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| Psychology in the Schools | 1 |
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Peer reviewedSweeney, William J.; Ehrhardt, Amy M.; Gardner, Ralph, III; Jones, Lori; Greenfield, Rachel; Fribley, Sue – Psychology in the Schools, 1999
Compares students' own notetaking strategies with that of short- and long-form guided notes. Results indicate that both guided notes procedures were successful at increasing the accuracy of students' notes, improving session quiz scores, and were overwhelmingly preferred when compared with students taking their own notes. (Author/GCP)
Descriptors: Academic Achievement, Classroom Techniques, High Risk Students, High Schools
