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ERIC Number: EJ844915
Record Type: Journal
Publication Date: 2009-Aug
Pages: 24
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-0748-8491
A Meta-Analytic Review of Guided Notes
Konrad, Moira; Joseph, Laurice M.; Eveleigh, Elisha
Education and Treatment of Children, v32 n3 p421-444 Aug 2009
Research indicates that student achievement improves when teachers provide opportunities for active engagement. Guided notes have been suggested as a way to increase active student responding during teacher-directed lectures. The purpose of this review was to summarize research on the effectiveness of guided notes. Specifically, we sought to synthesize the research examining (a) the effectiveness of guided notes on various outcome variables and across different ages, (b) procedural variations in guided notes implementation, and (c) the social validity of guided notes. Results indicated that guided notes are an effective and socially valid method for increasing note-taking accuracy and improving academic performance, particularly for school-age students. Recommendations are made for everyday classroom practice and for future research. (Contains 3 tables.)
West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Higher Education; Junior High Schools; Kindergarten; Middle Schools; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A