Search

In this case study, we used a mixed-methods approach to identify the characteristics of environmental education (EE) lessons most positively associated with students' environmental literacy outcomes at one residential EE center in the U.S. Students attending residential EE programs spend multiple days participating in numerous lessons, activities, and experiences, resulting in perhaps more opportunities to enhance students' knowledge, attitudes, skills, and behavioral intentions related to environmental literacy. To explore what teaching approaches were most effective at enhancing immediate student outcomes and to provide insights for practitioners, we observed 80 lessons, tracked 20 observable teaching approaches, and administered questionnaires to measure students' self-reported changes in environmental literacy outcomes. Correlation analyses revealed four variables related to enhanced student outcomes: affective messaging, environmental issue-focus, relevance, and effective time management. Two variables, fact-based teaching and data collection, were negatively correlated with student outcomes. Linear regression analysis with these six variables resulted in a model explaining 34% of the variance in the environmental literacy outcome. We discuss these findings and share examples of each practice from our qualitative observations. We also discuss broader applications of our mixed methods approach for the field.

We explored the relationship between the fulfillment of students' psychological needs of competence, autonomy, and relatedness; student engagement; and student outcomes related to environmental literacy at a residential environmental education (EE) center. We surveyed diverse groups of middle school students (N = 1,278) following the completion of 80 EE lessons delivered at the NorthBay Adventure Center to assess their self-reported levels of these basic psychological needs, engagement, and environmental literacy outcomes. A structural equation model supported our hypothesis that there is a positive relationship between the fulfillment of these psychological needs and student engagement, and that more engaged students report enhanced outcomes of environmental literacy. We also discovered that autonomy has a direct positive effect on student levels of environmental literacy, suggesting an important role for student autonomy. We discuss implications of these findings and the practicality of trying to fulfill student's psychological needs of competence, autonomy, and relatedness.

The prospective experience with 18 cases of diffuse interstitial pneumonia in patients receiving immunosuppressive chemotherapy indicates that Pneumocysfis carinii is the commonest cause of this farm of pneumonia, comprising a minimum of 44% of the cases. A retrospective review of autopsy material of 22 patients dying from diffuse interstitial pneumonia showed a similar frequency. Cases diagnosed as probable or proved viral pneumonia comprised 15% of the total patients. Isolated cases of cryptococcal and toxoplasma pneumonia were noted. Tissue should be obtained to clarify the diagnosis in patients with diffuse interstitial pneumonia. In the proper clinical setting, empirical therapy with pentamidine isethionate should be given to all patients presenting with this form of pneumonia since the prevalence of pneumocystis pneumonia is quite high, and the disease is potentially curable. [ABSTRACT FROM AUTHOR]