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Enhancing the quality of learningdis...

Kirby, John R.

Enhancing the quality of learningdispositions, instruction, and learning processes /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Enhancing the quality of learningedited by John R. Kirby, Michael J. Lawson.
其他題名:	dispositions, instruction, and learning processes /
其他作者:	Kirby, John R.
出版者:	Cambridge :Cambridge University Press,2012.
面頁冊數:	xvi, 397 p. :digital ;24 cm.
標題:	Learning, Psychology of.
電子資源:	https://doi.org/10.1017/CBO9781139048224
ISBN:	9781139048224$q(electronic bk.)

Enhancing the quality of learningdispositions, instruction, and learning processes /
Enhancing the quality of learningdispositions, instruction, and learning processes /[electronic resource] :edited by John R. Kirby, Michael J. Lawson. - Cambridge :Cambridge University Press,2012. - xvi, 397 p. :digital ;24 cm.

Machine generated contents note: 1. An introduction to the quality of learning Michael J. Lawson and John R. Kirby; 2. The quality of learning at university: integrative understanding and distinctive ways of thinking Noel Entwistle; 3. Dispositions and the quality of learning Augusto Riveros, Stephen P. Norris, Denyse V. Hayward and Linda M. Phillips; 4. Education for rational thought Maggie M. Toplak, Richard F. West and Keith E. Stanovitch; 5. Individual differences that affect the quality of learning in doctoral candidates Robert H. Cantwell, Jill J. Scevak, Syd Bourke and Allyson Holbrook; 6. Enhancing learning through constructive alignment John Biggs; 7. Framing the features of good quality knowledge for teachers and students Michael J. Lawson and Helen Askell-Williams; 8. Theory building and the pursuit of understanding in history, social studies, and literature Carl Bereiter and Marlene Scardamalia; 9. Fostering self-regulated learning by journal writing - how should instructional support be designed to promote high quality learning? Matthias Nuckles, Sandra Huber and Alexander Renkl; 10. Promoting learning skills in undergraduate students Allyson Fiona Hadwin and Philip H. Winne; 11. Using technology to foster meaningful learning environments Neil H. Schwartz and Richard Schmid; 12. Deeper learning in reading comprehension John R. Kirby, Kate Cain and Bozena White; 13. Quality learning from texts we read: what does it take? Panayiota Kendeou and Gregory Trevors; 14. Studying multiple documents: cognitive process and instructional implications Anne Britt and Jean-Francois Rouett; 15. Knowledge acquisition from verbal and pictorial information Wolfgang Schnotz, Christiane Baadte, Amy Johnson and Christoph Mengelkam; 16. Future directions John R. Kirby and Michael J. Lawson.

High quality learning is extensive, well integrated, deep, and supports the use of knowledge in new situations that require adaptation of what has been learned previously. This book reviews current research on the nature of high quality learning and the factors that facilitate or inhibit it. The book addresses relationships between quality of learning and learners' dispositions, teaching methods, cognitive strategies, assessment and technologies that can support learning. The chapters provide theoretical analyses, reports of classroom research, and suggestions for practical application for both teachers and learners. The book will be of value to teachers at all levels of education and provides guidance for students about how to approach classroom tasks in order to develop high quality learning.

ISBN: 9781139048224$q(electronic bk.)Subjects--Topical Terms:

180819
Learning, Psychology of.

LC Class. No.: LB1060 / .E545 2012

Dewey Class. No.: 370.15

Enhancing the quality of learningdispositions, instruction, and learning processes /
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520 $a High quality learning is extensive, well integrated, deep, and supports the use of knowledge in new situations that require adaptation of what has been learned previously. This book reviews current research on the nature of high quality learning and the factors that facilitate or inhibit it. The book addresses relationships between quality of learning and learners' dispositions, teaching methods, cognitive strategies, assessment and technologies that can support learning. The chapters provide theoretical analyses, reports of classroom research, and suggestions for practical application for both teachers and learners. The book will be of value to teachers at all levels of education and provides guidance for students about how to approach classroom tasks in order to develop high quality learning.
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