Enhancing the quality of learning: dispositions, instruction, and learning processes
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 boo...
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| Weitere Verfasser: | , |
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| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Cambridge
Cambridge University Press
2012
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| Schlagworte: | |
| Online-Zugang: | BSB01 UBG01 UBW01 Volltext |
| Zusammenfassung: | 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 |
| Beschreibung: | Title from publisher's bibliographic system (viewed on 05 Oct 2015) |
| Beschreibung: | 1 online resource (xvi, 397 pages) |
| ISBN: | 9781139048224 |
| DOI: | 10.1017/CBO9781139048224 |
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| 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 | |
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| contents | 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 |
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| dewey-full | 370.15 |
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| dewey-ones | 370 - Education |
| dewey-raw | 370.15 |
| dewey-search | 370.15 |
| dewey-sort | 3370.15 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik Psychologie |
| doi_str_mv | 10.1017/CBO9781139048224 |
| format | Electronic eBook |
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| spelling | Enhancing the quality of learning dispositions, instruction, and learning processes edited by John R. Kirby, Michael J. Lawson Cambridge Cambridge University Press 2012 1 online resource (xvi, 397 pages) txt rdacontent c rdamedia cr rdacarrier 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 Learning, Psychology of Educational psychology Cognition Lernpsychologie (DE-588)4074166-7 gnd rswk-swf Pädagogische Psychologie (DE-588)4044321-8 gnd rswk-swf 1\p (DE-588)4143413-4 Aufsatzsammlung gnd-content Lernpsychologie (DE-588)4074166-7 s 2\p DE-604 Pädagogische Psychologie (DE-588)4044321-8 s 3\p DE-604 Kirby, John R. edt Lawson, Michael J. edt Erscheint auch als Druckausgabe 978-0-521-14549-7 Erscheint auch als Druckausgabe 978-0-521-19942-1 https://doi.org/10.1017/CBO9781139048224 Verlag URL des Erstveröffentlichers Volltext 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 3\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Enhancing the quality of learning dispositions, instruction, and learning processes 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 Learning, Psychology of Educational psychology Cognition Lernpsychologie (DE-588)4074166-7 gnd Pädagogische Psychologie (DE-588)4044321-8 gnd |
| subject_GND | (DE-588)4074166-7 (DE-588)4044321-8 (DE-588)4143413-4 |
| title | Enhancing the quality of learning dispositions, instruction, and learning processes |
| title_auth | Enhancing the quality of learning dispositions, instruction, and learning processes |
| title_exact_search | Enhancing the quality of learning dispositions, instruction, and learning processes |
| title_full | Enhancing the quality of learning dispositions, instruction, and learning processes edited by John R. Kirby, Michael J. Lawson |
| title_fullStr | Enhancing the quality of learning dispositions, instruction, and learning processes edited by John R. Kirby, Michael J. Lawson |
| title_full_unstemmed | Enhancing the quality of learning dispositions, instruction, and learning processes edited by John R. Kirby, Michael J. Lawson |
| title_short | Enhancing the quality of learning |
| title_sort | enhancing the quality of learning dispositions instruction and learning processes |
| title_sub | dispositions, instruction, and learning processes |
| topic | Learning, Psychology of Educational psychology Cognition Lernpsychologie (DE-588)4074166-7 gnd Pädagogische Psychologie (DE-588)4044321-8 gnd |
| topic_facet | Learning, Psychology of Educational psychology Cognition Lernpsychologie Pädagogische Psychologie Aufsatzsammlung |
| url | https://doi.org/10.1017/CBO9781139048224 |
| work_keys_str_mv | AT kirbyjohnr enhancingthequalityoflearningdispositionsinstructionandlearningprocesses AT lawsonmichaelj enhancingthequalityoflearningdispositionsinstructionandlearningprocesses |