Lee S. Shulman’s research while affiliated with Stanford University and other places

... The TPACK framework builds upon studies by Mishra and Koehler [35], Niess [36], and Niess et al. [37], based on the extension of Shulman's [38] work in PCK. It has added an extra dimension called TPACK, referring to Technological, Pedagogical, and Content Knowledge, which gives definition to the kinds of specialist knowledge needed for teaching with technology. ...

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Technology Integration Frameworks in Geometry Education: A Synthesis of Recent Research

... Enhancing continuing professional learning of teachers has a momentous influence on teacher quality to refresh, develop and broaden their knowledge, improve student learning, and boost education quality (Organization for Economic Cooperation and Development [OECD], 2020). Therefore, teachers' dedication to and motivation to engage in fruitful professional growth are critical (Shulman & Shulman, 2009), as it results in positive outcomes for their continuous professional development engagement (Alghamdi, 2019;Schieb & Karabenick, 2011). Likewise, teachers must commit their time and intellectual resources to cultivate meaningful practices and deepen their professional expertise (Smith, 2017). ...

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Exploring the Link Between Teachers’ Motivation for Continuous Professional Development and Professional Learning Communities: A Structural Equation Modeling Approach

... The concept of pedagogical reasoning originated with Shulman (1984Shulman ( , 1987Shulman ( , 1990 as part of the wider attempt in the 1980s in the US to strengthen teachers' professional status, which many policy makers had previously trivialised (Shulman, 1987). His theory deals with a specific educational problematic: how teachers should best teach specific subject matter to different groups of learners (1986, p. 8). ...

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Why “liberating” education studies from foundation disciplines cannot make it more coherent?

... pathophysiological explanations), and 'consequences' (i.e. clinical presentation in terms of symptoms, physical signs, and complications) [5,33], and then adopt hypotheticodeductive approach to real-world clinical problemswhere the earliest pieces of clinical information automatically generate a few plausible "anchor" hypotheses, which then trigger a targeted search for cues or expectancies that fit or do not fit these differential considerations [34,35]. This is actually consistent with Klein's recognition-primed decision model that describes how naturistic, high-quality decision-making can be achieved in high-stakes work environments [6]. ...

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Beyond thinking fast and slow: a Bayesian intuitionist model of clinical reasoning in real-world practice

... The concept of pedagogical reasoning originated with Shulman (1984Shulman ( , 1987Shulman ( , 1990 as part of the wider attempt in the 1980s in the US to strengthen teachers' professional status, which many policy makers had previously trivialised (Shulman, 1987). His theory deals with a specific educational problematic: how teachers should best teach specific subject matter to different groups of learners (1986, p. 8). ...

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Why “liberating” education studies from foundation disciplines cannot make it more coherent?

... Denne formen for refleksivitet knyttet til egne handlinger utgjør en viktig del av profesjonsutøvelsen. En forutsetning for at en slik refleksjon kan skje, er ifølge Shulman (2004) at yrkesutøveren er tilknyttet et faglig og profesjonelt fellesskap. I et profesjonsfellesskap deltar både noviser og erfarne profesjonsutøvere, og gjennom utveksling av erfaringer mellom deltakerne skjer laering (Wenger 2004). ...

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En ensom rytter i galopp: Praksisveilederen i kulturskolen

... Private interaction with the learning and conceptual materials is expected to promote learning by provoking cognitive restructuring (Shulman and Ringstaff, 1986). Cognitive restructuring occurs as learners revise their ways of thinking to provide a better fit to reality when faced with discrepancies between their own ways of viewing the world and new information (Rogoff, 1990). ...

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The Role of Tutors as a Fundamental Component of Online Learning Support

... My work builds on literature from the learning sciences, cognitive science and learning analytics (or educational data mining). More specifically, previous works describe the importance of studentdesigned project based learning experiences for promoting learning of STEM (Fortus, Dershimer, Krajcik, Marx, & Mamlok-Naaman 2004; Roth, 1996;1997;1998 in [6]); techniques for observing behavioral and developmental changes among students through rich ethnographic studies [7][8] [9][10] [11]; and using automated techniques for identifying salient markers of learning in a range of modalities [12][13] [14]. Furthermore, this research builds on the work that I have done during the past three years which has found that there are meaningful cues in student speech [15][16] [17], gaze [18], programming state [19]; epistemological beliefs and identity [20]; and in a combination of modalities [21] [22]. ...

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Multimodal learning analytics - Enabling the future of learning through multimodal data analysis and interfaces

... Teachers must employ a high degree of SEC to successfully manage the social and emotional dynamics of the classroom environment (Shulman, 2005). When teachers have difficulties relating to students and managing their classroom , both student behavior and achievement suffer (Marzano et al., 2003). ...

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Improving Classroom Learning Environments by Cultivating Awareness and Resilience in Education (CARE): Results of a Randomized Controlled Trial

... Like teachers' subject-related knowledge (i.e., content knowledge and pedagogical content knowledge) the non-subject-related knowledge aspects or educational foundations can also be subdivided (Grossman & Richert, 1988;Schmidt et al., 2008;Shulman, 1987). Psychological knowledge can be considered one major aspect of educational foundations (e.g., Anderson et al., 1995;Hilgard, 1996;Patrick et al., 2011). ...

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Teachers’ knowledge about psychology: Development and validation of a test measuring theoretical foundations for teaching and its relation to instructional behavior