International Journal for the Scholarship of Teaching and Learning
Volume 2, Number 1, January 2008
Return to current issues pageBook Review
Excerpt
Teaching as Community Property
Lee Shulman (Jossey-Bass, 2004)
Teaching as Community Property is a collection of Lee Shulman’s speeches, papers and presentations from 1987-2004. It is an inspiring and practical volume of Shulman’s profound and influential contributions to the field of teaching and learning in higher education. For readers’ individual interests, it is conveniently divided into three sections; Learning, The Profession of Teaching, and Practices and Policies. In his introduction, Russell Edgerton suggests that readers view this collection from three perspectives: pedagogy, prescription and philosophy. A useful aspect of this book is that each chapter can be read individually for the purpose of finding a solution to a specific problem or to expand our vision when facing a particular challenge. The titles of each individual chapter serve as a clear guide for this purpose.
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Review byLynne McVey
Salve Regina University
Newport, Rhode Island, USA
lynne.mcvey@salve.edu
I arrived in my current position by a rather roundabout route. Having received a B.A. in Philosophy, I earned 12 credits in education for provisional certification to calm my father’s anxiety about my ability to support myself with a degree in philosophy. I taught grades N-12 in both public and private schools for 21 years. I earned the required certifications at the time for the different grade levels and content areas. During this period, I took a four year detour into test development and educational publishing. Inspired by people like Nel Noddings, Carol Gilligan, and Lee Shulman, I returned to school and earned an M.S. and Ph.D. in educational psychology. I’m now an assistant professor in education at Salve Regina University. My research interests are gender differences in learning and teaching, faculty development and the role of personality and affect in teaching, pedagogical content knowledge, and the value of authentic assessment in secondary and higher education.