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| Author | : Cynthia Gail Beckley |
| Publisher | : |
| Total Pages | : 258 |
| Release | : 1996 |
| Genre | : |
| ISBN | : |
| Author | : Madoka Itoi |
| Publisher | : |
| Total Pages | : 350 |
| Release | : 2004 |
| Genre | : |
| ISBN | : |
Abstract: Students in middle and high school content area classrooms are required to read large amount of technical reading materials, listen to the teacher's lecture, and participate in a class discussion. In addition, with an increasing attention given to the principle of Least Restrictive Environment (LRE), more students with special needs are now included in content area classrooms, although few individualized academic assistances are provided to accommodate those students' difficulty.
| Author | : Charles Lloyd Wood |
| Publisher | : |
| Total Pages | : |
| Release | : 2005 |
| Genre | : Children with disabilities |
| ISBN | : |
Abstract: Federal legislation mandates that all students with disabilities have meaningful access to the general education curriculum and that students with and without disabilities be held equally accountable to the same academic standards (IDEIA, 2004; NCLB, 2001). Many students with disabilities, however, perform poorly in academic content courses, especially at the middle and secondary school levels. Previous research has reported increased notetaking accuracy and quiz scores over lecture content when students completed guided notes compared to taking their own notes. This study evaluated the effects of a pre-quiz review procedure and specially formatted guided notes on middle school special education students' learning of science vocabulary. This study compared the effects of three experimental conditions: (a) Own Notes (ON), (b) Own Notes+Random Study Checks (ON+RSC), and (c) Guided Notes Study Cards+Random Study Checks (GNSC+RSC) on each student's accuracy of notes, next-day quiz scores, and review quiz scores. Each session, the teacher presented 12 science vocabulary terms and definitions during a lecture and students took notes. The students were given 5 minutes to study their notes at the end of each session and were reminded to study their notes at home and in study hall period. In the ON condition students took notes on a sheet of paper with numbered lines from 1 to 12. Just before each next-day quiz in the ON+RSC condition students used write-on response cards to answer two teacher-posed questions over randomly selected vocabulary terms from the previous day's lecture. If the answer on a randomly selected student's response card was correct, that student earned a lottery ticket for inexpensive prizes and a quiz bonus point for herself and each classmate. In the GNSC+RSC condition students took notes on specially formatted guided notes that after the lecture they cut into a set of flashcards that could used for study. The students' mean notetaking accuracy was 75% during ON, 89% during ON+RSC, and 99.5% during GNSC+RSC. The class mean scores on next-day quizzes during ON, ON+RSC, and GNSC+RSC was 39%, 68%, and 90%, respectively. The class mean score on review quizzes following ON, ON+RSC, and GNSC+RSC was 2.1, 5.3, and 7.8 (maximum score, 10), respectively. Results for five of the seven students provide convincing evidence of functional relationships between ON+RSC and higher quiz scores compared to ON and between GNSC+RSC and higher quiz scores compared to ON+RSC. Students', teachers', and parents' opinions regarding the RSC and GNSC procedures were highly favorable.
| Author | : Shawn G. Heimlich |
| Publisher | : |
| Total Pages | : 274 |
| Release | : 2005 |
| Genre | : Students with disabilities |
| ISBN | : |
Abstract: The Individuals with Disabilities Education Act (1997) requires that students with disabilities be educated alongside typically developing peers in general education classrooms to the greatest extent possible. Individualized Education Plans (I.E.P.) written for students with disabilities also now require that assistive technology be considered by the IEP team and provided for students who qualify for such supports and services in special and regular education environments. Research strongly supports the relationship between ASR and student achievement (Heward, 1994). The use of guided notes as a curriculum enhancement and instructional strategy has shown positive results for students with and without disabilities. However, research investigating the effects of computer use in classrooms for students with disabilities is unclear. Given the empirical evidence supporting the use of guided notes, and a lack of evidence supporting the use of computers in special education settings, this study was designed to evaluate the effects of two forms of guided notes on student learning. Specifically, this study investigated the effects of computer assisted guided notes and computer assisted guided notes study cards on students' note completion, accuracy and on next-clay quiz scores. This study evaluated the effects of computer assisted guided notes and computer assisted guided notes study cards on middle school students' note completion and accuracy and learning of science facts. This study compared the effects of three experimental conditions: (a) Computer Assisted Own Notes (CAON), (b) Computer Assisted Guided Notes (CAGN), and (c) Computer Assisted Guided Notes Study Cards (CAGNSC) on each student's completion and accuracy of notes, and next-day quiz scores. Each session, the experimenter (classroom teacher) presented 10 science facts during a lecture and students took notes on individual computers using word processing software, printing each set of completed notes. The students were given 5 minutes to study their notes at the beginning of each session the following day. In the ON condition students typed notes on a computerized template with numbered lines from 1 to 10. Just before each next-day quiz, students received 5 minutes for an individual review of their notes. In the CAGN condition students typed notes on guided notes templates that after lecture they printed and used the following day for study. In the CAGNSC condition students typed notes on specially formatted computer-based guided notes that after lecture they cut into a set of flashcards that could be used for study. The students' mean completion was 49.3% during ON, 98.7% during the initial CAGN phase, 99.4% during the initial CAGNSC phase, 100% during the final CAGN phase and 99.3% during the final CAGNSC phase of the study. The group mean for accuracy of notes was 49.3% during ON, 93.3% during the initial CAGN phase, 97.4% during the initial CAGNSC phase, 97% accuracy during the final CAGN phase, and 98% accuracy during the final CAGNSC phase of the study. The students' mean next-day quiz scores were 2.74 during ON, 4.43 during the initial CAGN phase, 6.24 during the initial CAGNSC phase, 5.61 during the return to CAGN and 6.22 during the final CAGNSC phase of the study. Although students' data showed variability, the results suggest that students took more complete and accurate notes during CAGN and CAGNSC conditions than they did during the CAON condition. Students' also performed better on next day quizzes during CAGN and CAGNSC conditions than they scored during the CAON condition. All seven students scored higher during CAGNSC than they scored during CAGN. These results suggest that computer assisted guided notes can improve students' note taking, and computer assisted guided notes study cards can help students prepare for quizzes. Student' opinions regarding the CAGN and CAGNSC procedures were positive and favorable.
| Author | : Ralph Gardner |
| Publisher | : Wadsworth Publishing Company |
| Total Pages | : 408 |
| Release | : 1994 |
| Genre | : Education |
| ISBN | : |
This reader summarizes the issues, trends and findings found in behaviour analysis in education literature. The chapters consist of research, reviews, and/or position papers on higher education and professional development, research and measurement methodology, perspectives on the education of children and adults, and instructionaI applications. The authors share their assessment of past and present educational practice, as well as their vision for reform in the future.
| Author | : Kathryn Glodowski |
| Publisher | : |
| Total Pages | : 50 |
| Release | : 2013 |
| Genre | : Note-taking |
| ISBN | : |
Evaluation of the efficacy of guided notes for reading assignments on undergraduates' scores on quizzes covering reading material during three academic semesters.
| Author | : Elizabeth S. Wong |
| Publisher | : |
| Total Pages | : 33 |
| Release | : 2017 |
| Genre | : Behavioral psychology |
| ISBN | : 9780355222227 |
An alternating treatment design was used to evaluate the effects of traditional and guided lecture notes on quiz performance. Graduate students in an Applied Behavior Analysis Masters' program taking a course in single-subject research methodology participated in the study. Each week, the conditions of traditional notes and guided notes were alternated between the two sections of the course. Contrary to previous research, results show (1) no significant difference on quiz performance using guided notes; (2) no clear students' preference for either traditional or guided notes; (3) guided notes was not an effective strategy with postsecondary students.
| Author | : William L. Heward |
| Publisher | : Prentice Hall |
| Total Pages | : 760 |
| Release | : 2009 |
| Genre | : Education |
| ISBN | : |
Exceptional Children: An Introduction to Special Education has always been known for it's innovation, strong research base and accessibility. The ninth edition has all of those strengths, but has a greater focus on highly effective, research-based practices that are described in a very step-by-step, applied manner. This book is for those teachers who will be professionals in the area of special education or those who are working with students that have exceptionalities.
| Author | : Michelle Carlson |
| Publisher | : |
| Total Pages | : 78 |
| Release | : 2003 |
| Genre | : Learning disabled teenagers |
| ISBN | : |
The present study focuses on a student note taking strategy and the effects it has on students' test results. Associations between past test scores, prior to the aid of the strategy, guided notes, to present test scores, after the aid of guided notes, as well as comparisons to another class period that will not benefit from being given guided notes, are examined. Also, student enjoyment of the subject was examined to see if there was a higher emjoyment level for them, and if they felt there were any improvements in their own comprehension of mathematics. As a result of the note taking strategy being implemented, the class being effected had a 56% point increase from their pre-test to post-test score. However, the class being used as a control group had a 78% point increase from their pre-test to post-test score. Therefore, the implementation of this note taking strategy did not prove better than the conventional method.
| Author | : Zulejka Baharev |
| Publisher | : |
| Total Pages | : 144 |
| Release | : 2016 |
| Genre | : Middle school students |
| ISBN | : |
At the start of the 21st century large scale educational initiatives reshaped the landscape of general education setting rigorous academic expectations to all students. Despite the legal efforts to improve K-12 education, an abundance of research indicates that students entering college often lack basic learning and study skills. For adolescents with learning disabilities, however, these challenges are even greater. While the number of students with learning disabilities who receive their education in the general education content-areas classes continues to grow, information lags behind as to how to effectively adapt instruction to support these students and improve their academic achievement. In view of the research supporting the conjunctive use of note-taking and review, the current study involved instruction in note-taking using the Cornell method and review strategy with the use of summarization and question generation with sixty eighth grade students with and without disabilities from social studies classes in a public middle school. The current study focused on the evaluation and comparison of students with and without disabilities note-taking and review skills as well as comprehension of lecture content. Specifically, the research sought to answer the following questions: Would students' note-taking, and review skills improve as a result of strategy training? Would comprehension of the material improve with strategy intervention? What are the differences between students with and without disabilities in their note-taking and review strategies prior to and after intervention? A nonrandomized pre-test-posttest design with experimental and intervention condition was employed to evaluate student performance. Strategy training and business-as-usual practice sessions were provided by the researcher. Data analysis comprised of students' quantity and quality of notes and comprehension of lecture content before and after strategy training. The results of the current study suggest that successful strategy training should be time and mastery based in order ensure student success. The findings of the current study were inconclusive regarding the effectiveness of strategy training in note-taking and review on student performance. Lastly, differences between students with and without disabilities on note-taking, study, and test performance were mixed.
