge. ISBN 978-0415224093.
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