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Enhancing the Quality of Learning: Dispositions, Instruction, and Learning Processes (Hardback)
  • Enhancing the Quality of Learning: Dispositions, Instruction, and Learning Processes (Hardback)
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Enhancing the Quality of Learning: Dispositions, Instruction, and Learning Processes (Hardback)

(editor), (editor)
£82.00
Hardback 414 Pages / Published: 21/05/2012
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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.

Publisher: Cambridge University Press
ISBN: 9780521199421
Number of pages: 414
Weight: 780 g
Dimensions: 229 x 152 x 27 mm


MEDIA REVIEWS
'Kirby and Lawson have succeeded admirably in organizing a strong collection of chapters around a timely theme - high-quality learning. In doing so, they offer readers a number of diverse perspectives on teaching and learning. An unswerving optimist, I remain steadfast in the belief that books like this stimulate our thinking about how to promote deep and enduring understanding in our students and, along with our colleagues, how to develop well integrated curricula, instruction, and assessment.' Howard Everson, PsycCRITIQUES
"Kirby and Lawson have succeeded admirably in organizing a strong collection of chapters around a timely theme - high-quality learning. In doing so, they offer readers a number of diverse perspectives on teaching and learning. An unswerving optimist, I remain steadfast in the belief that books like this stimulate our thinking about how to promote deep and enduring understanding in our students and, along with our colleagues, how to develop well integrated curricula, instruction, and assessment." Howard Everson, Center for Advanced Study in Education, Graduate School, City University of New York (CUNY), PsycCRITIQUES

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