| Description |
1 online resource (416 pages) |
| Contents |
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 |
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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 |
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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 |
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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 |
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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 |
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Fostering Self-Regulated Learning by Journal Writing -- How Should Instructional Support Be Designed to Promote High-Quality L |
| Summary |
This book reviews current research on the nature of high quality learning and the factors that facilitate or inhibit it |
| Bibliography |
Includes bibliographical references and indexes |
| Notes |
Print version record |
| Subject |
Learning, Psychology of.
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Educational psychology.
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Cognition.
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Psychology, Educational
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Cognition
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cognition.
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PSYCHOLOGY -- General.
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Cognition
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Educational psychology
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Learning, Psychology of
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| Form |
Electronic book
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| Author |
Lawson, Michael J
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| LC no. |
2012012608 |
| ISBN |
9781139421362 |
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1139421360 |
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9781139048224 |
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1139048228 |
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1139419323 |
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9781139419321 |
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