Literaturnachweis - Detailanzeige
| Autor/inn/en | Haydon, Todd; Mancil, G. Richmond; Kroeger, Stephen D.; McLeskey, James; Lin, Wan-Yu Jenny |
|---|---|
| Titel | A Review of the Effectiveness of Guided Notes for Students Who Struggle Learning Academic Content |
| Quelle | In: Preventing School Failure, 55 (2011) 4, S.226-231 (6 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1045-988X |
| Schlagwörter | Notetaking; Federal Legislation; Educational Improvement; Federal Programs; Educational Indicators; Classroom Techniques; Educational Practices; Instructional Effectiveness; Literature Reviews; Meta Analysis; Teaching Methods; Academic Achievement |
| Abstract | The No Child Left Behind Act (2001) requires that all students, including those with disabilities, to make adequate yearly progress in the general education curriculum. To ensure that this occurs, effective practices are needed that fit the classroom needs of teachers and result in improved academic gains. One practice that shows promise as an effective classroom practice is guided notes. The purpose of this article is to examine research on the effectiveness of guided notes. For this review, 13 studies met inclusion criteria. Results indicate that using guided notes has a positive effective on student outcomes, as this practice has been shown to improve accuracy of note taking and student test scores. The authors discuss the implications of these findings for classroom practice and future research. (Contains 2 figures and 1 table.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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