How classroom teachers can help students learn and teach them how to learn

Theory into Practice

Volumn 41, Issue 2, 2002, Pages 71-80

  Kiewra, Kenneth A ^a  

^a UNIVERSITY OF NEBRASKA LINCOLN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0036018819     PISSN: 00405841     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15430421tip4102_3     Document Type: Article

References (58)

1. Memory for a lecture: Effects of notes, lecture rate and informational density
2. Taking notes from lectures
3. Students' lecture notes and their relation to test performance
4. The effects of training in explanation strategies on the acquisition of programming skills
5. Coming to understand things we could not previously understand
6. College students' perceptions of note taking and their relationship to selected learner characteristics and course achievement
7. Structured interview study of the long-term effects of a college study skills course: Traces and self-report measures
8. The role of rehearsal in short-term memory
9. Generating self-questioning after reading: A comprehension assist for elementary students
10. Durable effects of a study skills course on academic achievement
11. The heuristic of lecture note taking: Perceptions of American and international students regarding the value and practice of note taking
12. What classroom observations reveal about reading comprehension instruction
13. Lecture handouts and student note taking
14. Indexing, extraction, and localization effects for learning from matrices, text and outlines
15. Acquiring effective note-taking skills: An alternative to professional note taking
16. Investigating note taking and review: A depth of processing alternative
17. Students' note-taking behaviors and the efficacy of providing the instructor's notes for review
18. Providing the instructor's notes: An effective addition to student notetaking
19. Learning from a lecture: An investigation of note taking, review, and attendance at a lecture
20. Aids to lecture learning
21. The matrix representation system: Orientation, research, theory and application
22. The relationship between information-processing ability and note taking
23. Note-taking functions and techniques
24. The relationship between levels of note taking and achievement
25. Fishgiver or fishing teacher? The lure of strategy instruction
26. Supplementing floundering text with adjunct displays
27. Effects of repetition on recall and note taking: Strategies for learning from lectures
28. Effects of self-questioning training on college students' comprehension of lectures
29. Improving lecture comprehension: Effects of a metacognitive strategy
30. Comparison of self-questioning, summarizing, and note taking-review as strategies for learning from lectures
31. An empirical study of lecture note taking among college students
32. Performance decrement in the lecture
33. Aids to text comprehension
34. Models for understanding
35. Learning strategies for making sense out of expository text: The SOI model for funding three cognitive processes in knowledge construction
36. Professor Sanford's morning prayer
37. Learning from lectures: Effects of cooperative review
38. Note-taking habits of college students
39. Being really, really certain you know the main idea doesn't mean you do
40. Sometimes adults miss the main ideas in text and do not realize it: Confidence in responses to short-answer and multiple-choice comprehension items
41. Some of the reasons why preparing for exams is so hard: What can be done to make it easier?
42. The encoding versus the external storage hypothesis in note taking
43. Visual argument: Graphic organizers are superior to outlines in improving learning from text
44. Why graphic organizers facilitate search processes: Fewer words or computationally effective indexing?
45. The role of time and cuing in a college lecture
46. College academic assistance programs and practices
47. College students' theory of note taking derived from their perceptions of note taking