Using guided notes with academically at-
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William J. Sweeney; Amy M. Ehrhardt; Ralph Gardner III; Lori Jones; Rachel Green
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Article
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1999
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John Wiley and Sons
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English
⚖ 96 KB
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 c