Teaching as Community Property: Essays on Higher Education: 18 (Jossey-Bass/Carnegie Foundation for the Advancement of Teaching) - Tapa blanda

Acerca del autor

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.

De la contraportada

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.

De la solapa interior

For almost two decades, acclaimed education scholar and current president of The Carnegie Foundation for the Advancement of Teaching Lee S. Shulman has been bringing uncommon wit, passion, and vision to issues of teaching and learning in higher education.

"Teaching as Community Property" brings together a brilliant collection of Shulman's papers and presentations since 1987, giving readers a unique window into his ideas and proposals for the improvement of teaching and learning in higher education. What emerges is a vision of Shulman's overarching agenda--to improve the quality of teaching for "all" students by making teaching be a more respected dimension of all the disciplines and professional fields.

Much of the work collected here reflects Shulman's contention that expert teachers know how to transform the subject they are teaching into terms that their students will understand. Throughout the book, he argues for the unity of the scholarly life and shows how acts of discovering, integrating, applying, and representing ideas are mutually reinforc ing. In addition, this important volume reveals that professing what one knows can lead to rich new discoveries.

"Teaching as Community Property" maps out a program of action that engages faculty in the act of reinvention and a commitment to the development of new models and possibilities.