Adaptive expertise during simulated flight

2003 ◽  
Author(s):  
Mark T. Jodlowski ◽  
Stephanie M. Doane ◽  
Randy J. Brou
Keyword(s):  
Adaptive Expertise

Pushing the Boundaries from the Inside

2019 ◽  
pp. 1-22
Author(s):  
Colleen Conway ◽  
Shannan Hibbard
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Music Education ◽  
Best Practice ◽  
Teacher Educators ◽  
Music Teacher ◽  
Adaptive Expertise ◽  
Music Teacher Education ◽  
Classroom Relationships ◽  
School Based

This chapter situates the study of music teacher education within the larger body of music education and teacher education research. It problematizes the terms teacher training, teacher education, and best practice and introduces the concept of teaching as an “impossible profession.” Goals of teacher education, including reflective practice and adaptive expertise, are discussed. The chapter outlines the challenges that music teacher educators face as they try to prepare preservice teachers for the realities of P-12 school-based music education while instilling in these new colleagues a disposition toward change. It concludes with narratives that examine teachers’ descriptions of classroom relationships throughout the lens of presence in teaching as a way to remind teacher educators of the importance of their work to push the boundaries of music teacher education in order to serve the profession at large.

Curriculum Deliberations over Time: A Nexus of Teacher Dilemmas, Questions, Experimentation, and Agency

2017 ◽  
Vol 119 (14) ◽  
pp. 1-36 ◽  
Author(s):  
Richard Sawyer
Keyword(s):  
Elementary Level ◽  
Adaptive Expertise ◽  
Classroom Context ◽  
Interdisciplinary Curriculum ◽  
Alternate Route ◽  
Teachers Perceptions ◽  
Learning Centered ◽  
Diverse Backgrounds ◽  
Curricular Choices ◽  
The Subject

This article examines 24 teachers’ perceptions of their curriculum and curricular choices over their first 11 years of teaching. Adaptive expertise and teacher visioning were used as a conceptual frameworks. A theme of diversity runs through the alternate route elementary teachers. Some of these teachers from diverse backgrounds promoted a social justice curriculum, but their teaching skills often lagged behind their goals for societal change. Eventually, on both the alternate route elementary and secondary levels, some of these teachers valued and implemented an integrated and interdisciplinary curriculum. The college-prepared teachers focused more on the creation of integrated learning environments on the elementary level and the adaptation of content to learning on the secondary level. Some of the college-prepared secondary teachers used more learning-centered approaches in all their classes from the start of their careers. Others were more influenced by the classroom context (the level of the class or the subject matter) and initially were more innovative in their beginning or “basic skills” classes than in their advanced classes. Most of the teachers in both preparation groups who remained in the classroom began to develop a sense of adaptive expertise.

scholarly journals Characterizing Computational Adaptive Expertise

2020 ◽  
Author(s):  
Ann McKenna ◽  
Robert Linsenmeier ◽  
Matthew Glucksberg
Keyword(s):  
Adaptive Expertise

scholarly journals Enhancing Number System Knowledge to Promote Number Sense and Adaptive Expertise: A Case Study of a Second-Grade Mathematics Student

2018 ◽  
Vol 15 (3) ◽  
Author(s):  
Cami Player ◽  
Jessica Shumway
Keyword(s):  
Mathematics Education ◽  
Mathematics Instruction ◽  
Number Sense ◽  
Number System ◽  
Second Grade ◽  
Adaptive Expertise ◽  
Instructional Treatment ◽  
Mathematics Problems ◽  
System Knowledge

Instruction for developing students’ number sense is a critical area of research in mathematics education due to the role number sense plays in early mathematics learning. Specifically, number system knowledge—systematic relations among numerals and the use of number relations to solve arithmetic problems—has been identified as a key cognitive mechanism in number sense development. Number system knowledge is a component of number sense, and the researchers of this study hypothesize that it plays a critical role in second-grade students’ understanding of relationships among numbers and adaptive expertise with mathematics problems. The purpose of this exploratory case study was to investigate the variations of an eight-year-old student’s number system knowledge learning as she participated in an instructional treatment over nine weeks. The main research question of this study was: In what ways does a student struggling in mathematics develop number system knowledge during a nine-week period in her second-grade classroom as she engages in a number system knowledge instructional treatment? The case in this study was selected based on her low pretest score combined with her desire for making sense of mathematics. The data sources for this study were a number system knowledge assessment and student interviews. The analysis involved a multiple-cycle coding process that resulted in themes of adaptive expertise and the union of procedural and conceptual knowledge in mathematics instruction. The results suggest that this number system knowledge instructional treatment provided this case-study student to develop more pronounced adaptive expertise in solving mathematics problems. An in-depth analysis of how and why one struggling student develops number system knowledge during a nine-week instructional treatment within the context of her mathematics class provides exploratory evidence to help researchers and teachers develop and implement similar practices in elementary mathematics instruction. KEYWORDS: Number Sense; Number System Knowledge; Mathematics Education; Whole Numbers and Operations; Elementary Education; Teaching and Learning; Case Study Research

The Johns Hopkins Molecular Tumor Board Precision Oncology elective for Medical Oncology fellows.

2021 ◽  
Vol 39 (15_suppl) ◽  
pp. 11035-11035
Author(s):  
Kristen Marrone ◽  
Jessica Tao ◽  
Jenna VanLiere Canzoniero ◽  
Paola Ghanem ◽  
Emily Nizialek ◽  
...  
Keyword(s):  
Decision Making ◽  
Precision Medicine ◽  
Clinical Decision Making ◽  
Cancer Genomics ◽  
Medical Oncology ◽  
Clinical Decision ◽  
Tumor Board ◽  
Precision Oncology ◽  
Adaptive Expertise ◽  
Molecular Tumor Board

11035 Background: The accelerated impact of next generation sequencing (NGS) in clinical decision making requires the integration of cancer genomics and precision oncology focused training into medical oncology education. The Johns Hopkins Molecular Tumor Board (JH MTB) is a multi-disciplinary effort focused on integration of NGS findings with critical evidence interpretation to generate personalized recommendations tailored to the genetic footprint of individual patients. Methods: The JH MTB and the Medical Oncology Fellowship Program have developed a 3-month precision oncology elective for fellows in their research years. Commencing fall of 2020, the goals of this elective are to enhance the understanding of NGS platforms and findings, advance the interpretation and characterization of molecular assay outputs by use of mutation annotators and knowledgebases and ultimately master the art of matching NGS findings with available therapies. Fellow integration into the MTB focuses on mentored case-based learning in mutation characterization and ranking by levels of evidence for actionability, with culmination in form of verbal presentations and written summary reports of final MTB recommendations. A mixed methods questionnaire was administered to evaluate progress since elective initiation. Results: Three learners who have participated as of February 2021 were included. Of the two who had completed the MTB elective, each have presented at least 10 cases, with at least 1 scholarly publication planned. All indicated strong agreement that MTB elective had increased their comfort with interpreting clinical NGS reports as well as the use of knowledgebases and variant annotators. Exposure to experts in the field of molecular precision oncology, identification of resources necessary to interpret clinical NGS reports, development of ability to critically assess various NGS platforms, and gained familiarity with computational analyses relevant to clinical decision making were noted as strengths of the MTB elective. Areas of improvement included ongoing initiatives that involve streamlining variant annotation and transcription of information for written reports. Conclusions: A longitudinal elective in the JHU MTB has been found to be preliminarily effective in promoting knowledge mastery and creating academic opportunities related to the clinical application of precision medicine. Future directions will include leveraging of the MTB infrastructure for research projects, learner integration into computational laboratory meetings, and expansion of the MTB curriculum to include different levels of learners from multiple medical education programs. Continued elective participation will be key to understanding how best to facilitate adaptive expertise in assigning clinical relevance to genomic findings, ultimately improving precision medicine delivery in patient care and trial development.

Adaptive Expertise Inventory

2016 ◽  
Author(s):  
Katerina Bohle Carbonell ◽  
Karen D. Könings ◽  
Mien Segers ◽  
Jeroen J. G. van Merriënboer
Keyword(s):  
Adaptive Expertise
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