more professional focus, including conference presentations, document anal-
yses, and the like.
IMPLICATIONS OF EXPERTISE
RECONCEPTUALIZATION
To bring this look at the MDL to a close, I revisit its deviations from tradi-
tional expert–novice research, and consider the model’s educational implica-
tions. Of course, this discussion must be weighed in light of the limitations to
this program of research. For example, while longitudinal examinations of
MDL dimensions have been undertaken (e.g., Alexander et al., 1997; Lawless
& Kulikowich, 1998), more such examinations conducted over longer time
spans are required to capture the transformational processes within and
across stages of expertise development richly and effectively.
Focus on Academic Domains
The MDL deals with the development of expertise in domains that are core to
the educational experience. The goal of this research is to capture academic
development by studying the domains that are at the heart of formal school-
ing, rather than areas somewhat related to or far removed from that unique
context. My colleagues and I are not alone in our belief that academic do-
mains can be fertile terrain for understanding how and why expertise devel-
ops (Leinhardt, 1989; Wineburg, 1991a, 1991b). Certainly, we can learn
about academic development by studying expertise in many forms and in
many contexts. However, we can complement and extend traditional experi-
ments into expert–novice differences by taking a more direct path to explora-
tion.
Consideration of the Transformation Process
Central to the MDL are not just the documented differences between those in
acclimation and those in expertise. It is the gradual transformation in stu-
dents’ knowledge, interests, and strategic processing that brings about such
documented differences. In effect, the trajectories plotted in the MDL offer a
process versus product look at expertise. By understanding the process of ex-
pertise development, educators can better conceptualize and carry out their
roles as guides for learners at different points in this journey.
Teachers in the K–12 system cannot expect to see the characteristics of ex-
pertise emerge in their students, regardless of the quality of instruction. These
educators can expect to witness the gradual improvement in their students’
subject-matter knowledge, individual interest, and deep strategic processing,
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