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Using guided notes with academically at‐risk high school students during a remedial summer social studies class
Author(s) -
Sweeney William J.,
Ehrhardt Amy M.,
Gardner Ralph,
Jones Lori,
Greenfield Rachel,
Fribley Sue
Publication year - 1999
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/(sici)1520-6807(199907)36:4<305::aid-pits4>3.0.co;2-2
Subject(s) - remedial education , psychology , class (philosophy) , mathematics education , academic achievement , at risk students , session (web analytics) , intervention (counseling) , multiple baseline design , special education , learning disability , medical education , developmental psychology , medicine , artificial intelligence , psychiatry , world wide web , computer science
This study evaluated the effects guided notes on the performance of academically at‐risk high school students during a remedial summer American History class. The study compared students' own notetaking strategies with that of short‐ and long‐form guided notes. Three students were selected for data collection due to their low baseline notetaking accuracy and quiz scores and a history of severe learning problems: One was enrolled in special education programs for developmental disabilities and the other two were enrolled in English as a Second Language programs (ESL). A modified ABAB reversal design with an imbedded alternating treatments design during intervention (A. E. Kazdin, 1982) was used to compare the effects of students' notetaking accuracy and daily quiz scores while taking their own notes with the effects of responding under the short‐ and long‐form guided notes. The results indicated 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. Differences were the number of concepts written correctly. Practical considerations and implications for adoption in the classroom were discussed. © 1999 John Wiley & Sons, Inc.