Investigating the Impact of Deliberate Practice on Mastery

Research can investigate and further extend in different contexts the work of Ericsson et al. 1993 who asserted the value of deliberate practice in the pursuit of expertise. How do expert spellers mathletes and quiz bowl champions build mental models? Is there a way to design the classroom so that students not only attain mastery but seek mastery in other subjects throughout their lives? Does the Power Law of Practice generalize to compounded expertise as scientists have found in other domains?