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A comparison of two note taking methods in a secondary English classroom

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dc.contributor.author Jacobs, Keil
dc.date.accessioned 2008-06-05T17:03:02Z
dc.date.available 2008-06-05T17:03:02Z
dc.date.issued 2008-04-25
dc.identifier.citation Jacobs, Keil (2008) . A comparison of two note taking methods in a secondary English classroom . In Proceedings: 4th Annual Symposium: Graduate Research and Scholarly Projects. Wichita, KS: Wichita State University, p.119-120 en
dc.identifier.uri http://hdl.handle.net/10057/1388
dc.description Paper presented to the 4th Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held at the Hughes Metropolitan Complex, Wichita State University, April 25, 2008. en
dc.description Research completed at the Department of Curriculum and Instruction, College of Education en
dc.description.abstract Recent educational research and scholarship calls note taking one of the research based strategies that help improve student achievement. I reviewed some of the literature on note taking and found that researchers agree that note taking is useful. I found descriptions of several different methods of note taking, and I wanted to investigate the relative usefulness of some of the methods. After studying some literature about two different styles, the Cornell note taking system and guided notes, I taught these methods to two different classes. I then gave both students the same test over the same content and found that students’ performances differed depending upon which note taking method they used. en
dc.format.extent 140595 bytes
dc.format.mimetype application/pdf
dc.language.iso en_US en
dc.publisher Wichita State University. Graduate School. en
dc.relation.ispartofseries GRASP en
dc.relation.ispartofseries v.4 en
dc.title A comparison of two note taking methods in a secondary English classroom en
dc.type Conference paper en

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