High school biology classes traditionally follow a lecture format to disseminate content and new terminology. With the inclusive practices of No Child Left Behind, the Common Core State Standards, and end-of-course exam requirement for high school diplomas, classes include a large range of achievement levels and abilities. Teachers assume, often incorrectly, that students come to class prepared to listen and take notes. In a standard diploma, high school biology class in a separate school for students with emotional and behavioral disorders, five students participated in a single-subject, alternating treatment design study that compared the use of regular pens and digital pens to take notes during 21 lecture sessions. Behavior measures were threefold between the two interventions: (a) quantity of notes taken per minute during lectures, (b) quantity of notes or notations taken during review pauses, and (c) percent of correct responses on the daily comprehension quizzes. ... However, the differences were minor, and recommendations are made for specific training in note-taking, the pause strategy, and digital pen fluency which may produce different results for both note-taking and quiz scores. / by Carlotta A. Rody. / Vita. / Thesis (Ed.D.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.
| Identifer | oai:union.ndltd.org:fau.edu/oai:fau.digital.flvc.org:fau_4227 |
| Contributors | Rody, Carlotta A., College of Education, Department of Exceptional Student Education |
| Publisher | Florida Atlantic University |
| Source Sets | Florida Atlantic University |
| Language | English |
| Detected Language | English |
| Type | Text, Electronic Thesis or Dissertation |
| Format | x, 107 p. : ill., electronic |
| Rights | http://rightsstatements.org/vocab/InC/1.0/ |
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