Framing the features of good quality knowledge for teachers and students

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    10 Citations (Scopus)


    In this chapter we have two concerns. First we consider the features used to describe good-quality, or high-quality, learning actions and knowledge representations. Our second concern is the need to develop students’ and teachers’ knowledge of how to act during teaching-learning transactions, in order to generate good-quality knowledge representations. There is a convergence of views, at a broad level, about the character of good-quality knowledge. Although there are frequent specifications of the features of good-quality learning, these discussions mostly do not build on one another so that a coherent representation of such learning is built up. There is therefore a need to consider further the characteristics of learning that are regarded as being of good quality. For this purpose, we set out a framework based on six dimensions of good-quality knowledge, namely extent, well-foundedness, structure, complexity, generativity, and variety of representational format. Students’ and teachers’ knowledge about how to act, in strategic cognitive and metacognitive ways, is a critical factor in the generation of good-quality knowledge representations. Introduction Macedon Primary School is committed to providing a comprehensive and progressive program leading children to become confident, independent, responsible self-learners, equipped with skills and knowledge for the future. Academic achievement in Math and English is high, with quality learning programs provided in a range of curriculum areas.

    Original languageEnglish
    Title of host publicationEnhancing the Quality of learning
    Subtitle of host publicationDispositions, Instruction, and Learning Processes
    PublisherCambridge University Press
    Number of pages23
    ISBN (Electronic)9781139048224
    ISBN (Print)9780521199421
    Publication statusPublished - 2012


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