Bibliography: Coaching

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Collins, H. (2018). Are Experts Right or are They Members of Expert Groups? Social Epistemology, 32(6), 351–357. https://doi.org/10.1080/02691728.2018.1546346

Collins, H. (2018). Studies of Expertise and Experience. Topoi, 37(1), 67–77. https://doi.org/10.1007/s11245-016-9412-1

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Benedict-Chambers, A., Kademian, S. M., Davis, E. A., & Palincsar, A. S. (2017). Guiding students towards sensemaking: teacher questions focused on integrating scientific practices with science content. International Journal of Science Education, 39(15), 1977–2001. https://doi.org/10.1080/09500693.2017.1366674

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Bonneville-Roussy, A., & Bouffard, T. (2015). When quantity is not enough: Disentangling the roles of practice time, self-regulation and deliberate practice in musical achievement. Psychology of Music, 43(5), 686–704. https://doi.org/10.1177/0305735614534910

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Anders Ericsson, K. (2008). Deliberate Practice and Acquisition of Expert Performance: A General Overview. Academic Emergency Medicine, 15(11), 988–994. https://doi.org/10.1111/j.1553-2712.2008.00227.x

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Ericsson, K. A. (2006). The Influence of Experience and Deliberate Practice on the Development of Superior Expert Performance. In K. A. Ericsson, N. Charness, P. J. Feltovich, & R. R. Hoffman (Eds.), The Cambridge Handbook of Expertise and Expert Performance (pp. 683–704). Cambridge University Press. https://doi.org/10.1017/CBO9780511816796.038

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Dreyfus, S. E. (2004). The Five-Stage Model of Adult Skill Acquisition. Bulletin of Science, Technology & Society, 24(3), 177–181. https://doi.org/10.1177/0270467604264992

Borredon, L., & Blake, A. (2002). Creating patterns of meaning: a collaborative approach to sensemaking. Career Development International, 7(5), 305–309. https://doi.org/10.1108/13620430210440163

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