The Model of Domain Learning : Understanding the Development of Expertise book cover
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The Model of Domain Learning
Understanding the Development of Expertise





ISBN 9781138208933
Published December 12, 2017 by Routledge
232 Pages - 4 B/W Illustrations

 
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Book Description

The Model of Domain Learning is the first edited volume to provide a comprehensive overview of the Model of Domain Learning (MDL). Unique in its emphasis on development, this model examines both the cognitive and motivational forces behind expertise in academic domains. Chapters written by a variety of scholars, including those responsible for the model’s evolution, are tied together by commentaries that synthesize these varied perspectives. With dedicated sections focused on the foundations, current applications, and future potential of the MDL, this book is indispensable as an introduction to the theory and research associated with this topic and as a cutting-edge resource for established scholars.

Table of Contents

Foreword (C. Stephen White); Preface (Helenrose Fives and Daniel Dinsmore); I. Foundations of the Model of Domain Learning 1. The Model of Domain Learning (MDL): Stages of Component Interplays in Academic Development (Jonna M. Kulikowich and Michelle Hepfer) 2. Knowledge and the Model of Domain Learning (P. Karen Murphy, Carla Firetto, and Mengyi Li) 3. A Meta-analysis of Strategy Use and Performance in the Model of Domain Learning (Daniel Dinsmore, Courtney Hattan, and Alexandra List) 4. The Development of Interest within the Model of Domain Learning (Tamara Jetton) Commentary 1. Celebrating a Model of Learning in Academic Domains with Family and Friends: A Commentary (Diane L. Schallert and Michelle M. Buehl) II. Domain Explorations with the Model of Domain Learning 5. Domain Explorations of the MDL – Reading (Emily Fox and Meghan Parkinson) 6. Exploring the Model of Domain Learning as a Guide to Understanding Learning With, In, and Through Technology (Kimberly A. Lawless) 7. The Promise of the MDL for Teaching and Learning in Secondary Classrooms (Emily Peterson and Heather Rogers Haverback) Commentary 2. The MDL a Good, Science-based Theory (Ralph E. Reynolds and Dessy Stoycheva) III. Future Directions for the Model of Domain Learning 8. Knowledge and Belief Change in Academic Development (Patricia Alexander, P. Karen Murphy, and Yuting Sun) 9. Examining Teachers’ Professional Learning: The MDL as an Analytic Lens to Examine Exemplary Programs (Tammy Mills and Helenrose Fives) 10. Into the Future: A Prospective Look at the Model of Domain Learning (Patricia Alexander) Commentary 3. Complex but Fascinating: On the Journey to Domain Expertise through the Confluence of Knowledge, Learning Strategies, and Interest (Lucia Mason)

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Editor(s)

Biography

Helenrose Fives is Professor of Educational Foundations in the College of Education and Human Services at Montclair State University, USA.

Daniel L. Dinsmore is Associate Professor of Educational Psychology at the University of North Florida, USA.

Reviews

"The Model of Domain Learning is a must-read book for anyone interested in conducting research on, or learning about, learning across contexts and ages. Fives and Dinsmore bring together a set of chapters by leading researchers regarding the research and theoretical base of the Model of Domain Learning (MDL), which is timely and unique, while powerful commentaries supplement the perspectives and knowledge contained in these outstanding chapters. Alexander’s MDL has informed our research for years, and this book further informs not only our work but the work of all researchers interested in how knowledge, strategic processing, and interest develop over time."

—Karen R. Harris, Mary Emily Warner Professor of Education at Arizona State University, USA

"The Model of Domain Learning provides a shining example of the iterative process of using theory to construct a model and then conducting rigorous, systematic, empirical research to inform revisions to that model. Researchers familiar with the MDL will appreciate the utility of this compendium while those new to the MDL, from areas as diverse as cognitive science, literacy, technology, and discipline-based education, will benefit from the introduction this volume provides."

—Gale M. Sinatra, Associate Dean for Research and Professor of Education and Psychology at the University of Southern California, USA