Case study 22 Shulman was a study conducted by the Harvard Graduate School of Education in 1966. The study focused on the educational experiences of 22 elementary school students in Shulman, Massachusetts. The goal of the study was to better understand how children learn.
The researchers observed the children's interactions in the classroom, interviewed their teachers, and evaluated the curriculum being used. They identified a number of key findings, including that there was a lack of teacher autonomy and that students were not given opportunities to make decisions or develop independent thinking skills. Additionally, the study found that teachers were more focused on rote memorization and drill-and-practice activities than problem solving and critical thinking.
The study concluded that there was an inadequate emphasis on student creativity and higher-order thinking skills in the Shulman classrooms. This finding has been echoed in other studies since then, indicating that there is still much work to be done to ensure that students are receiving the best possible education.
Case study 22 Shulman has become an important reference point for educational researchers and policy makers. It emphasizes the need to provide students with engaging and stimulating learning environments that encourage creativity and critical thinking. The study also brought attention to the importance of teacher autonomy in engaging students in meaningful learning experiences.
The findings of Case Study 22 Shulman continue to be relevant today as educators strive to create learning environments that promote student growth and development. By recognizing the importance of these findings, educators can ensure that their students are receiving an education that meets their individual needs and prepares them for success in the 21st century.