Development Of Adaptive Expertise Research Articles

Learning to Teach Responsively Through Asynchronous Collaborative Discourse Around Video Records of Practice

Teaching practices that are responsive to student thinking are complex and challenging to learn, particularly for novice teachers. Skilled responsive teaching involves adaptive expertise, or the ability to deliberate about and respond to students’ emergent ideas. This study explored the learning of early-career teachers through participation in a video-feedback inquiry group around the enactment of a number talk routine introduced in preservice teacher education. Conceptualizing teacher learning as socially situated within a discourse community, we consider how participation in the asynchronous inquiry group supported both collective interpretations and individual growth in implementing responsive instructional practices. Findings suggest that giving and receiving asynchronous feedback provided novice teachers with opportunities to engage in dialogic conversations that involved several types of deliberation related to responsive teaching and the development of adaptive expertise. This study provides evidence of the potential of asynchronous teacher inquiry groups and the importance of giving, as well as receiving, feedback on practice.

Measuring Adaptive Expertise in Radiology Residents: A Multicenter Study

Introduction: Adaptive expertise is the ability of individuals to create innovative solutions when they come across novel problems or workplace challenges. Clinicians are often adept at handling routine clinical procedures but lack confidence and a proper strategy when previously un-encountered situations arise. Lots of research has been conducted on basic concepts and development of adaptive expertise however major chunk of literature belongs to non- medical fields. Little is studied about assessment of adaptive expertise in medical professionals and postgraduate residents.Objective: To measure adaptive expertise (AE) of radiology residents and to assess any association between the AE of postgraduate radiology residents (PGR) and their years of training.Methods: This multicenter correlational study involved 181 radiology residents from nine major teaching hospital of Lahore,Pakistan from May to October 2019. Katerina Bohle Carbonell Adaptive Expertise Inventory was used as a data collection tool. The questionnaire contained a total of eleven items encompassing two dimensions of AE: domain-specific and innovative skills. Total scores representing AE of PGRs were measured. AE scores and years of training were correlated using Spearman rho correlation. One-way ANOVA was conducted to further evaluate the association between AE and years of postgraduate training.Results: Out of 181 residents there were 78 (43.1%) males and 103 (56.9%) females. Most of them, 97 (53.6%) were enrolled in four years fellowship (FCPS) program and 62 (34.3%) were in the first year of their residency. Total AE scores of all radiology residents ranged from 33 to 54. AE scores and years of residency were positively correlated (rs= 0.4, p < 0.01). One-way ANOVA and Post hoc comparisons using Tukey HSD test further revealed significant pairwise differences between mean scores of residents’ groups (p = < 0.05) rejecting the null hypothesis.Conclusion: Overall, this study concludes that residents acquire adaptive expertise perpetually with progression in their training.
 KEYWORDS: Adaptive Expertise (AE), Radiology, Postgraduate Residents (PGRs)

Development of educational leaders’ adaptive expertise in a professional development programme

ABSTRACT This study considers the extent to which a professional development programme for educational leaders in a research-intensive university contributes to participants’ adaptive expertise in the domain of leading educational change. We evaluated the programme by asking participants to execute an authentic task at the beginning and end of the programme and compared the outcomes with participants’ self-reported learning gains. While participants report they have substantially learned from participating, according to the task scores there is no significant progress in the development of adaptive expertise. Suggestions are offered to include more purposeful practice and more reflective activities in the programme.

What if … ? Exploring thought experiments and non-rehearsing teachers’ development of adaptive expertise in rehearsal debriefs

Recent critiques of practice-based teacher education raise concerns about reducing pedagogy to acontextual procedures and decentering teacher reasoning. Building on our model of non-rehearsing teachers’ development of adaptive expertise in rehearsal debriefs, we examine thought experiments as a mechanism for pedagogical reasoning and resisting prescription. Non-rehearsing teachers’ thought experiments were characterized by discussions of what could have happened or might happen under different conditions or contexts. We examine four interrelated types of thought experiments and consider the role of position. Results suggest that thought experiments function as bridges between the simplification of rehearsals and the complexity of practice in context.

Developing adaptive expertise in the wake of rehearsals: An emergent model of the debrief discussions of non-rehearsing teachers

This study explores conceptual links between practice-based teacher education and adaptive expertise, drawing on constructs of teacher noticing and position. We specifically examined debrief discussions following rehearsals, focusing on the experiences of non-rehearsing teachers (NRTs) who participate in rehearsals as students. We propose an emergent model of how debriefs can support NRTs’ development of adaptive expertise, through qualitative analysis of debriefs with secondary mathematics teachers. Debriefs provided opportunities for NRTs to socially construct adaptive expertise through making their experiences public and considering implications for teaching. We discuss ways debriefs contribute to the co-construction of adaptive expertise in practice-based teacher education.

Sustainable Engaged Accountable Learners.

The development of lifelong learners is among the most challenging goals for medical educators. The authors identify two important scholarly works that profoundly altered their understanding and approach to lifelong learning and curriculum design: L. Dee Fink's Taxonomy of Significant Learning and Cutrer et al.'s Master Adaptive Learner model. By applying these guides to their teaching and related research, three important characteristics of lifelong learning became evident: sustainability, engagement, and accountability. These are abbreviated "SEALs," for sustainable engaged accountable learners. This paper defines these qualities as they relate to emergency medicine training, significant learning, and the development of adaptive expertise. Connections to Fink's and Cutrer's works are offered for each learner characteristic. Educational and psychological theories that support the SEALs model are paired with practical suggestions for educators to promote these desired qualities in their trainees. Relevant features of adult learning are highlighted, including self-regulation, motivation, agency, and autonomy.

Preparing medical students for future learning using basic science instruction.

The construct of 'preparation for future learning' (PFL) is understood as the ability to learn new information from available resources, relate new learning to past experiences and demonstrate innovation and flexibility in problem solving. Preparation for future learning has been proposed as a key competence of adaptive expertise. There is a need for educators to ensure that opportunities are provided for students to develop PFL ability and that assessments accurately measure the development of this form of competence. The objective of this research was to compare the relative impacts of basic science instruction and clinically focused instruction on performance on a PFL assessment (PFLA). This study employed a 'double transfer' design. Fifty-one pre-clerkship students were randomly assigned to either basic science instruction or clinically focused instruction to learn four categories of disease. After completing an initial assessment on the learned material, all participants received clinically focused instruction for four novel diseases and completed a PFLA. The data from the initial assessment and the PFLA were submitted to independent-sample t-tests. Mean±standard deviation [SD] scores on the diagnostic cases in the initial assessment were similar for participants in the basic science (0.65±0.11) and clinical learning (0.62±0.11) conditions. The difference was not significant (t[42]=0.90, p=0.37, d=0.27). Analysis of the diagnostic cases on the PFLA revealed significantly higher mean±SD scores for participants in the basic science learning condition (0.72±0.14) compared with those in the clinical learning condition (0.63±0.15) (t[42]=2.02, p=0.05, d=0.62). Our results show that the inclusion of basic science instruction enhanced the learning of novel related content. We discuss this finding within the broader context of research on basic science instruction, development of adaptive expertise and assessment in medical education.

Reuse and Recycle: The Development of Adaptive Expertise, Routine Expertise, and Novelty in a Large Research Team

SummaryCombining innovation and efficiency is ideal in many organizational settings. Adaptive expertise represents a cognitive explanation of how individuals and teams can learn to achieve simultaneous innovation and efficiency. In 2004, scientists led twin rovers on Mars in the search for historical water. The science team experienced a remarkable increase in efficiency, adapting with flexibility to unexpected events and dynamic, dwindling resources. After discussing the conceptual differences between adaptive expertise and related team learning and innovation concepts, we examine longitudinal behavioral data on novelty, routine and adaptive expertise. Sequential time series ARIMA analyses reveal that novelty fluctuated randomly, but both routine and adaptive expertise significantly increased over time. In addition, novelty, routine expertise, and adaptive expertise did not significantly predict each other directly or at a lag, suggesting that these are indeed three distinct constructs. Implications for theory and research on efficiency and innovation are discussed. Copyright © 2013 John Wiley & Sons, Ltd.

Skill Acquisition in Interpreting

Performance is central to interpreting, both at the professional level and in the classroom. Successful expert performance that meets the standards set for entry into the profession allows students to transition into the world of professional practice. Past research on the cognitive dimensions of interpreting has led to modelling the interpreting process of the hypothetical expert interpreter with solid professional experience. However, skill acquisition in interpreting and the various stages learners pass through towards more expert performance cannot readily be explained with the models developed for expert interpreters. There are numerous factors that co-determine successful expert performance; many of them, however, are not replicated in novice performance; also, the learning environment produces additional factors that will not transition into professional practice. This paper attempts to look at skill acquisition in interpreting from a performance psychology perspective, with particular reference to the development of adaptive expertise. Additional data are presented to provide a first performance psychology look at the ageing interpreting student. The author seeks to model the interpreting student’s learning environment as it has evolved in the 21st century as well as the skill acquisition process in the age of new technologies.

The Development of Adaptive Expertise in Biomedical Engineering Ethics

This paper is an investigation of the How People Learn (HPL) Legacy Cycle's ability to expand adaptive expertise across the developmental span of high school and college. Participants included high school and college students. Pre-test data indicated younger students (high school and first-year college students) were less knowledgeable about the science of stem cells than older students (second-, third-, and fourth year college students), and all students were low in adaptiveness. Post-test data showed that younger students achieved parity with the more advanced students in basic scientific knowledge. The younger students also became highly adaptive by the post-test, but the older students did not advance beyond their pre-curriculum levels. We hypothesize that the older students began the intervention with more preconceived notions about stem cells, and thus were less able to think and analyze flexibly within that framework.