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770901s1977 xx ||| bt ||| | eng d |
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|a ED146375 Microfiche
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|a ED146375 Microfiche
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| 100 |
1 |
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|a Lambrecht, Judith J.
|0 http://id.loc.gov/authorities/names/n79131857
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| 245 |
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|a Evaluation of First-Year Shorthand Achievement. Final Report /
|c Judith J. Lambrecht.
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| 260 |
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|a [Place of publication not identified] :
|b Distributed by ERIC Clearinghouse,
|c 1977.
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| 300 |
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|a 201 pages
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 337 |
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|a microform
|b h
|2 rdamedia
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| 338 |
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|a microfiche
|b he
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| 500 |
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|a Sponsoring Agency: Minnesota Univ., Minneapolis. Dept. of Vocational and Technical Education.
|5 ericd
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| 500 |
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|a Educational level discussed: High Schools.
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| 500 |
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|a Educational level discussed: Secondary Education.
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| 520 |
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|a Four main purposes of a study of students learning three shorthand systems were to determine if first-year students achieved minimum shorthand goals, to compare dictation achievements of students learning different shorthand methods for the possible selection of one system over another for certain groups of students, to gain further insight into factors related to different types of shorthand achievement, and to determine students' attitudes about learning shorthand and if those attitudes changed as the year progressed. Related research was reviewed and pretest, shorthand attitude, and shorthand achievement data were collected from 1,317 beginning shorthand students in 20 area high schools teaching Gregg, Forkner, or Century 21 shorthand. Seventy-three percent of the students completed the work and tests showed that the majority of the time Forkner shorthand students achieved the highest accuracy and transcription rate scores. Most students agreed that shorthand was easy to learn, but Forkner and Century 21 students agreed more strongly with this statement. However, one year of shorthand was not considered sufficient for high school students to develop minimal shorthand skills regardless of the system since no student could produce a mailable letter at 80 words per minute dictation. Recommendations included offering Forkner shorthand to students for at least one year, additional counseling for low aptitude students, and spending classroom time to discuss career opportunities, as well as personal use applications, for persons with shorthand skill. (BL)
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| 533 |
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|a Microfiche.
|b [Washington D.C.]:
|c ERIC Clearinghouse
|e microfiches : positive.
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| 500 |
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|a Microform.
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| 650 |
1 |
7 |
|a Academic Achievement.
|2 ericd
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| 650 |
0 |
7 |
|a Comparative Analysis.
|2 ericd
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| 650 |
1 |
7 |
|a High School Students.
|2 ericd
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| 650 |
0 |
7 |
|a High Schools.
|2 ericd
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| 650 |
0 |
7 |
|a Low Ability Students.
|2 ericd
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| 650 |
1 |
7 |
|a Methods.
|2 ericd
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| 650 |
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7 |
|a Methods Research.
|2 ericd
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| 650 |
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7 |
|a Office Occupations Education.
|2 ericd
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| 650 |
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7 |
|a Secondary Education.
|2 ericd
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| 650 |
1 |
7 |
|a Shorthand.
|2 ericd
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| 650 |
1 |
7 |
|a Skill Development.
|2 ericd
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| 650 |
0 |
7 |
|a Student Attitudes.
|2 ericd
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| 655 |
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7 |
|a Reports, Research.
|2 ericd
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| 710 |
2 |
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|a University of Minnesota. Div. of Business Education.
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| 907 |
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|a Michigan State University-Library of Michigan
|b Michigan State University
|c MSU Microforms
|d MSU Microforms, 2 West
|t 0
|e ED146375 Microfiche
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|i Microform (Microfilm/Microfiche)
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