References

  1. Austin, J. L., Gilbert, M., Thibeault, M., Carr, J. E., & Bailey, J. S. (2002). The effects of guided notes on student responding and recall of information in a university classroom. Journal of Behavioral Education. 11(4), 243-254.
  2. Barbetta, P. M. , & Scaruppa, C. L. (1995).  Looking for a way to improve your behavior analysis lectures? Try guided notes. The Behavior Analyst, 18, 155-160.
  3. Courson, F. H. (1989). Differential effects of short- and long-form guided notes on test scores and accuracy of note taking by learning disabled and at-risk seventh grade students during social studies instruction. Unpublished Ph.D. dissertation, The Ohio State University, Columbus.
  4. Carrier, C. A. (1983). Notetaking research: Implications for the classroom. Journal of Instructional Development, 6(3), 19-25.Focus on measurably superior instruction (pp. 283-320). Monterey, CA: Brooks/Cole.
  5. Hughes, C. A., & Suritsky, S. K. (1994). Note-taking skills of university students with and without learning disabilities. Journal of Learning Disabilities, 27, 20-24.
  6. Kierwa, K. A. (1987). Notetaking and review: The research and its implications. Instructional Science, 16, 233-249.
  7. Lazarus, B. D. (1993). Guided notes: Effects with secondary and post-secondary students with disabilities. Education and Treatment of Children, 14, 272-289.
  8. Nelson, C. (May, 2001). What is the most difficult step we must take to become great teachers? National Teaching and Learning Forum Newsletter, 10(4).
  9. Norton, L. S., & Hartley, J. (1986). What factors contribute to good examination marks? The role of notetaking in subsequent examination performance. Higher Education, 15, 355-371.
  10. Russell, I. J., Hendricson, W. D., & Herbert, R. J. (1984). Effects of lecture information density on medical student achievement. Journal of Medical Education, 59, 881-889.