Humanism and Environmental Education     

John C. Miles 《The Journal of environmental education》2013,44(3):2-10

The author examined the impact of environmental education lessons in a study that compared activities conducted in the schoolyard with traditional classroom activities involving elementary school boys and girls. Participants were 109 4th- and 5th-grade students. Researchers conducted a 2 (group: traditional/treatment) X 2 (gender) multivariate analysis of variance with gain scores for environmental (a) knowledge, (b) attitudes, (c) behaviors, and (d) comfort levels as dependent variables. Boys demonstrated statistically significantly greater gain scores in the outdoor treatment group than in the traditional classroom curriculum for all 4 outcome variables. Boys also scored statistically significantly greater in the treatment group on attitudes and behaviors than did girls in that treatment group. The author discusses the unique learning styles of girls and boys and the findings that indicate the potential for schoolyard lessons to enhance instruction, meeting the needs of boys and girls.  相似文献   

Addressing Needs of Employers,Older Workers,and Retirees: An Educational Approach     

Kathleen A. Segrist  Brian Tell  Vicki Byrd  Susie Perkins 《Educational gerontology》2013,39(5):451-462

The Retirement Research Foundation of Chicago supported a collaborative to collect demographic data about working and aging, conduct a survey of older job seekers, and interview businesses in the region to assess their awareness and attitudes about mature workers. The 2005 project was titled the 60 + Success Project. A regional task force oversaw the research components and product development. Data collection occurred through 13 focus groups, individual interviews with private, public and nonprofit sector leaders, surveying of mature and aging job seekers, and online surveying of employers. Based upon this multipronged methodology, four major products were produced: Report and Key Findings; Human Resources Handbook and Curriculum; Opportunities for Mature Workers (brochure); and Mature Worker Profile. These products are the first steps toward better understanding the needs of older workers and shaping an action plan for this region. They can serve as catalysts to spur similar educational efforts in other parts of the country.  相似文献   

Randomised controlled trial of incentives to improve attendance at adult literacy classes   总被引：1，自引：1，他引：0  

Greg Brooks  Maxine Burton  Pam Cole  Jeremy Miles  David Torgerson 《牛津教育评论》2013,39(5):493-504

Background: Incentives have been proposed as a method to improve attendance in adult literacy classes. In the UK, several areas have piloted the use of incentives to promote attendance at adult literacy classes. To date no rigorous evaluation of this policy has been undertaken. This paper describes (as far as we are aware) the only UK‐based randomised controlled trial to evaluate the use of financial incentives in order to promote attendance in classes for adult learners.

Methods: We used a cluster‐randomised design. Twenty‐nine adult literacy classes were randomised in two groups using minimisation. Intervention group learners received £5 (US$10) for each class attended. The main outcome was class attendance; the secondary outcome was literacy scores.

Results: After allocation, one class was found to be ineligible for the study. In the 28 remaining classes there was a statistically significant reduction of about 1.5 sessions (95% confidence interval (CI) 0.28, 2.79; p = 0.019) attended by the intervention group compared with control, after adjusting for cluster size and baseline scores. The difference in reading scores between the intervention and control group, conditioned on baseline scores, was ?2.38 (with controls scoring higher than the intervention group), but this difference was not statistically significant (95% CI ?7.40 to 2.57, p = 0.33).

Conclusion: Payments to attend adult literacy classes had an adverse effect on attendance. This trial needs urgent replication, ideally with a larger incentive, before this approach is widely used by policy makers.  相似文献   

Typography for journals     

John Miles 《Learned Publishing》1994,7(1):11-16

Considers the principles of typography in relation to readers and readability, type of text, editorial methods, and the effects of new electronic publishing options.  相似文献   

Social Studies Education in the Age of Testing and Accountability     

Susie Burroughs  Eric Groce  Mary Lee Webeck 《Educational Measurement》2005,24(3):13-20

With 3 years and counting since its inception, the scope and impact of No Child Left Behind is now being felt in classrooms across the nation. Although some successes have been identified, concerns about the implementation and expectations of the legislation are emerging. As a result of the legislation's emphasis on the development of standards and assessment systems in reading, mathematics, and science, educators of other core and elective subjects are weighing the impact of being left out of the No Child Left Behind formula of testing and accountability. In an attempt to ascertain the perceptions and sentiments of social studies teachers concerning the impact of No Child Left Behind and the concomitant issue of state-level testing and accountability policy, a tristate study was conducted. The findings of this research indicate that although elementary, middle, and high school social studies educators recognize the negative consequences of being left out of No Child Left Behind, they are not convinced that being included would be better for them, their students, or social studies education in general.  相似文献   

Recognition for Billings.     

M M Cummings  W D Miles 《Journal of the Medical Library Association》1986,74(4):383

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Promoting reflective information literacy practice through Facilitating Information Literacy Education (FILE)     

Andretta S 《Health information and libraries journal》2008,25(2):150-153

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When writers visit schools: A symposium     

Betty Miles 《Children‘s Literature in Education》1980,11(3):133-146

Betty Miles, a member of the U.S. Editorial Board ofCle, asked eight other writers to reflect along with her on what it is like to talk with their readers in schools.The brief essays below are as varied as their authors' styles, but one theme runs through all of them: the importance of face-to-face encounters to writers, as well as to their young readers. These first-hand reports suggest, both explicitly and implicitly, ways of enriching author visits so that children's interaction with a real live author can enhance their interest in reading, and in writing.Betty Miles has written many picture books for young children and six novels for older readers, most recentlyMaudie and Me and The Dirty Book andThe Trouble with Thirteen. She and her husband live in Tappan, New York, where her three grown children went to school.  相似文献   

They Don't Really Care About Us     

James Miles 《Teaching Artist Journal》2016,14(2):120-125

Black and brown people are being murdered by police officers at an alarming rate, and nothing is being done about it.  相似文献   

Distance learning and libraries in the Pacific Islands     

Miles M. Jackson 《International Information and Library Review》2013,45(2):177-184

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