Modeling domain learning

Profiles from the field of special education

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

Research output: Contribution to journalArticleResearchpeer-review

64 Citations (Scopus)

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.

Original languageEnglish
Pages (from-to)545-557
Number of pages13
JournalJournal of Educational Psychology
Volume96
Issue number3
DOIs
StatePublished - 1 Sep 2004

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Special Education
special education
Learning
Mental Competency
Cluster Analysis
expertise
Educational Models
learning
Acclimatization
educational practice
cluster analysis
graduate
Students
interpretation
community
student

Cite this

Alexander, Patricia A. ; Sperl, Christopher T. ; Buehl, Michelle M. ; Fives, Helenrose ; Chiu, Shuhui. / Modeling domain learning : Profiles from the field of special education. In: Journal of Educational Psychology. 2004 ; Vol. 96, No. 3. pp. 545-557.
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Modeling domain learning : Profiles from the field of special education. / Alexander, Patricia A.; Sperl, Christopher T.; Buehl, Michelle M.; Fives, Helenrose; Chiu, Shuhui.

In: Journal of Educational Psychology, Vol. 96, No. 3, 01.09.2004, p. 545-557.

Research output: Contribution to journalArticleResearchpeer-review

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