Transitions and Trajectories for Studies of Expertise

By S. Lajoie. 2003

167 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/733f57131a019e9762940362cedb55260d60f233

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Mathematics teachers' "learning to notice" in the context of a video club (2008, background): “E.A. van Es, M.G. Sherin / Teaching and Teacher Education 24 (2008) 244–276256 and that there is more than one trajectory to competence (Lajoie, 2003).”
Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. (2012, background): “A productive approach might be to identify trajectories that can lead to greater problem-solving expertise (Lajoie, 2003).”
Commentary: Reconceptualizing School Learning Using Insight From Expertise Research (2003, background): “In a large number of studies conducted with collaborators, Lajoie (2003) also emphasizes the acquisition of domain-specific knowledge through deliberate practice in making academic progress, although she pays special attention to the role played by the dynamic assessment of emerging competence in…”
Modeling Domain Learning: Profiles From the Field of Special Education (2004, background): “This new generation of expertise models is, thus, identifiable by its consideration of cognitive and noncognitive dimen- sions, its focus on the interactions among essential factors, and its attention to the transitions and trajectories across varying levels of competence (Lajoie, 2003).”
Effectiveness of Schema-Based Instruction for Improving Seventh-Grade Students’ Proportional Reasoning: A Randomized Experiment (2013, background): “As such, experts often solve problems using pattern recognition procedures and working forward from problem classification to solution (Lajoie, 2003; Yekovich, Thompson, & Walker, 1991).”
Learning to Notice Mathematics Instruction: Using Video to Develop Preservice Teachers' Vision of Ambitious Pedagogy (2017, background): “Recognizing that developing expertise takes time and that there is more than one trajectory to competence (Lajoie, 2003; Schoenfeld, 2011), we identify different approaches teacher candidates use to notice ambitious mathematics pedagogy and examine variations in the ways they develop practices for n”