The Development of Expertise: The Journey From Acclimation to Proficiency

By Patricia A. Alexander. 2003

618 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/f6d7d55e8a62db59f3605b89439326ff163a0f33

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The Path to Competence: A Lifespan Developmental Perspective on Reading (2005, background): “There is much to be learned about reading development from the expertise literature, especially the new generation of theory and research (Alexander, 2003a, 2003c).”
Classroom motivational environment influences on emotional and cognitive dimensions of student interest in mathematics (2017, background): “It is believed however that through repeated exposure to the transient emotional states associated with situational interest, students' interest can develop over time into a deep and enduring interest, termed individual interest (Alexander 2003; Hidi and Renninger, 2006).”
Cognitive Affective Engagement Model of Multiple Source Use (2017, background): “, Alexander, Kulikowich, & Jetton, 1994; Dewey, 1913; Hidi, 2001). Two forms of interest have been identified: individual interest and situational interest. Individual interest refers to students’ stable and sustained positive orientation toward a topic or domain. Applied to text engagement, this fo”
Interest and Self-Sustained Learning as Catalysts of Development: A Learning Ecology Perspective (2006, background): “Other investigations have shown that there are relationships between interest and knowledge [Alexander, 2003; Renninger, 2000] and that interest is connected to positive affective experience [Schiefele, 2001].”
Professional Development in Integrating Technology Into Teaching and Learning: Knowns, Unknowns, and Ways to Pursue Better Questions and Answers (2007, background): “For example, Alexander (2003) has found strong ties between the cognitive and affective attributes of learners and their impact on the acquisition and comprehension of information.”
Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement (2008, methodology): “According to Alexander’s (2003) Model of Domain Learning the nature of developing expertise in academic domains progress from acclimation to competency and proficiency.”
The Multidimensional Knowledge in Text Comprehension framework (2021, methodology): “For example, the model of domain learning (MDL; Alexander, 2003, 2004) proposes that learners move from novice to expert through a series of qualitative, structural changes to their domain-relevant knowledge.”
Describing the Behavior and Documenting the Accomplishments of Expert Teachers (2004, methodology): “The Model of Domain Learning (MDL) is also a three-stage model but with subprocesses within the stages so that the model is appropriately complex (Alexander, 1997, 2003).”
The Cambridge Handbook of the Learning Sciences: Foundations and Opportunities for an Interdisciplinary Science of Learning (2005, neutral): ““adaptive expertise” (e.g., Alexander, 2003; Hatano & Inagaki, 1986; Hatano &”