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Enhancing the Quality of Learning : Dispositions, Instruction, and Learning Processes.
This book reviews current research on the nature of high quality learning and the factors that facilitate or inhibit it.
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Cambridge :
Cambridge University Press,
2012.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Kirby, John R. | |
| 245 | 1 | 0 | |a Enhancing the Quality of Learning : |b Dispositions, Instruction, and Learning Processes. |
| 260 | |a Cambridge : |b Cambridge University Press, |c 2012. | ||
| 300 | |a 1 online resource (416 pages) | ||
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| 505 | 0 | |a Cover; ENHANCING THE QUALITY OF LEARNING; Title; Copyright; Dedication; Contents; Figures; Tables; Contributors; Preface; 1 Introduction; Abstract; What is Quality of Learning?; What Affects Quality of Learning?; What Teachers and Learners Need to Know; Organization of the Book; In Search of High-Quality Learning; PART A DISPOSITIONS TOWARD QUALITY OF LEARNING; 2 The Quality of Learning at University; Abstract; Knowledge and Skills, and Ways of Thinking and Practising; Integrative Understanding; The Disposition to Understand for Oneself; Teaching That Evokes High-Quality Learning. | |
| 505 | 8 | |a The Quality of Learning from a Research PerspectiveAcknowledgement; 3 Dispositions and the Quality of Learning; Abstract; Dispositions in Intellectual History; Learning Dispositions and High-Quality Learning; Critical Thinking; Language and Literacy Development; Conclusions; 4 Education for Rational Thought; Abstract; Education for Rational Thought; Critical Thinking in the Service of Rational Thought; Rational Thought in Modern Cognitive Science; The Assessment of Rational Thinking; Rationality Is Teachable; Evidence for Training Effects; Conclusions: Educating for Rational Thought. | |
| 505 | 8 | |a 5 Individual Differences That Affect the Quality of Learning in Doctoral CandidatesAbstract; Defining the 'It': Assumptions of Quality in the Doctoral Task; Defining the 'Getting': What Are the Attributes of PhD Candidates Associated with Quality Learning in Doctoral Candidature; Epistemic Metacognition and Quality Learning; Conclusions; PART B INSTRUCTION THAT AFFECTS QUALITY OF LEARNING; 6 Enhancing Learning throughConstructive Alignment; Abstract; Introduction; From Teaching to Learning: The Contribution from Psychology; Approaches to Learning; The SOLO Taxonomy. | |
| 505 | 8 | |a Constructive Alignment as a Design for TeachingDefining the Intended Learning Outcomes; Choosing Teaching/Learning Activities; Designing Assessment Tasks and Grading Procedures; Metacognition and Constructively Aligned Teaching and Learning; Evaluation of Constructive Alignment; Summary and Conclusions; 7 Framing the Features of Good-Quality Knowledge for Teachers and Students; Abstract; Introduction; Views of Good-Quality Learning; Deep Learning; Features of Good-Quality Learning; Dimensions of Quality of Knowledge Representation; Extent; Well-Foundedness; Structure; Complexity; Generativity. | |
| 505 | 8 | |a Variety of Representational FormatThe Need to Foster Students' Good-Quality Knowledge about Learning; Conclusion; 8 Theory Building and the Pursuit of Understanding in History, Social Studies, and Literature; Abstract; The Concept of "Theory of the Case"; History: Theories without Laws; Social Studies; Literature; Quality of Learning in History, Social Studies, and Literature; 9 Fostering Self-Regulated Learning by Journal WritingHow Should Instructional Support Be Designed to Promote High-Quality L; Abstract. | |
| 505 | 8 | |a Fostering Self-Regulated Learning by Journal Writing -- How Should Instructional Support Be Designed to Promote High-Quality L. | |
| 520 | |a This book reviews current research on the nature of high quality learning and the factors that facilitate or inhibit it. | ||
| 588 | 0 | |a Print version record. | |
| 504 | |a Includes bibliographical references and indexes. | ||
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Learning, Psychology of. | |
| 650 | 0 | |a Educational psychology. | |
| 650 | 0 | |a Cognition. | |
| 650 | 2 | |a Psychology, Educational | |
| 650 | 2 | |a Cognition | |
| 650 | 6 | |a Psychologie de l'apprentissage. | |
| 650 | 6 | |a Psychopédagogie. | |
| 650 | 6 | |a Cognition. | |
| 650 | 7 | |a cognition. |2 aat | |
| 650 | 7 | |a PSYCHOLOGY |x General. |2 bisacsh | |
| 650 | 7 | |a Cognition |2 fast | |
| 650 | 7 | |a Educational psychology |2 fast | |
| 650 | 7 | |a Learning, Psychology of |2 fast | |
| 700 | 1 | |a Lawson, Michael J. | |
| 758 | |i has work: |a Enhancing the quality of learning (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGXgVYpBx3pfKmcKVgc8wd |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Kirby, John R. |t Enhancing the Quality of Learning : Dispositions, Instruction, and Learning Processes. |d Cambridge : Cambridge University Press, ©2012 |z 9780521199421 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=907104 |z Texto completo |
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