LEADER 01040cam0-2200337---450- 001 990004967820403321 005 20081121131201.0 010 $a3-484-52076-0 035 $a000496782 035 $aFED01000496782 035 $a(Aleph)000496782FED01 035 $a000496782 100 $a19990604d1979----km-y0itay50------ba 101 0 $ager 102 $aDE 105 $ay-------001yy 200 1 $aLexikalische Untersuchungen zur Interferenz$edie franko-italienische Entrée d'Espagne$fGünter Holtus 210 $aTübingen$cNiemeyer$d1979 215 $aXI, 575 p.$d24 cm 225 1 $aBeihefte zur Zeitschrift für romanische Philologie$v170 610 0 $aEntrée d'Espagne$aGlossari 610 0 $aLingua franco-veneta$aGlossari 676 $a841.1 700 1$aHoltus,$bGünter$0386678 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990004967820403321 952 $a841.1 HOL 1$bFil. 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Kirby, Michael J. Lawson$b[electronic resource] 210 1$aCambridge :$cCambridge University Press,$d2012. 215 $a1 online resource (xvi, 397 pages) $cdigital, PDF file(s) 300 $aTitle from publisher's bibliographic system (viewed on 05 Oct 2015). 311 $a0-521-14549-X 311 $a0-521-19942-5 320 $aIncludes bibliographical references and indexes. 327 $aMachine generated contents note: 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. 330 $aHigh 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. 606 $aLearning, Psychology of 606 $aEducational psychology 606 $aCognition 615 0$aLearning, Psychology of. 615 0$aEducational psychology. 615 0$aCognition. 676 $a370.15 686 $aPSY000000$2bisacsh 702 $aKirby$b John R. 702 $aLawson$b Michael J. 801 0$bUkCbUP 801 1$bUkCbUP 906 $aBOOK 912 $a9910790237103321 996 $aEnhancing the quality of learning$93833149 997 $aUNINA