Modeling Domain Learning: Profiles From the Field of Special Education

By Patricia A. Alexander, Christopher T. Sperl, Michelle Buehl, Helenrose Fives, Shuhui Chiu. 2004

118 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1e4b7583b2a31fbdfaa70c306f8e0d841ffb4239

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

Citations in the corpus

Epistemology, metacognition, and self-regulation: musings on an emerging field (2010, background): “The expertise/novice literature suggests that it is the high level thinkers, the experts in a domain, that are the least likely to be metacognitively aware of knowledge judgments because they make them automatically and routinely ( Alexander et al. 2004, Chi et al. 1982).”
The Development of Expertise: The Journey From Acclimation to Proficiency (2003, background): “For this reason, the level of strategy use among experts remains high, although those strategies are almost exclusively of a deep-processing kind (Alexander et al., 2002).”
Students' achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes (2010, unknown): “Alexander and her colleagues assessed individual interest along with strategic processing and relevant knowledge in studies of the Model of Domain Learning (Alexander, Kulikowich, & Jetton, 1994; Smith & Reio, 2006). Alexander, Sperl, Buehl, Fives, and Chiu (2004) created a 13 item interest measure ”
The Path to Competence: A Lifespan Developmental Perspective on Reading (2005, background): “While surface-level strategies are particularly important in the early period of reading development, as individuals build a base of knowledge and interest in the domain, deep-processing strategies become increasingly more evident during competence and proficiency/expertise (Alexander et al., 2004).”
Cognitive activities in complex science text and diagrams (2010, background): “We speculate that there may be distinct sub-types of readers who use different combinations of inference, low-, and high-level strategies within our sample (Alexander et al., 2004), leading to overall non-significant results for strategy use.”
Initial training in professional psychology: The practicum competencies outline. (2007, background): “These features include: (a) deep, extensive, and highly integrated bodies of domain knowledge, (b) recognition of features and meaningful patterns of information not noticed by novices, including identifying underlying problem structures, (c) the ability to select appropriate solution strategies for”