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Enhancing the quality of learning : = dispositions, instruction, and learning processes /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Enhancing the quality of learning :/ edited by John R. Kirby, Michael J. Lawson.
Reminder of title:	dispositions, instruction, and learning processes /
other author:	Kirby, John R.,
Description:	1 online resource (xvi, 397 pages) :digital, PDF file(s). :
Notes:	Title from publisher's bibliographic system (viewed on 05 Oct 2015).
Subject:	Learning, Psychology of. -
Online resource:	https://doi.org/10.1017/CBO9781139048224
ISBN:	9781139048224 (ebook)

Enhancing the quality of learning : = dispositions, instruction, and learning processes /
Enhancing the quality of learning :dispositions, instruction, and learning processes /edited by John R. Kirby, Michael J. Lawson. - 1 online resource (xvi, 397 pages) :digital, PDF file(s).

Title from publisher's bibliographic system (viewed on 05 Oct 2015).

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 (ebook)Subjects--Topical Terms:

557056
Learning, Psychology of.

LC Class. No.: LB1060 / .E545 2012

Dewey Class. No.: 370.15

Enhancing the quality of learning : = dispositions, instruction, and learning processes /
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500 $a Title from publisher's bibliographic system (viewed on 05 Oct 2015).
505 8 $a 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.
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.
650 0 $a Learning, Psychology of. $3 557056
650 0 $a Educational psychology. $3 555103
650 0 $a Cognition. $3 556173
700 1 $a Kirby, John R., $e editor. $3 1442567
700 1 $a Lawson, Michael J., $e editor. $3 1442568
776 0 8 $i Print version: $z 9780521199421
856 4 0 $u https://doi.org/10.1017/CBO9781139048224