000			04580cam a2200553 i 4500
001			on1041141192
003			OCoLC
005			20250612155502.0
006			m o d
007			cr cnu---unuuu
008			180620s2018 enk ob 001 0 eng d
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016	7		_a018922599 _2Uk
019			_a1041139594 _a1050357105 _a1050614981 _a1052779835 _a1055896192 _a1081416787 _a1084407658 _a1121588836 _a1148205593 _a1229536534
020			_a9780128023693
020			_a0128023694
020			_a0128021446
020			_a9780128021446
020			_z9780128053591 _q(print)
020			_z9780128021446
020			_z0128053593
035			_a(OCoLC)1041141192 _z(OCoLC)1041139594 _z(OCoLC)1050357105 _z(OCoLC)1050614981 _z(OCoLC)1052779835 _z(OCoLC)1055896192 _z(OCoLC)1081416787 _z(OCoLC)1084407658 _z(OCoLC)1121588836 _z(OCoLC)1148205593 _z(OCoLC)1229536534
050		4	_aLB1060
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082	0	4	_a370.15 _223 _1https://id.oclc.org/worldcat/ddc/E38HkW8M3RjcGP9bX4dBT3WqGM
100	1		_aEntwistle, Noel, _eauthor. _934178
245	1	0	_aStudent learning and academic understanding : _ba research perspective with implications for teaching / _cNoel Entwistle.
264		1	_aLondon, United Kingdom : _bAcademic Press, an imprint of Elsevier, _c2018.
300			_a1 online resource
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file
347			_bPDF
504			_aIncludes bibliographical references and indexes.
588	0		_aOnline resource; title from PDF title page (ScienceDirect, viewed June 20, 2018).
505	0		_a1. The evolution of psychological concepts describing human learning; 2. Predicting academic performance using psychological measures; 3. Using interviews to describe the development of students' learning; 4. Approaches to learning and learning styles; 5. Strategic approaches to studying; 6. Forms of understanding and knowledge objects; 7. Measuring approaches to learning and studying; 8. Influences on approaches to learning and studying; 9. Implications of the research findings; Appendix: Inventories used to assess different approaches, and a description of phenomenographic interviewing and analysis
520	2		_aThe research described in Student Learning and Academic Understanding had its origins in the pioneering work of Ausubel, Bruner, and McKeachie and followed two complementary lines of development. The first line extended the ideas of Marton on approaches to learning through an inventory designed to assess these approaches among large samples of students and using in-depth interviews with students about their experiences of academic understanding. The second line drew on a range of studies to explore the influences of university teaching and the whole teaching-learning environment on the quality of student learning. Taking the research as a whole shows the value of complementary research approaches to describing student learning, while the findings brought together in the final chapter suggest ways of supporting deep approaches and the development of personal academic understanding among students. Student Learning and Academic Understanding covers a wide range of concepts that have emerged from interviews in which students use their own experiences to describe how they study and what they find most useful in developing an academic understanding of their own. These concepts differ from the traditional psychological concepts by being focused on the specific contexts of university and college, although they are also relevant to the later stages of school education.
650		0	_aLearning, Psychology of. _930247
650		0	_aLearning.
650		0	_aTeaching.
650		0	_aEducational psychology. _95795
758			_ihas work: _aStudent learning and academic understanding (Text) _1https://id.oclc.org/worldcat/entity/E39PCFCPHTCXmmrKkXvXDm9Kv3 _4https://id.oclc.org/worldcat/ontology/hasWork
776	0	8	_iPrint version: _aEntwistle, Noel. _tStudent learning and academic understanding. _dLondon, United Kingdom : Academic Press, an imprint of Elsevier, 2018 _z0128053593 _z9780128053591 _w(OCoLC)1010634265
856	4	0	_3ScienceDirect _uhttps://www.sciencedirect.com/science/book/9780128053591
999			_c216470 _d216470