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Enhancing the Quality of Learning
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Table of Contents

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.

Promotional Information

This book reviews current research on the nature of high quality learning and the factors that facilitate or inhibit it.

About the Author

John R. Kirby is a Professor of Educational Psychology at Queen's University, Kingston, Ontario, Canada. He is a graduate of McGill University and the University of Alberta. Prior to 1987, he taught in the Faculty of Education at the University of Newcastle, Australia. He has been president of the Canadian Association for Educational Psychology and a member of the Board of the Society for Scientific Studies of Reading. He is a member of the American Psychological Association, the European Association for Research in Learning and Instruction and the Society for Scientific Studies of Reading. He is a Fellow of the Association for Psychological Science. His research interests concern the psychology of reading and learning from text. Current research projects include the development of the cognitive processes underlying learning to read (especially phonological awareness, naming speed, orthographic processing and morphological awareness), dyslexia in university students, cognitive processes in reading comprehension and learners' use of text and graphics in studying. He has published 5 books and more than 100 research articles. Michael J. Lawson is Professor of Education at Flinders University, Adelaide, Australia. Until recently he was Director of the Educational Futures Research Institute at the university, where a focus of his work was establishing school-university research partnerships. He is a member of the Australian Association for Research in Education and the American Educational Research Association. A graduate of Monash University and the University of Alberta, his teaching and research focus on applications of cognitive psychology to teaching and learning, particularly the use of strategies for learning in classroom and study situations. In recent years his research has been concerned with teachers' facilitation of student use of learning strategies.

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

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