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1.
Elaine Miles 《Annals of dyslexia》1985,35(1):199-207
If help is to be available for all dyslexic children, it needs to be on an economical, cost-effective basis. The Dyslexia
Unit at University College of North Wales, Bangor, has been running a teaching project in its own area for the past ten years
to find out how this can be done. As a result some conclusions have emerged about the necessary conditions for success. Economies
can be effected by using part-time teachers, but individual tuition for at least one hour a week from a trained specialist
is considered essential. Efficiency can be improved by setting targets to be reached by the time of entry to Secondary School,
by referring children as early as 7 years, by using structured phonic teaching methods and multisensory materials, by working
closely with other teachers concerned with the pupil, and by involving parents. 相似文献
2.
The authors examine the difficulties experienced by dyslexic musicians in the formalized study of music, in particular, musical
notation. They describe case studies from the literature and from personal interviews they conducted with musicians about
their educational histories, musical weaknesses and strengths, and successful compensatory strategies. The authors make instructional
suggestions for educators and musicians with dyslexia on how to use multisensory approaches to teach musical notation. 相似文献
3.
James Miles 《Teaching Artist Journal》2016,14(3):171-175
I wasn't always the Fresh Professor. At one point, I was just another starving actor, trying to make a living. But stories change over time, as do professional desires. 相似文献
4.
5.
C. A. L. Miles S. J. Vine J. N. Vickers M. R. Wilson 《European Journal of Sport Science》2017,17(1):100-108
AbstractQuiet eye training (QET) may be a more effective method for teaching children to catch than traditional training (TT) methods, but it is unclear if the benefits accrued persist in the long term. Thirty children were randomly allocated into a QET or TT group and, while wearing a mobile eye tracker, underwent baseline testing, training and two retention tests over a period of eight weeks, using a validated throw and catch task. During training, movement-related information was provided to both groups, while the QET group received additional instruction to increase the duration of their targeting fixation (QE1) on the wall prior to the throw, and pursuit tracking (QE2) period on the ball prior to catching. In both immediate (R1) and delayed (R2, six weeks later) retention tests, the QET group had a significantly longer QE1 duration and an earlier and longer QE2 duration, compared to the TT group, who revealed no improvements. A performance advantage was also found for the QET compared to the TT group at both R1 and R2, revealing the relatively robust nature of the visuomotor alterations. Regression analyses suggested that only the duration of QE1 predicted variance in catch success post-training, pointing to the importance of a pre-programming visuomotor strategy for successful throw and catch performance. 相似文献
6.
James Miles 《Teaching Artist Journal》2016,14(1):46-48
James Miles writes about his transition from teaching artist to administration. Is it for everyone? 相似文献
7.
ABSTRACT American high schools present an extremely difficult, nearly intractable setting for serious educational reform efforts. Yet such efforts can succeed. This article reports results from a survey of 179 urban comprehensive high schools that were successfully implementing change programs based on effective schools principles. All schools encountered problems of implementation. Larger‐scale, instructionally‐oriented, and longer‐lasting programs induced more problems. Problems were only moderated, not eliminated, by good‐quality planning. Given the problem‐richness of change efforts, the major determinant of successful implementation was good problem‐coping. It was made more likely by the presence of consensus (shared vision), support of key stakeholders in and out of the school, planning quality, external assistance, and administrative time spent. Case studies showed that the presence of an empowered change management group aided all these critical factors. Schools with the most impact (defined as student outcomes, teacher improvement, and organizational improvement) had focused on teacher or organizational changes to begin with, coped with the inevitable problems well, had internal and external constituencies supporting the change effort, and sustained the work for a longer period of time (typically 4‐5 years). The key variables appear to form a coherent causal network. Implications for change management are drawn. 相似文献
8.
Susie Thomas 《Changing English: An International Journal of English Teaching》2006,13(2):185-196
This article explores the ambiguities, ironies and ethical dilemmas of using real people in fiction and the relation between memoir and fiction. After looking at how this debate has surfaced as a theme in Hanif Kureishi's fictional works, the author examines his memoir, My ear at his heart: reading my father, and concludes that Kureishi's memoir provides an important perspective on his earlier work and constitutes a valuable addition to the literature of family life, identity and migration. 相似文献
9.
Miles MS 《Death education》1980,4(3):245-260
The purpose of this study was to measure the effects of a course on death and grief on the attitudes toward death and toward dying patients of nurses who work in high-risk death areas of hospitals. This quasi-experimental design used four groups of subjects. One group experienced the treatment. Another group served as a waiting-list control group and then experienced the treatment. Two groups were control groups. The treatment consisted of attendance at a 6-week continuing education course entitled "Coping with Death and Dying in High-risk Areas of Hospitals." The Death Anxiety Semantic Differential, Parts I and II, was used as the dependent variable. The results indicate that the small-group counseling and education experience did have an impact on attitudes toward death and dying patients of nurses who attended. The discussion of the findings and recommendations for further study are presented. 相似文献
10.
Katharine Pace Miles Mark D. Lauterbach Dana M. Murano Ginny A. Dembek 《The Journal of educational research》2019,112(2):255-269
The authors examined whether Reading Rescue continues to be an effective literacy intervention and factors that impact its effectiveness. Data were collected on 143 first-grade students, tutored by 104 tutors at 38 schools. There was significant growth on all foundational skills (ps?.001) and significant change in proportion of students attaining grade-level reading status pre- and postintervention (ps?.001; d?=?1.62 sight words, d?=?1.68 oral reading/comprehension). Student-level factors of Individualized Education Program status, program completion, number of session, and invented spelling; tutor-level factors of sessions delivered and years of experience; school level factors of school size and percentage of language minority students all predicted grade-level passage or word reading (all ps?.05). Findings indicate Reading Rescue continues to be highly effective, even while expanding substantially as a program since Ehri et al.’s (2007) study. Efforts should focus on ensuring program completion and increasing program exposure in neediest schools. 相似文献