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Peer reviewedHamilton, Sheri L.; Seibert, Marilyn A.; Gardner, Ralph, III; Talbert-Johnson, Carolyn – Remedial and Special Education, 2000
This study examined effects of guided notes on the academic performance of seven adolescent males with learning and behavior problems, who were in a medium-security juvenile detention center. The students' academic performance improved and six of the seven students reported they preferred using guided notes. (Contains references.) (DB)
Descriptors: Academic Achievement, Adolescents, Behavior Problems, Correctional Education
