Modeling Domain Learning: Profiles from the Field of Special Education

Autor/inn/en	Alexander, Patricia A.; Sperl, Christopher T.; Buehl, Michelle M.; Fives, Helenrose; Chiu, Shuhui
Titel	Modeling Domain Learning: Profiles from the Field of Special Education
Quelle	In: Journal of Educational Psychology, 96 (2004) 3, S.545-557 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
Schlagwörter	Profiles; Teacher Education; Educational Practices; Data Interpretation; Special Education; Multivariate Analysis; Graduate Students; Knowledge Level; Majors (Students); College Faculty + Suchen Sie Ihr Suchwort? Charakterisierung; Profilanalyse; Lehrerausbildung; Lehrerbildung; Bildungspraxis; Data evaluation; Datenauswertung; Special needs education; Sonderpädagogik; Sonderschulwesen; Multivariate Analyse; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Wissensbasis; Fakultät
Abstract	The authors examined knowledge, interest, and strategic processing profiles within special education for 4 educational communities. Participants included undergraduates not majoring in special education and undergraduates, graduate students, and faculty from special education. Cluster analysis tested whether participants would exhibit the knowledge, interest, and strategic processing profiles expected for individuals at various stages of expertise. The Model of Domain Learning (MDL) was the theoretical framework for data interpretation. Results provided strong support for the MDL. Specifically, 4 clusters emerged from the data. Clusters (i.e., Acclimation, Early Competence, Mid-Competence, and Proficiency) were statistically distinct with regard to the external criterion, domain-specific analogical reasoning, and in relation to clustering variables. Implications for developmental models of expertise and for educational practice are considered. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10