WorldCat Identities

Miller, Steve L.

Works: 12 works in 27 publications in 1 language and 195 library holdings
Genres: Examinations  Abstracts 
Roles: Author, Editor
Classifications: HB74.5, 330.07
Publication Timeline
Most widely held works by Steve L Miller
The study and teaching of economics by Roman F Warmke( Book )

3 editions published in 1980 in English and held by 125 WorldCat member libraries worldwide

Economic education for citizenship by Steve L Miller( Book )

3 editions published in 1988 in English and held by 27 WorldCat member libraries worldwide

Economics is an important part of the U.S. social studies core curriculum, and this book considers the role of economics education in the development of citizenship skills. Chapter 1 describes: (1) citizenship and economic literacy; (2) the amount of economics education to offer; (3) economics in relation to economic education; and (4) decision-making in terms of economics and values. Chapter 2 considers the status of economics education in schools and argues for a combination of economics education infusion into existing grades k-12 courses, along with a required high school course. Chapter 3 discusses economics instruction in terms of a model that centers on economic reasoning for effective citizenship and suggests teaching economics based on learning theory research and on established teaching practices. Chapter 4 examines: (1) evaluative materials selection techniques for teachers; (2) the economics content of social studies textbooks; (3) reviews of economics textbooks; and (4) other classroom materials, such as videocassettes and teacher's guides. Figures are included, and a bibliography of teaching materials and Educational Resources Information Center (eric) resources contains 288 references. (Jhp)
Economics and national security by Steve L Miller( Book )

5 editions published between 1987 and 1989 in English and held by 20 WorldCat member libraries worldwide

The goal of this book is to help teachers deal more effectively with national security topics in their economics courses. The lessons are designed to introduce national security ideas and concepts into the classroom by filling gaps in textbook coverage and enriching current textbook treatment of national security topics. The lessons are grouped into six sections corresponding to major divisions of subject matter in a high school economics course. Section 1 contains eight lessons dealing with fundamental economic concepts. Section 2 has five lessons on topics illustrating microeconomic concepts related to markets, supply, and demand. Section 3 contains six lessons on microeconomic concepts related to market structure and market failure. Section 4 presents six lessons on various macroeconomic concepts. Section 5 includes five lessons dealing with international economic concepts. Section 6 contains four lessons relevant to economic decision making and measurement concepts. Each lesson includes (1) a description of the main points, (2) economic concepts to be taught, (3) instructional objectives, (4) suggested teaching procedures, (5) ways to integrate lessons with the textbook, (6) exercises and application activities on reproducible handouts for student, and (7) suggested readings. (Sm)
The effect of the "Trade offs" series on student understanding of and attitude toward economics by Steve L Miller( )

3 editions published between 1980 and 1983 in English and held by 4 WorldCat member libraries worldwide

Procedures. The study employed a quasi-experimental design with a sample of students from grades three through nine. Pretreatment comparison by multiple linear regression of the experimental group (123 students) with the control group (206 students) revealed no statistically significant differences, controlling for age, pretest attitude toward economics, pretest economic understanding, teacher understanding of economics, social class, and assessed property value. Experimental and control teachers were found to be statistically equivalent, controlling for pretest economic understanding, age, quarter hours of graduate credit, and quarter hours of economics credit
Social studies in Indonesian secondary schools and the preparation of social studies teachers : perceptions of teacher educators of ten state teacher education institutes (IKIPs) by Johannes Esomar( )

2 editions published in 1989 in English and held by 4 WorldCat member libraries worldwide

A sample of 379 social studies teacher educators representing ten state teacher education institutes (IKIPs) and four departments were surveyed to find out: (1) the educators' perceptions of the importance of the three orientations in the 1979 and 1986 curricula, and their preference for the three orientations to guide the preparation of social studies teachers and secondary social studies, (2) the extent to which the educators' perceptions are correlated, (3) the effect of a set of background variables on the perceptions. Descriptive statistics were used to summarize the data. Inferential statistics performed on the data include the GLM repeated measure ANOVA, Kosmogorov-Smirnov subtest of normal distribution, correlational analysis, factor analysis, and three-stage least square (3SLS) analysis of three 3-simultaneous equation models of perceptions
Living with wildfire in Wyoming by Jennifer S Thompson( Book )

1 edition published in 2014 in English and held by 3 WorldCat member libraries worldwide

The effect of problem-oriented and rule-oriented computer-based instructional strategies on concept acquisition in microeconomics by Vincent Elliott Lasnik( )

2 editions published in 1988 in English and held by 3 WorldCat member libraries worldwide

This computer-based study investigated the complex relationship between instructional strategy, gender, achievement in microeconomics (including higher and lower-order question subscales), attitude toward economics, economic attitude sophistication, level of computer anxiety, and attitude toward learning (deep versus surface approaches toward learning). Twelfth-grade students in regular social science courses (n = 155) at four senior high schools were randomly assigned to two alternative instructional treatments. Each treatment, emphasizing either a problem-oriented strategy or a rule-oriented strategy, consisted of a week-long computer-based unit teaching fundamental economic concepts of supply, demand, and equilibrium. The treatments were delivered in self-contained computer laboratories within each school. The courseware treatment sequence included lesson modules employing immediate knowledge of results and corrective feedback, drill, tutorial, cognitive strategy and role-playing simulation components
Social studies and global education : viewing economic, social and political aspects of the civil war through multiple perspectives by Jared G Mills( )

2 editions published in 2006 in English and held by 2 WorldCat member libraries worldwide

Overview: The United States Civil War was brought on by the clash of two divergent philosophies within one nation, each believing they were right. Economic and political issues that were debated between the Northern and the Southern United States include, but were not limited to tariffs, free trade, unfair representation in the government, interpretation of the United States Constitution and state rights. These social differences stemmed from slavery, agriculture, urbanization, improved transportation, growing cultural diversity and social reform. Both the Union and the Confederacy believed their socioeconomic and political philosophies were the correct path for the future of their people. History proves that they were both right and they were both wrong. The inability to compromise between the Union and the Confederacy, despite numerous attempts, led to tragic results. The sixteenth president of the United States, Abraham Lincoln, stated in his second inaugural address, "Both (North and South) read the same Bible, and pray to the same God; and each invokes His aid against the other. The prayers of both could not be answered; that of neither has been answered fully. The Almighty has His own purposes." In this thesis I will examine and explain why men who once fought together for independence, sharing the same beliefs, now fight a Civil War
European unification : a conceptual guide for educators by Steve L Miller( Book )

2 editions published in 1995 in English and held by 2 WorldCat member libraries worldwide

This book is intended to provide educators with the means to observe and teach about the unification process in Europe. The book contains a collection of essays about different aspects of unification. The Preface, by Dagmar Kraemer and Manfred Stassen, presents a brief historic overview of the development of the European Union. Chapter 1 is the "History of European Integration" (Wayne C. Thompson). Chapter 2 provides "Historical Perspectives on European Unification" (Michael D. Gordon). Chapter 3 presents "The European Union: Geographic Perspectives on Unification" (Howell C. Lloyd). Chapter 4 describes "The Political Institutions of the European Union" (Richard Gunther). Chapter 5 details "Economic Evolution of the European Union" (Moore McDowell). Chapter 6 depicts "European Political Transformation and the Future of Europe" (Leon Hurwitz). Chapter 7 provides "The Single European Market and Its Effect on the World" (George M. Vredeveld). Chapter 8 presents "Documents in eric on European Unification" (Vickie J. Schlene). Chapter 9 provides "Journal Articles in eric on European Unification" (Vickie J. Schlene). Appendices include a "European Unification Glossary"; "World Wide Web Sites of Information on European Unification"; and information about the contributors. (Eh)
A job description for the Individualized Instruction Center coordinator at Mansfield Malabar High School by Steve L Miller( Book )

1 edition published in 1985 in English and held by 1 WorldCat member library worldwide

Developing economic literacy( Book )

2 editions published in 1987 in English and held by 1 WorldCat member library worldwide

The impact of international experience on teaching with a global perspective : reflections of returned Peace Corps Volunteer Teachers by Barbara Hubbard Myers( )

1 edition published in 2001 in English and held by 1 WorldCat member library worldwide

This study utilized qualitative inquiry. Data collection methods included an initial correspondence to collect logistical data, followed by recorded interviews, follow-up telephone conversations, and notes to guide the analysis. Evidence from the study revealed that motives for joining Peace Corps were guided by different influences?most strongly, that of personal achievement and self-gain. Overall, the major findings indicated how the respondents perceived a change in their instructional practice; however, the strongest impact of change occurred within themselves rather than in their curriculum and instruction. Further investigation of global education and teaching with a global perspective, as well as recommendations for international experiences for perspective teachers is also discussed. Implications from the study include considerations for the integration of Peace Corps and Global Education with that of school curricula, to be utilized in teacher preparation
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Alternative Names
Miller, Steven L.

English (27)