Professional Learning: Deliberate Attempts at Developing Expertise

[1]  Sabine Sonnentag,et al.  Excellent software professionals: experience, work activities, and perception by peers , 1995, Behav. Inf. Technol..

[2]  P. Pintrich,et al.  Handbook of self-regulation , 2000 .

[3]  D. Kolb.  Experiential Learning: Experience as the Source of Learning and Development , 1983 .

[4]  Philip H. Winne,et al.  Self-regulation is ubiquitous but its forms vary with knowledge , 1995 .

[5]  M. Boekaerts.  SELF-REGULATED LEARNING: A NEW CONCEPT EMBRACED BY RESEARCHERS, POLICY MAKERS, EDUCATORS, TEACHERS, AND STUDENTS , 1997 .

[6]  D. Boud,et al.  Understanding Learning at Work , 1999 .

[7]  Robert J. Crutcher,et al.  The role of deliberate practice in the acquisition of expert performance. , 1993 .

[8]  Ann L. Brown,et al.  Training in Self-Explanation and Self-Regulation Strategies: Investigating the Effects of Knowledge Acquisition Activities on Problem Solving , 1995 .

[9]  J. Walsh.  Managerial and Organizational Cognition: Notes from a Trip Down Memory Lane , 1995 .

[10]  John R. Anderson.  ACT: A simple theory of complex cognition. , 1996 .

[11]  K. A. Ericsson,et al.  Toward a general theory of expertise : prospects and limits , 1991 .

[12]  R. Rogers.  Reflection in Higher Education: A Concept Analysis , 2001 .

[13]  S. Merriam,et al.  Learning in Adulthood: A Comprehensive Guide , 1991 .

[14]  John R. Anderson.  Cognitive Psychology and Its Implications , 1980 .

[15]  K. A. Ericsson,et al.  The Road To Excellence: The Acquisition of Expert Performance in the Arts and Sciences, Sports, and Games , 1996 .

[16]  M. Eraut.  Non-formal learning and tacit knowledge in professional work. , 2000, The British journal of educational psychology.

[17]  D. Boud.  Using Experience for Learning , 1993 .

[18]  Thomas G. Dunn,et al.  Deliberate practice in teaching: what teachers do for self-improvement , 1999 .

[19]  B. Zimmerman.  Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models. , 1998 .

[20]  J. J. Berends,et al.  Facilitating knowledge sharing in non-hierarchical workrelations , 1999 .

[21]  B. Zimmerman,et al.  Self-regulated learning : from teaching to self-reflective practice , 1998 .

[22]  H. Schmidt,et al.  A Cognitive Perspective on Medical Expertise: Theory and Implications , 1990 .

[23]  K. A. Ericsson,et al.  Expert and exceptional performance: evidence of maximal adaptation to task constraints. , 1996, Annual review of psychology.

[24]  K. A. Ericsson,et al.  The Scientific Study of Expert Levels of Performance: general implications for optimal learning and creativity 1 , 1998 .

[25]  Simon P. Davies,et al.  The structure and content of programming knowledge: Disentangling training and language effects in theories of skill development , 1993, Int. J. Hum. Comput. Interact..

[26]  Peggy A. Ertmer,et al.  The expert learner: Strategic, self-regulated, and reflective , 1996 .

[27]  Carole A. Ames.  Classrooms: Goals, structures, and student motivation. , 1992 .

[28]  M. Chi,et al.  The Nature of Expertise , 1988 .

[29]  P. Pintrich.  The role of goal orientation in self-regulated learning. , 2000 .

[30]  Lauren A. Sosniak,et al.  Developing Talent in Young People , 1985 .

[31]  Herbert A. Simon,et al.  The new science of management decision , 1960 .

[32]  Joseph A. Horvath,et al.  Tacit knowledge in professional practice : researcher and practitioner perspectives , 2000 .

[33]  Philip H. Winne,et al.  Inherent details in self-regulated learning , 1995 .

[34]  C. Lebiere,et al.  The Atomic Components of Thought , 1998 .

[35]  D. Schoen,et al.  The Reflective Practitioner: How Professionals Think in Action , 1985 .

[36]  B. Adelson.  When Novices Surpass Experts: The Difficulty of a Task May Increase With Expertise , 1984 .

[37]  Jack Mezirow,et al.  Fostering Critical Reflection in Adulthood: A Guide to Transformative and Emancipatory Learning , 1990 .

[38]  H. Schmidt,et al.  Knowledge restructuring in expertise development: Evidence from pathophysiological representations of clinical cases by students and physicians , 2000 .

[39]  K. VanLehn,et al.  Cognitive skill acquisition. , 1996, Annual review of psychology.

[40]  John R. Anderson.  Cognitive psychology and its implications, 2nd ed. , 1985 .

[41]  Patricia A. Alexander,et al.  Superimposing a situation-specific and domain-specific perspective on an account of.. , 1995 .

[42]  S. Sonnentag.  Expertise in professional software design: a process study. , 1998, The Journal of applied psychology.

[43]  Sabine Sonnentag,et al.  Deliberate practice at work: A study with insurance agents , 2000 .

[44]  D. Boud,et al.  Reflection, turning experience into learning , 1985 .

[45]  James Shanteau,et al.  Expert Judgment: Is More Information Better? , 1987 .

[46]  J. Starkes,et al.  Deliberate practice in sports: What is it anyway? , 1996 .

[47]  P. Ackerman,et al.  Motivation and cognitive abilities: an integrative/aptitude-treatment interaction approach to skill acquisition , 1989 .

[48]  Karl Haberlandt,et al.  Cognitive psychology, 2nd ed. , 1997 .

[49]  J. Higgs,et al.  Clinical Reasoning in the Health Professions , 2000 .

[50]  B. Zimmerman.  Attaining self-regulation: A social cognitive perspective. , 2000 .

[51]  Neil Charness,et al.  The role of practice and coaching in entrepreneurial skill domains: An international comparison of life-span chess skill acquisition. , 1996 .

[52]  Ian McGill,et al.  Making sense of experiential learning : diversity in theory and practice , 1989 .

[53]  Donald A. Schön.  The reflective practitioner : how professionals think in action , 1986 .

[54]  D. Schon.  Educating the Reflective Practitioner. Toward a New Design for Teaching and Learning in the Professions. The Jossey-Bass Higher Education Series. , 1987 .

[55]  Rainer Bromme,et al.  Implicit psychological concepts in architects' knowledge — How large is a large room? , 1995 .