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.

John R. Kirby (Edited by), Michael J. Lawson (Edited by)

9780521199421, Cambridge University Press

Hardback, published 21 May 2012

414 pages, 16 b/w illus. 22 tables
22.9 x 15.2 x 2.7 cm, 0.78 kg

'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

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.

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.

Subject Areas: Educational psychology [JNC], Philosophy & theory of education [JNA], Cognition & cognitive psychology [JMR]