The use of instructor-prepared notes covering 90 percent of the lecture information in one large-group human sexuality course was enthusiastically received by the students, and anecdotal evidence suggests an increase in correct test responses. (MSE)

Describes six study and notetaking techniques for reading/learning disabled adolescents and suggests circulating a series of training notes to help high school teachers incorporate reading techniques into the content area classrooms. (HOD)

A study found that notetaking training affected sixth grade students' notetaking style but did not result in superior retention of aurally presented material. There were significant interactions between instruction in notetaking and the recording of notes, sex of student and notetaking, and notetaking and time. (Author/PP)

Interviews with 36 high school and college students with hearing impairments and 36 teachers indicated variable use of study strategies with notes among students and a lack of knowledge among teachers about the use of notes for studying. Results suggest the need for instruction on note usage and study skills. (Contains references.) (Author/CR)

Effects of a pausing procedure and a lecture outline on the notetaking performance of 33 college students with learning disabilities were investigated. Results found the pause procedure most effective for enhancing immediate recall of lecture ideas and completeness of lecture notes. (Author/PB)

Reports on a study of 93 McMaster University (Ontario) sophomore history students about their secondary school preparation in history. Finds that most respondents felt comfortable about their high school education, but a significant number were uncomfortable with their preparation for tutorial work, notetaking, and essay writing. (CFR)

Describes two experiments conducted to investigate the effects of notetaking format on achievement. Students constructed and studied different types of notes: partial (framework and partial notes), skeletal (framework with no notes), and control (no framework and no notes). Found that, based on an application test, students who completed and…

The use of PowerPoint (PPT)-based lectures in business classes across universities is ubiquitous yet understudied in empirical pedagogical research. The purpose of this empirical study was to ascertain whether significant differences exist between faculty and student perceptions with regard to PPT's impact on perceived learning, classroom…

In 3 quasi-experiments using intact classrooms and 1 true experiment using random assignment, students completed partially complete graphic organizers (GOs) or studied complete GOs that covered course content. The partial task led to increased overall examination performance in all experiments. Also, the authors measured students' note-taking…

The methods for authoring and distributing course content are undergoing substantial changes due to advancement in computer technology. Paper has been the traditional method to author and distribute course content. Paper enables students to personalize content through highlighting and note taking but does not enable the incorporation of multimedia…

Guidelines for taking oral histories are presented in this guide. The guide was developed for a project to teach Nicaraguan literacy teachers how to record personal narratives for the purpose of preserving cultural history and heritage. An introductory chapter discusses the distinction and relationship between "testimony," which…

Although there is general acceptance that information presented in formal learning situations must be encoded linguistically by the learner, there is little research on the differential aspects of various types of linguistic encoding strategies. A study sought to determine the differential effects of three linguistic encoding strategies on…

A study explored the effects of direct instruction and modeling on students' ability to follow written directions. Subjects in the experimental group, 62 eighth-grade students enrolled in a suburban New Jersey middle school reasoning and study skills program, were given 22 class sessions of direct instruction and modeling for following written…

A study was conducted to determine whether extensive vocabularies increase students' notetaking skills. The subjects, 45 volunteer college seniors involved in elementary and secondary student teaching, were given both the Nelson-Denny Reading Test (Form A) and the Peabody Picture Vocabulary Test (revised), as well as the general information…

The purpose of this study was to determine if a multidimensional treatment in the study of the content area of social studies would help the average and below average student. The 37 fifth-grade students in this study came from a middle-socioeconomic level of north central New Jersey. The 18 students in the experimental sample received special…