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1.
Abstract. This study entailed the implementation and evaluation of a Web‐based technology designed to support the writing performance of fourth‐ and fifth‐grade students with learning disabilities (LD). The technology, Technology‐Enhanced Learning Environments on the Web (TELE‐Web), was implemented in a resource room setting involving 12 students with LD in the upper elementary grades. To evaluate the effects of the scaffolds on performance, students wrote personal news stories in three conditions: Scaffolded Personal News, Unscaffolded Personal News, and paper and pencil. The results revealed that the scaffolding condition significantly improved writing performance, particularly with respect to students' abilities to produce organized texts. 相似文献
2.
Sport scientists have examined numerous factors influencing the acquisition and manifestation of high levels of performance. These factors can be divided into variables having a primary influence on expertise and variables that have a secondary influence through their interaction with other variables. Primary influences on expertise include genetic, training, and psychological factors while secondary influences include socio‐cultural and contextual elements. This paper reviews the factors affecting the development of expert performance in sport and suggests directions for future research. 相似文献
3.
K. Anders Ericsson 《High Ability Studies》1998,9(1):75-100
Recent research in many different domains of expertise has shown that the large differences in performance between experts and novices are frequently reproducible under standardized conditions and can often be captured with representative tasks in the laboratory. Furthermore, these differences in performance are predominantly mediated by complex skills acquired over a decade, as a result of high daily levels of activities which are specially designed'to improve performance (deliberate practice). The effects of extended deliberate practice are remarkably far‐reaching and include physiological adaptations and qualitative changes in performance mediated by acquired cognitive skills. Most importantly, expert performers have acquired mental representations that allow them to plan and reason about potential courses of action and these representations also allow experts to monitor their performance, thus providing critical feedback for continued complex learning. The study of elite performance also reveals how acquired representation and skills provide the necessary tools for the ultimate eminent achievement, namely the generation of creative innovations to the domain.
4.
Grit, the tendency to work hard toward long-term goals, maintaining effort and interest over years despite failure and adversity, has predicted several achievement outcomes. However, minimal work has examined grit within a sport expertise development framework, and specifically its association with deliberate practice (DP) in sport. Participants, 250 athletes (109 female; Mage = 23.40, SD = 10.14), completed the 12-item Grit Scale, practice measures, and reported their skill level (local to international). Factor analyses confirmed a 10-item two-factor model for use in our sport sample: consistency of interests (CI; 6 items; α = .81) and perseverance of effort (PE; 4 items; α = .75). A full latent variable model controlling for age showed PE significantly predicted weekly amounts of DP and engagement in mandatory and optional practice contexts; CI was inversely associated with threats to athletes’ sport commitment. Among senior athletes, both Expert and Advanced skill groups had higher PE levels than a Basic/Intermediate group, ps < .05. The tendency to work hard toward long-term goals seemingly enables athletes to persist with practice activities that are pivotal to expert sport development. 相似文献
5.
《Critical Studies in Education》2013,54(2):145-155
Against the background of an increasing drop‐out rate of students with ethnic minority and working‐class backgrounds, the aim of this paper is to discuss the ways in which writing practices in Swedish teacher education produce power and include/exclude subjectivities. A conventional academic writing practice will be compared to a hybrid writing practice that has been experimented with for several years at the Stockholm Institute of Education. This hybrid writing practice is characterized by two intertwined features: a divergent complicity that combines diverse subjectivities and multiple theories in a multigenre text; and a convergent and reductive shift that makes academic writing accessible. As the paper will show, a hybrid writing practice can strengthen the inclusion of students with ethnic minority and working‐class backgrounds and, in turn, help them finish their programs. It is, however, not bereft of all exclusionary tendencies. 相似文献
6.
Alexandra Kent Donna M. Berry Kirsty Budds Yvonne Skipper Helen L. Williams 《高等教育研究与发展》2017,36(6):1194-1207
In the current research-focused climate, academics are facing increasing pressure to produce research outputs. This pressure can prove particularly daunting for early career (EC) academics, who are simultaneously attempting to master new teaching and administrative demands while establishing their own independent research trajectories. Previous reports suggest that academic writing retreats can be an effective way of increasing research outputs. Such retreats generally involve academics from a range of career stages and require expert facilitators. Through organising a series of structured writing events, this project aims to cultivate an enduring community of practice for academic writers. Reflecting on our EC retreat and subsequent writing days with academics from different career stages, we suggest that success hinged on three key factors: (1) A formal structure comprising bounded periods of intense writing, flanked by group reviewing and goal-setting; (2) Co-located writing with participants based in a shared space, away from their usual workstation and distractions; (3) Peer discussions involving participants at a similar career stage. Specifically we found that writing amongst ‘equals’ increased productivity and confidence amongst EC academics. 相似文献
7.
Wolfgang Schneider 《High Ability Studies》1997,8(1):7-18
Research on the impact of expertise on cognitive performance mostly conducted with adult samples has yielded impressive results, documenting the outstanding role of domain knowledge for memory and problem — solving skills. In this paper, the available research on the development of expertise in children and adolescents is reviewed in order to explore the respective roles of domain knowledge and basic intellectual abilities in determining exceptional performance. Most developmental studies conducted in different fields such as memory or sport seem to validate findings obtained from adult samples in that individual differences in domain knowledge account for the lion's share of variance explained in the performance variables. However, a closer analysis of effects reveals that individual differences in aptitude cannot be ignored and seem reliable even in homogeneous (expert) samples. Thus the developmental findings do not completely support the view proposed by Ericsson and colleagues that “deliberate practice” is the only predictor of exceptional performance. Instead, “threshold” or “partial compensation” models seem more appropriate to describe the interplay between aptitude and domain knowledge in predicting peak performance
8.
This paper discusses writing as a social practice and speculates on how wikis might be used to promote higher quality academic writing and support collaborative learning. This study of undergraduate teacher trainees’ online learning activities focuses on how shared spaces – wikis – might be used to communicate ideas and generate course‐specific content. The study also explored how students, through such activities, were able to improve their academic writing skills and engage more critically in learning. Data captured from student discussion boards and a post‐module email questionnaire (n = 35) were used to map student perceptions of the usefulness of wikis in support of their academic studies. The data indicate that most students raised their skill level in writing directly to the publicly viewable wiki space, in sharp contrast to the more informal content they posted on the discussion boards. The scope of collaborative writing was limited due to students’ reluctance to edit each others’ work, but students appreciated the shared environment as a means of discussing their work and the content of the course. Students reported that their academic writing skills had improved through their formal participation in the wiki. 相似文献
9.
Jonathan Monk 《English in Education》2016,50(2):95-115
Historical attitudes to literary creativity often focus on it as a genetic or innate characteristic. Ericsson's notion of ‘deliberate practice’ and Simon & Chase's ‘ten‐year rule’, however, have shown the importance of sustained practice to achieve high‐level performance. The iceberg illusion of elite performance leaves observers marvelling at the end product without an appreciation of the hours of work beneath the surface. This case study considers how attitudes to student creative writing may be altered by emphasising creative process. Students engaged in creative writing which literalised the iceberg metaphor, placing greater focused on the ‘submerged’ planning, drafting and revision alongside the ‘visible’ end product. Utilising the extended mind hypothesis, student responses demonstrate the importance of planning to order and develop their ideas. The benefits of encouraging an approach to creativity that negates innatist explanations in favour of a growth mindset or deliberate practice approach are evidenced. 相似文献
10.
In the current context of doctoral education students are required to develop a range of complex academic literacy skills to accomplish optimal performance in their academic communities of practice. This has led to increase the interest in research on doctoral writing. However, research on how supervisors contribute to doctoral writing has not been extensive. The purpose of this study is to analyze the supervisors’ perspectives on doctoral writing by addressing three questions: a) What role do supervisors attribute to writing in doctoral training? b) What type of writing support do supervisors intend to provide to their students? and c) What are the relations between the role supervisors attribute to writing and the type of writing support supervisors offer to their students? Participants were 61 supervisors in the social sciences and humanities with diverse levels of expertise. Using a cross-sectional interpretative design, we collected qualitative data using an open-ended survey. Categories based on content analysis were established (Miles and Huberman 1994). The results demonstrated that supervisors attributed different roles to doctoral writing, ranging from process- to product-oriented and focusing on 1) producing appropriate academic texts, 2) generating epistemic activity, and 3) promoting communication and socialization. A significant number of supervisors did not attribute any role to writing but acknowledged writing as an important and neglected activity. Three categories of writing support were identified based on the type of activities supervisors reported and their involvement: 1) telling the students what to do, 2) reviewing and editing students’ texts, and 3) collaboratively discussing students’ texts. The results suggest that there are complex relations between the role that supervisors’ attribute to writing and the type of writing support supervisors are able to offer. The relations appear to be mediated by supervisors’ awareness and resources concerning doctoral writing. 相似文献
11.
Yu‐Fen Yang 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(4):687-700
As students' problem‐solving processes in writing are rarely observed in face‐to‐face instruction, they have few opportunities to participate collaboratively in peer review to improve their texts. This study reports the design of a reciprocal peer review system for students to observe and learn from each other when writing. A sample of 95 undergraduate students was recruited to construct texts with the support of web‐based reciprocal peer review in the processes of modelling, coaching, scaffolding, articulation, reflection and exploration. The results of the study revealed that these six processes helped students externalise and visualise their internal writing processes so that they could observe and learn from peers in writing as well as support peers in making text revisions. During their extensive and reciprocal interactions with various peers, students addressed mutual concerns in each other's text revisions. They constructed collaborative language knowledge for text improvement as local revisions (grammatical corrections) and global revisions (corrections on the development, organization or style of a text) were made in their final texts. The students' perceptions towards text improvement in this web‐based peer review of modelling, coaching, scaffolding, articulation, reflection and exploration are also discussed in this study. 相似文献
12.
Peter Jae Fadde 《Educational technology research and development : ETR & D》2009,57(3):359-376
Expertise in domains ranging from sports to surgery involves a process of recognition-primed decision-making (RPD) in which
experts make rapid, intuitive decisions based on recognizing critical features of dynamic performance situations. While the
development of expert RPD is assumed to require years of domain experience, the transition from competence to expertise may
potentially be hastened by training that specifically targets the recognition aspect of RPD. This article describes a recognition training approach that is based on expertise theories, research findings,
and laboratory measurement techniques. This approach repurposes laboratory research tasks as deliberate practice training
tasks. Although pioneered in sports expertise research, this approach is appropriate for pre-service and in-service professionals
in a wide range of domains that involve rapid, recognition-primed decision-making.
Peter Jae Fadde is Assistant Professor of Instructional Technology and Instructional Design in the Department of Curriculum and Instruction within the College of Education and Human Services at Southern Illinois University-Carbondale and co-coordinator of the Collaboratory for Interactive Learning Research at SIU-C. 相似文献
| Peter Jae FaddeEmail: |
Peter Jae Fadde is Assistant Professor of Instructional Technology and Instructional Design in the Department of Curriculum and Instruction within the College of Education and Human Services at Southern Illinois University-Carbondale and co-coordinator of the Collaboratory for Interactive Learning Research at SIU-C. 相似文献
13.
Deliberate practice—meaning drill‐like practice under the direction of a coach—is key to developing expertise in sports and music. But working professionals and businesspeople typically have no time for practice. We propose deliberate performance as a type of practice that professionals and businesspeople can pursue while they work as a way to accelerate their progression to becoming experts. Four deliberate performance exercises are described: estimation, experimentation, extrapolation, and explanation. 相似文献
14.
David Randall 《Higher Education in Europe》1993,18(1):71-77
For the future, academic management training programmes should focus upon needs expressed at institutional level without reference to national co‐ordinators; however, some national networks could and should be exploited in support of institutional objectives. A distance learning project for university managers would benefit from co‐operation with local expertise. Where this is unavailable, distance education should first concentrate upon building up a local organization for distance education so that costs will not be prohibitively high. Present funding schemes favour academic rather than administrative/management links; therefore, trainers must adopt imaginative approaches in order to create opportunities. Amongst these are management training linked to academic visits and management and administrative training tied to industrial liaison and brokerage.
15.
JILL YIELDER 《International Journal of Lifelong Education》2013,32(1):60-80
The nature of professional expertise has been widely debated in the literature. However it has been examined primarily from a dichotomy of perspectives—either from an experiential or a cognitive focus, without the attempt to integrate these, and other aspects of expertise into an integrated and coherent model. This article presents the conclusions and a model of professional expertise emerging from a study set in the context of medical imaging in Auckland, New Zealand. The aims of this study were to: (a) evaluate the contrasting models of professional expertise; (b) demonstrate that the theoretical knowledge base and cognitive development of professionals cannot be separated from practice, and that current models of expertise inadequately integrate these dimensions; and (c) advance an integrated model of expert professional practice, which was refined through empirical research in the field of medical imaging. The study used a case study research method, and gathered data using interviews and critical incident recording from expert professionals over an extended time frame. This method was employed in order to uncover the interaction of significant factors characteristic of professional expertise. This required an in‐depth approach and the extensive collection of contextually relevant data to enable the understanding required. Findings showed that while expertise is situated in the context of practice, it incorporates several dimensions working together in an integrated, seamless fashion through the medium of the individual practitioner. The participants identified and illustrated that expertise in medical imaging is a synthesis of a particular knowledge base, the cognitive processes, personality and internal processes of the practitioner. It manifests through, and builds on, interpersonal relationships with patients and other professionals, and is expressed through the actual doing of professional practice. It is through the reflexive examination of practice and management of change that professionals may transform these integrated aspects into the qualitative state of expertise. The study has implications for future research in other domains of professional expertise, and for the design and implementation of programmes of professional education, both formal and continuing professional development. 相似文献
16.
We investigated the role of practice in the acquisition of chess expertise by submitting a questionnaire to 104 players of different skill levels. Players had to report their chess rating, the number of hours of individual and group practice, their use of different learning resources and activities, and whether they had been trained by a coach. The use of archival data enabled us to track the rating of some of the players throughout their career. We found that there was a strong correlation between chess skill and number of hours of practice. Moreover, group practice was a better predictor of high-level performance than individual practice. We also found that masters had a higher chess rating than expert players after only three years of serious dedication to chess, although there were no differences in the number of hours of practice. The difference that may explain the variation in rating is that masters start practising at an earlier age than experts. Finally, we found that activities such as reading books and using computer software (game databases, but not playing programs) were important for the development of high-level performance. Together with previous data and theories of expert performance, our results indicate limits in the deliberate practice framework and make suggestions on how best to carry out learning in chess and in other fields. 相似文献
17.
The article proposes that individuals who acquire certain psychological support skills may experience accelerated learning and enhanced performance in many domains. In support of this proposal, we present evidence that these skills enhance learning and performance, that they are domain‐general in that they can be applied in a variety of domains, and that they can be taught and learned. We also discuss two implications of the skills for current theories of expertise. The first is that any observed transfer of expertise between domains might result as much from the support supplied by application of the skills during learning and performance as from any direct transfer achieved due to two domains sharing similar task elements. The second is that use of these skills might contribute to an understanding of how performers sustain the motivation necessary for the extended period of deliberate practice required to maximize skill acquisition. 相似文献
18.
Swan Richard H. Plummer Kenneth J. West Richard E. 《Educational technology research and development : ETR & D》2020,68(5):2551-2568
In this paper, we synthesize research on the nature and development of expertise to propose a developmental model that describes four main areas of expert knowledge: procedural, conditional, and conceptual knowledge, along with knowledge generation. We propose that these types of expert knowledge map onto and promote the development of four types of expert performance: procedural, functional, adaptive, and generative expertise. Further, we propose that expertise develops in terms of a fluency dimension consisting of execution, repertoire, and automaticity. We propose that this model highlights a potential opportunity for educators and instructional designers to target the appropriate level of expertise through teaching specific knowledge types in progression and providing practice and feedback to improve fluency. At a minimum, graduates would possess a degree of functional fluency and be better able to enter the workforce. Being aware of the need, and also knowing how, to conditionalize their own knowledge should also accelerate their continued acquisition of expertise throughout their career.
相似文献19.
Carefully scaffolded dynamic visualizations have potential to promote science learning for all students, including English language learners (ELLs) who are often underserved in mainstream science classrooms, but little is known about how to design effective scaffolding to support such diverse students' learning with dynamic visualizations. This study investigated how two forms of scaffolding embedded in dynamic visualizations, expert guidance and generating guidance, can foster ELLs' and non-ELLs' understanding of unobservable scientific phenomena. While interacting with dynamic visualizations, students in the expert guidance condition were provided with scientifically accurate explanations to interpret visual representations, whereas students in the generating guidance condition were prompted to generate their own explanations using visual representations. The results show the significant advantage of generating guidance over expert guidance for both ELLs and non-ELLs, although students in the generating guidance condition did not receive feedback on their generated artifacts. Analyses of video data and log data from 40 pairs revealed that each form of scaffolding affected the quantity and quality of linguistically diverse students' conversations. The results show that generating guidance enabled students, particularly ELLs, to engage in discourse-rich practices to evaluate various sources of evidence from the visualization and compare the evidence to their alternative ideas to develop a coherent understanding of the target concepts. This study shows the unique benefits of generating guidance as an effective strategy to support linguistically diverse students' science learning with dynamic visualizations. 相似文献
20.
《Journal of Further & Higher Education》2012,36(1):34-44
The present times are trying for those involved in Further and Higher Education. The sources of funding are on a much tighter rein, and increasing accountability and economic retrenchment. make curriculum development a matter of competition for existing resources rather than a response to the creation of new opportunities. The cutback in teacher education is inhibiting course development, and recruitment to higher education no longer offers the glorious opportunities of the ‘60s. It is therefore important to hail all potential growth points and to focus curriculum development on areas of greatest need. The education of the 16–19 age‐group is just one of those areas. The DES has indicated that this is where growth can be expected, and the challenge of this transitional age‐group demands new teaching and curricular initiatives that will require the widest possible forum for discussing experimental courses, evaluating progress and highlighting problems. This paper describes one such full‐time experimental course which Bradford College, with the support of the Training Services Agency, has launched for those unemployed 16–19‐year‐olds for whom no current provision exists. 相似文献