The lecture method: Villain or victim?   总被引：1，自引：0，他引：1  

Lane F. Birkel 《Peabody Journal of Education》2013,88(4):298-301

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Preparation for Primary Headship     

Robin Lane 《School Leadership & Management》2013,33(4):357-362

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Plan: Program for learning in accordance with needs     

Joe P. Strain  Lane F. Birkel 《The Teacher Educator》2013,48(3):10-13

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Fourteenth semi-annual motor gasoline survey     

E.C. Lane  J.M. Devine  Peter Grandone 《Journal of The Franklin Institute》1926,202(3):387

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The brain and the US education system: Perpetuation of neuromyths     

Wilhelmina van Dijk  Holly B. Lane 《Exceptionality》2020,28(1):16-29

ABSTRACT

Misconceptions about the brain and its relation to education are widespread. This can lead to the implementation of ineffective methods and the waste of precious resources. To examine the extent of belief in neuromyths, a survey about the brain in education was conducted. Respondents (n = 169) came from special education (n = 83) and general education (n = 78), and included preservice teachers (n = 34), in-service teachers (n = 63), higher education faculty (n = 39), and educational leaders (n = 33). The survey contained 15 Myths and 18 Facts, and overall, participants were able to correctly identify approximately 66% of all the Facts. On the other hand, on average, respondents responded correctly for only one third of the Myths. The most commonly misidentified Myths were related to motor coordination exercises to improve literacy skills, the right brain-left brain myth, and learning styles. Higher education faculty were able to identify more Myths than any other group. Implications for teacher preparation and ongoing professional learning for teachers and educational leaders are discussed.  相似文献   

Do 45% of College Students Lack Critical Thinking Skills? Revisiting a Central Conclusion of Academically Adrift     

David Lane  Frederick L. Oswald 《Educational Measurement》2016,35(3):23-25

The educational literature, the popular press, and educated laypeople have all echoed a conclusion from the book Academically Adrift by Richard Arum and Josipa Roksa (which has now become received wisdom), namely, that 45% of college students showed no significant gains in critical thinking skills. Similar results were reported by Pascarella, Blaich, Martin, and Hanson after the publication of Arum and Roksa's book in 2011. However, these authors' statistical tests were conducted incorrectly, and therefore this 45% finding is fundamentally untrue. We demonstrate that a correct statistical analysis would have found that far fewer students show significant gains in critical thinking. However, this does not reflect on student learning; instead, it reflects on how hard it is to find a statistically significant result when assessing student change on a student‐by‐student basis. This article discusses valid methods for testing the significance of gain scores of individual students.  相似文献   

Finding,Serving, and Housing the Homeless: Using Collaborative Research to Prepare Social Work Students for Research and Practice     

Shannon R. Lane  Jennifer McClendon  Natalie Matthews 《Journal of Teaching in Social Work》2017,37(3):292-306

Social work plays a key role in engaging with clients and communities directly affected by housing insecurity and homelessness, and advocating for the right to safe and affordable housing. This article describes methodologies of the Point-in-Time Count and Homeless Management Information Systems and proposes strategies for integrating additional content around homelessness into the social work curriculum in research courses and beyond. This integration can meet student needs regarding experiential research, as well as agency and community needs for effective collection and use of data. A case example and proposed best practices describe opportunities for university–community collaborations in homelessness research.  相似文献   

Psychology and the Journal of Sports Sciences: Getting published     

Lane AM 《Journal of sports sciences》2012,30(13):1325-1327

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Flotation of ores     

F.W. Lane  John M. Devine 《Journal of The Franklin Institute》1927,204(5):677-678

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帮助运动员支持1天进行2次训练   总被引：2，自引：0，他引：2  

J．MarkDavis MikeGentry DaveKennedy DeanKleinschmidt A．T．C． RodWalterss D．A． ClydeWilliams常翠青  陈吉棣 《体育科学》2001,21(1):91-94

1天2次的训练通常是美国橄榄球进行比赛季节早期身体条件训练和许多其他运动项目进行常年运动训练的一部分。额外的训练有助于加速身体条件训练，给力量训练和技能发展留出时间，还有助于在队友中发展同志合作精神。1天2次训练的特点是强调体质的适应性。在夏季训练时，运动员频繁地置身于附加的湿热环境应激下。我们专家组就1天2次训练中的高能量需要、有限的恢复时间和“制造伤口”的心理应激问题进行讨论，基于科学理论和临床经验提出帮助运动员在1天2次的训练中获得最大的成效的策略。  相似文献