000			04088cam a2200373 i 4500
005			20250918191256.0
008			130514s2012 enk b 001 0 eng
016	7		_a016076690 _2Uk
020			_a9780521199421 (hardback)
020			_a0521199425 (hardback)
039		9	_a201311260919 _bbaiti _y05-14-2013 _zbinar
040			_aDLC _erda _beng _cDLC _dYDX _dBTCTA _dYDXCP _dUKMGB _dBWX _dOCLCO _dIUL _dCOO _dCDX _dUKM
090			_aLB1060.E545
090			_aLB1060 _b.E545
245	0	0	_aEnhancing the quality of learning : _bdispositions, instruction, and learning processes / _cedited by John R. Kirby, Queen's University; Michael J. Lawson, Flinders University.
260			_aCambridge : _bCambridge University Press, _c2012.
504			_aIncludes bibliographical references and indexes.
505	0	0	_g1. _tIntroduction / _rMichael J. Lawson & John R. Kirby -- _g2. _tThe quality of learning at university: integrative understanding and distinctive ways of thinking / _rNoel Entwistle -- _g3. _tDispositions and the quality of learning / _rAugusto Riveros, Stephen P. Norris, Denyse V. Hayward, & Linda M. Phillips -- _g4. _tEducation for rational thought / _rMaggie M. Toplak, Richard F. West ,& Keith E. Stanovitch -- _g5. _tIndividual differences that affect the quality of learning in doctoral candidates / _rRobert H. Cantwell, Jill J. Scevak, Syd Bourke, & Allyson Holbrook -- _g6. _tEnhancing learning through constructive alignment / _rJohn Biggs -- _g7. _tFraming the features of good quality knowledge for teachers and students / _rMichael J. Lawson & Helen Askell-Williams -- _g8. _tTheory building and the pursuit of understanding in history, social studies, and literature / _rCarl Bereiter & Marlene Scardamalia -- _g9. _tFostering self-regulated learning by journal writing: how should instructional support be designed to promote high quality learning? / _rMatthias N赣kles, Sandra H赢er, & Alexander Renkl -- _g10. _tPromoting learning skills in undergraduate students / _rAllyson Fiona Hadwin & Philip H. Winne -- _g11. _tUsing technology to foster meaningful learning environments / _rNeil H. Schwartz & Richard Schmid -- _g12. _tQuality learning from texts we read: what does it take? / _rPanayiota Kendeou & Gregory Trevors -- _gLearning with multiple documents: component skills and their acquisition / _rM. Anne Britt & Jean-Fran's Rouet -- _g14. _tDeeper learning in reading comprehension / _rJohn R. Kirby, Kate Cain, & Bozena White -- _g15. _tKnowledge acquisition from verbal and pictorial information / _rWolfgang Schnotz, Christiane Baadte, Amy Johnson, & Christoph Mengelkam -- _g16. _tFuture directions / _rJohn R. Kirby & 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'-- _cProvided by publisher.
650		0	_aLearning, Psychology of.
650		0	_aEducational psychology.
650		0	_aCognition.
650		7	_aPSYCHOLOGY / General. _2bisacsh
700	1		_aKirby, John R., _eeditor.
700	1		_aLawson, Michael J., _eeditor.
907			_a.b15634991 _b2019-11-12 _c2019-11-12
942			_c01 _n0 _kLB1060.E545
914			_avtls003529876
990			_abaiti
991			_aFakulti Pendidikan
998			_at _b2013-01-05 _cm _da _feng _genk _y0 _z.b15634991
999			_c546250 _d546250