Mary G. Lieberman

The Effect of Note Taking on Ninth Grade Students' Comprehension.

The effect of note-taking instruction on ninth graders’ comprehension of highand low-interest passages on teacher-made, objective tests was explored. A sample of 115 World Cultures students, aged 13–15 (48 females. 67 males; 6 Blacks, 109 Whites) from a suburban junior high school participated. The treatment group (N = 61) received 9 weeks of instruction and practice in the Cornell method of note taking, and the control group (N = 54) did not. The effects of treatment, ability level, and passage type (low-interest or high-interest) were investigated. A 2 × 2 MANOVA revealed a statistically significant main effect for note-taking training, F (2, 110) 5.88, p < .01. In addition, a statistically significant interaction, F(1, 111) = 7.57, p < .005, between note-taking training and passage type suggested that the training was more effective for the low-interest than the high-interest passage. There was no statistically significant interaction between ability level and passage type.

Variables associated with teacher retention: A multi‐year study

Abstract This research study is a multi‐year project covering four South Florida School Districts that examines variables associated with the demographics of 2,129 teachers who were hired during the 2000–2001 academic year. The purpose was to assess the relationship between teacher retention and various demographic variables. A model predicting teacher retention based upon these variables is also intended. Findings revealed that 96% of the sample were retained after 1 year of employment, 79% were retained after 2 years and 72% after 3 years. The variables of gender, χ2(1) = 13.03,p < .007, out‐of‐state hires, χ2(1) = 15.17,p < .007, preparation, χ2(2) = 9.93, p < .007, and placement, χ2(1) = 7.81, p < .007, were significantly associated with retention after the 3rd year of the study.

A Case Study of Using Peer Feedback in Face-to-Face and Distance Learning Classes among Pre-Service Teachers.

Abstract This study investigated a feedback exchange activity for engaging pre-service teachers and the nature of such feedback in two undergraduate classes, a distance learning (DL) and a face-to-face (F2F) class. The research question asked if the nature of peer feedback was different between F2F and DL class formats. Students’ work samples were collected during class time to examine feedback function ratings. Participants also completed an online questionnaire to examine the nature of expectations of the feedback given. For both the nature of expectations and feedback function ratings, results for chi-square analyses demonstrated no statistically significant difference between the two modes of instruction (F2F versus DL), and the peer feedback categories. However, provision of feedback was significantly favoured in the F2F class over the DL class. Implications for course curriculum and future research are discussed.