An Experimental Study Comparing Four Methods for Student In-class Supervised Practice in First-year Gregg Shorthand PDF Download
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Author: John Joseph Forte
Publisher:
ISBN:
Category : Shorthand
Languages : en
Pages : 300
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Book Description
Author: John Joseph Forte
Publisher:
ISBN:
Category : Shorthand
Languages : en
Pages : 300
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Book Description
Author: Judith J. Lambrecht
Publisher:
ISBN:
Category : Business education
Languages : en
Pages : 190
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 564
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Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 640
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 710
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Book Description
Author:
Publisher:
ISBN:
Category : Business education
Languages : en
Pages : 106
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Book Description
An author and subject index of business education articles, compiled from a selected list of periodicals and yearbooks published during the year.
Author: Rosa Geneva Watkins
Publisher:
ISBN:
Category : Shorthand
Languages : en
Pages : 98
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 792
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Author:
Publisher:
ISBN:
Category : Catalogs, Union
Languages : en
Pages : 1032
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Book Description
Includes entries for maps and atlases.
Author: Jean Collins Majoros
Publisher:
ISBN:
Category : Shorthand
Languages : en
Pages : 162
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Book Description
The problem to be considered was: Would the use of Russon's early-new-matter approach in a beginning shorthand class significantly influence the achievement of the students in that class? Because the ultimate goal of shorthand is the ability to take new-matter dictation and transcribe that material in accurate form, it seemed reasonable to assume that, if students had early experience in these activities, their skills would be higher at the end of the period of instruction than if they had no such experience until midway through the course. This study was undertaken in order to find answers to the following questions: 1. Would the application of methods as delineated in Russon's early-new-matter approach significantly affect the achievement (as measured by 5-minute new-matter dictation tests) of first-year shorthand students at the end of the first year of instruction? 2. How would the level of achievement (as measured by 5-minute new-matter dictation tests) of two groups of shorthand students taught by two different methods for the first semester compare at the end of the first year of instruction?
