The Teenage Expertise Network (TEN): an online ethnographic approach

The take-up of digital technology by young people is a well-known phenomenon and has been subject to socio-cultural analysis in areas such as youth studies and cultural studies. The Teenage Expertise Network (TEN) research project investigates how teenagers develop technological expertise in techno-cultural contexts via the use of a purposefully designed, youth-friendly, online environment – significant in this current age of Internet-mediated learning and rapid technological development. The design of TEN follows principles of ethnographic research adapted to an online environment. This article discusses the design, objectives and outworkings of this new media object, highlighting the tensions associated with conducting online research. This article considers why and how we should reengineer online methodologies and the complexities associated therein. It discusses the classification of this method considering the literature surrounding online data collection methods and virtual ethnography.     

Cognitive Transformations and Extended Expertise

Abstract

Expertise is extended by becoming immersed in cultural practices. We look at an example of mathematical expertise in which immersion in cognitive practices results in the transformation of expert performance.     

Designing Education for Professional Expertise Development

How to facilitate learning by novices (students) on their road to expertise has attracted the attention of a vast number of researchers in cognitive and educational psychology as well in the field of learning and instruction. Although many studies have investigated the phenomenon of expertise development, the implications of the findings for instruction are scattered throughout the literature. This article reports the results of a systematic literature review of 37 studies on expertise development. Using Tynjälä's Integrative Pedagogy Model as an organising framework, the implications for educational practice described in these studies are presented as 10 instructional principles. This study takes a step towards translating expertise development research into guidelines for instruction. Implications for future research are discussed.     

Measuring the Expertise of Paediatric Rehabilitation Therapists

This article describes the development of a classification system to measure the expertise levels of practicing paediatric rehabilitation therapists. Seventy‐five therapists from five disciplines (physical, occupational, speech‐language, behaviour, and recreational therapy) were involved, along with 170 peers, and 188 parents of children with disabilities. A cluster analysis of 10 indicators of expertise (derived from a battery of self‐completed, peer‐completed, and parent‐completed measures) indicated three levels of therapist expertise—novice, intermediate, and expert. Expertise level was related to various aspects of experience but not to therapy discipline. The classification system will be useful for the education and professional development of paediatric therapists, and for research on expertise in paediatric rehabilitation.     

Expertise Research Methodology: Identifying Differences and Factors Influencing High and Low Performance

Expertise research methodologies have focused upon the identification of differences and factors influencing high and low performance at the individual, process, and organizational level. The goal of this review is to use the results to facilitate performance improvement through the investigation of high and low performing entities. Various approaches are reported in the literature to investigate expertise and quantify factors relating to development of this expertise at the individual, group, and organizational level. This review of research literature focuses upon studies utilizing expertise methodologies outside of the laboratory for identification of differences and factors influencing high and low performance. Studies cited emphasize performance at the individual, process, or organizational level. Statistical methods and techniques for identifying high and low performance are identified. Results have implications for use in performance improvement initiatives in assessing differences or factors influencing performance as well as identification of interventions and outcome measures.     

Making the simple more complex: the influence of job‐embedded professional development in supporting teacher expertise in reading

This paper explores how job‐embedded professional development supported a Year 1 teacher as he enacted his growing expertise in the teaching of guided reading. By analysing coaching conversations focussed on the teacher's guided reading practices, we studied the way his teaching developed over a 7‐month period. Our findings suggest the teacher gained deeper understandings in the domain of reading, which allowed him to be more responsive to children during guided reading. We discuss the factors that enhanced or inhibited his ability to implement what he learned and offer suggestions for supporting teachers through job‐embedded professional development.     

Educational psychology has fallen,but it can get up

Educational psychology has fallen, but it can get up. It has fallen because of its uncertainty, as a field, as to its own core. I argue that the core of the field ought to be in the multifaceted analysis of the teaching—learning process. A useful construct for analyzing this process is that of expertise—what is it that makes for an expert teacher and an expert learner? Expertise is a prototype, and so in order to understand expertise, we need to understand the prototypes we have formed for expert teachers and students. I discuss the prototype of the expert teacher in terms of knowledge, efficiency, and insight; and the prototype of the expert student in terms of the kinds of abilities that are currently valued in schools and that we might further value. This discussion therefore points out that prototypes are not fixed: We can decide what we value, and thereby, what constitutes expertise in a given domain.     

Tacit Knowledge in Expert Coaching: Science or Art?

Effective coaching is a mixture of pedagogy and principles of sciences, e.g., motor skill acquisition, sociology, and physiology, often referred to as the science of coaching. Instinctive or intuitive coaching has often been incorrectly viewed as the art of coaching. More important should be how coaches develop knowledge, how they access that knowledge at the appropriate times and how this affects their decision-making process. The study of expert coaches should allow inferences to be drawn from their development and applied to coach education. This article intends to clarify coaching expertise and examine the role of tacit knowledge within coaching. The lack of a clear development pathway for aspiring expert coaches is a clear indicator that the current coach education system needs review. Any effective education system should be based on knowledge and understanding rather than mimicry and the implications for the future of coach education are considered.     

Expertise and the PhD: Between depth and a flat place

Expertise is under sustained interrogation. We see it in so‐called edu‐scepticism and pessimism about graduates’ apparently diminishing employment prospects, challenges to the role of Higher Education institutions as arbiters of knowledge and post‐truth rhetoric more broadly. This paper examines how the PhD is being discursively positioned in this context. We ask what these changing conceptions of expertise, education and work mean for how PhD‐level expertise is understood. Drawing on a range of sources, from the scholarly to the wider media, we draw together five exemplar models of expertise to expose the transforming ratio between generalist, transferable skills and specialist knowledge. The evident diminution of specialisation raises numerous issues for the PhD as it is increasingly called upon to serve multiple and potentially contradictory needs: an innovation society on the one hand and the discipline on the other. Reconciling the tension between depth and breadth is an important issue for a degree whose hallmark is—or at least has been—depth.     

Characterizing Expert Psychologist Behavior: Implications from Selected Expertise Literature

This article selectively reviews literature on the development of expertise in counseling and on assessment tasks of professional psychologists. Relevant theories of the development of expertise are reviewed, as well as selected research on medical diagnostic expertise. Whereas counselor development models have become widely used conceptual tools, similar theories from the expertise literature have been relatively neglected despite their promise. Design features and research issues from investigations of medical diagnostic expertise, including the use of forward and backward reasoning processes, might help operationalize expertise in professional psychology.     

Expertise for Teaching Biology Situated in the Context of Genetic Testing

Contemporary genomics research will impact the daily practice of biology teachers who want to teach up-to-date genetics in secondary education. This article reports on a research project aimed at enhancing biology teachers’ expertise for teaching genetics situated in the context of genetic testing. The increasing body of scientific knowledge concerning genetic testing and the related consequences for decision-making indicate the societal relevance of an educational approach based on situated learning. What expertise do biology teachers need for teaching genetics in the personal health context of genetic testing? This article describes the required expertise by exploring the educational practice. Nine experienced teachers were interviewed about the pedagogical content, moral and interpersonal expertise areas concerning how to teach genetics in the personal health context of genetic testing, and the lessons of five of them were observed. The findings showed that the required teacher expertise encompasses specific pedagogical content expertise, interpersonal expertise and a preference for teacher roles and teaching approaches for the moral aspects of teaching in this context. A need for further development of teaching and learning activities for (reflection on) moral reasoning came to the fore. Suggestions regarding how to apply this expertise into context-based genetics education are discussed.     

Divergent production in gifted adolescents using timed vs. untimed stimuli with creative prompting

Although creativity and expertise are related, they are nonetheless very different things. Expertise does not usually require creativity, but creativity generally does require a certain level of expertise. There are similarities in the relationships of both expertise and creativity to domains, however. Research has shown that just as expertise in one domain does not predict expertise in other, unrelated domains, creativity in one domain does not predict creativity in other, unrelated domains. People may be expert, and people may be creative, in many domains, or they may be expert, or creative, in few domains or none at all, and one cannot simply transfer expertise, or creativity, from one domain to another, unrelated domain. The domain specificity of creativity matters crucially for creativity training, creativity assessment, creativity research, and creativity theory. The domain specificity of creativity also means that interdisciplinary thinking, interdisciplinary collaboration, and interdisciplinary creativity are even more important than one would assume if creativity were domain general.     

Psychological Expertise and the Role of Individual Differences: An Exploration of Issues

Cognitive scientists have suggested that individual differences are relatively unimportant in predicting who will become an expert in any particular domain. This stance is at variance with the admissions screening practices of graduate programs in professional psychology as well as with counseling psychology's individual differences tradition. The purpose of this article was to consider some of the issues involved on both sides of this apparent contradiction, with particular emphasis on expertise in professional psychology. I first examine some of the possible operational definitions of expertise in this domain. I then consider salient literature and conclude that there almost certainly are threshold levels of intellectual and interpersonal skills that trainees in professional psychology should have. Beyond these levels, though, it may be that motivation and persistence are the most important variables in predicting the eventual attainment of expertise in professional psychology.     

中国知识产权司法鉴定制度改革的现状与趋势

在知识产权案件的审理中,司法鉴定扮演着越来越重要的角色。在审鉴分离的司法鉴定改革模式下,知识产权司法鉴定机构的鉴定范围、鉴定程序等日益规范,但重复鉴定仍旧是造成当事人诉累、影响诉讼效率的主要因素。     

司法鉴定本质属性的探讨

对司法鉴定的本质属性的认识,决定了其具体制度的建设。在对“司法”二字的不同层次理解下,司法鉴定也有不同层次的涵义。司法鉴定的本质属性取决于委托机关的性质,及委托主体所要遵循的程序,应同时兼顾其自然属性、社会属性。因此司法鉴定的本质属性在于其手段性、工具性。     

新手到专家:职业专长发展的必由之路

专家——新手这一研究思路最初应用于象棋、物理、医学等职业专长领域，以后逐渐应用于学、体育、音乐等领域。在不同的职业领域存在不同的专长。职业专长的发展是一个长期学习和实践的过程。新手与专家的职业专长发展存在差异这些差异的影响因素主要在动机、实践训练、知觉、知识经验等方面。找到这些影响因素，对于职业指导与职业培训具有重要的意义。     

Arts Practice and Research: Locating Alterity and Expertise

There is still no agreed pedagogic definition of practice‐based research. However, there is not a dearth of definitions, but rather a wide variety, predicated upon the developing programmes of individual places of study. This article will examine these definitions in terms of underlying concepts of intentionality and alterity and the ways in which instrumental use of them affects study. The article will discuss a number of existing models for the theorising and adjudication of practice as research, and the questions that underpin their development. First, are non‐text outputs, and the methods of their production, able to communicate knowledge rather than simply constituting knowledge? Second, by what criteria can this knowledge be adjudicated within an academic environment? Third, what is the status of these outputs and methods relative to the production of text? It will propose that interrogation of these models will advance little in discussions that focus on media. Text or nottext is beside the point. Rather, the relationship between research and practice can be explored as a relationship between intentionality and alterity, based in an essentially social conception of communities of expertise, including academic communities of expertise. Finally, the article will describe an attempt by the author to undertake a drawing activity in response to a research question, in order to assess the possibilities of articulating practice specifically in order to demonstrate expert knowledge of the field in which a research question occurs.