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The effects of Cornell note-taking and review strategies on recall and comprehension of lecture content for middle school students with and without disabilities

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TitleInfo
Title
The effects of Cornell note-taking and review strategies on recall and comprehension of lecture content for middle school students with and without disabilities
Name (type = personal)
NamePart (type = family)
Baharev
NamePart (type = given)
Zulejka
NamePart (type = date)
1974-
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Zulejka Baharev
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RoleTerm (authority = RULIB)
author
Name (type = personal)
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O'Donnell
NamePart (type = given)
Angela M
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Angela M O'Donnell
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Advisory Committee
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chair
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NamePart (type = family)
Harrison
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Judith
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Judith Harrison
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Advisory Committee
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internal member
Name (type = personal)
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Manente
NamePart (type = given)
Christopher
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Christopher Manente
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Advisory Committee
Role
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outside member
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Rutgers University
Role
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degree grantor
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NamePart
Graduate School of Education
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school
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Text
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theses
OriginInfo
DateCreated (qualifier = exact)
2016
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2016-10
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2016
Place
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xx
Language
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eng
Abstract (type = abstract)
At the start of the 21st century large scale educational initiatives reshaped the landscape of general education setting rigorous academic expectations to all students. Despite the legal efforts to improve K-12 education, an abundance of research indicates that students entering college often lack basic learning and study skills. For adolescents with learning disabilities, however, these challenges are even greater. While the number of students with learning disabilities who receive their education in the general education content-areas classes continues to grow, information lags behind as to how to effectively adapt instruction to support these students and improve their academic achievement. In view of the research supporting the conjunctive use of note-taking and review, the current study involved instruction in note-taking using the Cornell method and review strategy with the use of summarization and question generation with sixty eighth grade students with and without disabilities from social studies classes in a public middle school. The current study focused on the evaluation and comparison of students with and without disabilities note-taking and review skills as well as comprehension of lecture content. Specifically, the research sought to answer the following questions: Would students' note-taking, and review skills improve as a result of strategy training? Would comprehension of the material improve with strategy intervention? What are the differences between students with and without disabilities in their note-taking and review strategies prior to and after intervention? A nonrandomized pre-test-posttest design with experimental and intervention condition was employed to evaluate student performance. Strategy training and business-as-usual practice sessions were provided by the researcher. Data analysis comprised of students' quantity and quality of notes and comprehension of lecture content before and after strategy training. The results of the current study suggest that successful strategy training should be time and mastery based in order ensure student success. The findings of the current study were inconclusive regarding the effectiveness of strategy training in note-taking and review on student performance. Lastly, differences between students with and without disabilities on note-taking, study, and test performance were mixed.
Subject (authority = RUETD)
Topic
Special Education
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Title
Rutgers University Electronic Theses and Dissertations
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ETD
Identifier
ETD_7698
PhysicalDescription
Form (authority = gmd)
electronic resource
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application/pdf
InternetMediaType
text/xml
Extent
1 online resource (x, 144 p. : ill.)
Note (type = degree)
Ed.D.
Note (type = bibliography)
Includes bibliographical references
Subject (authority = ETD-LCSH)
Topic
Note-taking
Subject (authority = ETD-LCSH)
Topic
Middle school students
Note (type = statement of responsibility)
by Zulejka Baharev
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier (type = local)
rucore10001500001
Location
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NjNbRU
Identifier (type = doi)
doi:10.7282/T3HD7XZ8
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Rights

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The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Baharev
GivenName
Zulejka
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2016-09-30 12:18:41
AssociatedEntity
Name
Zulejka Baharev
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

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2016-10-04T18:44:05
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2016-10-04T18:45:01
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Microsoft® Word 2016
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