Bibliography: Misinformation (page 07 of 30)

This annotated bibliography is compiled and customized for the Alternative Facts website.  Some of the authors featured on this page include Stephanie L. Reeve, Howard L. McCalla, Devery R. Mock, Christina A. Clark, James M. Kauffman, Anna E. Goswick, Richard L. Simpson, Elizabeth C. Webre, Elizabeth J. Marsh, and Elliott Levine.

Calvert, Philip J. (2001). Scholarly Misconduct and Misinformation on the World Wide Web, Electronic Library. Discusses scholarly misconduct as a source of misinformation on the Web and describes the results of focus interviews conducted in Singapore that considered the potential impact of misinformation on the Web. Topics include motivation for publication; motivation for misconduct; improving information literacy; and possibilities for quality control. Descriptors: Focus Groups, Foreign Countries, Information Literacy, Motivation

Reeve, Stephanie L. (2002). Beyond the Textbook, Science Scope. Describes alternative instructional resources such as media to provide up-to-date scientific information to students to prevent misinformation. Uses cartoons, videos, and newspaper headlines to develop critical thinking and science process skills. Descriptors: Cartoons, Critical Thinking, Educational Media, Instructional Materials

Meury, Veronica K. (2009). Expanding Horizons: Helping Students Redefine Educational and Career Opportunities, Techniques: Connecting Education and Careers (J1). Teachers, counselors and school administrators play a significant role in helping students and their families select the right college and career path. Guiding future graduates who aren't interested in a traditional college education is an important undertaking. For many parents, having children opt out of college is a blow that can make them feel that they have flunked their final exam in parenting. Educators have a responsibility to assure these parents that there are other avenues to a fulfilling, relevant and successful career. Career and technical education offers numerous opportunities for students to embrace a passion while learning the skills to command a rewarding living. This article discusses some common questions that can help students make the right choice by helping them sort through the maze of information, and misinformation, about what credential they need to succeed.   [More]  Descriptors: Education Work Relationship, Employment Opportunities, Educational Opportunities, Vocational Education

Finkel, Ed (2011). District-Charter Collaborations on the Rise, District Administration. The Synergy Charter Academy, one of three charter schools in the Los Angeles Unified School District (LAUSD), used to occupy a cramped church space in south LA. Despite the facilities challenges, its more than 300 K students have generally scored in the top 10% on statewide tests in reading and math over the past seven years. When the district announced it would open up a new school, Synergy saw the opportunity to collaborate. In the 15 years since charter schools first opened in the United States, fears that they would compete for public funds and drain away top students have kept attendance-area schools and districts from wanting to cooperate. Janet Begin of Hill View Montessori Charter Public School in Massachusetts said that an aversion to collaboration comes from misinformation that charters are out to "take all the money" from district schools. Alex Medler vice president of research and evaluation for the National Association of Charter School Authorizers mentioned that district leaders' suspicions that charters are out to show up regular schools and prove they are better are giving way to a desire for mutual learning. He added that the relationship between charter schools and districts has been evolving over time with a greater acceptance of charter schools within the districts.   [More]  Descriptors: Charter Schools, Educational Cooperation, School Districts, Cooperative Planning

McCann, Florence F.; Marek, Edmund A.; Pedersen, Jon E.; Falsarella, Carell (2007). CLSI: Cool Life Science Investigations, Science and Children. With the number of popular medical and forensics programs on television and many references in the media today, even elementary students can comfortably throw around terms such as "cells," "DNA," and "artificial products." However, their questions on these topics often go unanswered, or they are left with misinformation regarding these concepts. As a result, a group of university science educators and the resource coordinator for an elementary school gifted program teamed up to create accurate, developmentally appropriate, and exciting experiences with these topics for students in grades K-5. The result of this collaborative effort was an after-school science "tradeshow," which is described here.   [More]  Descriptors: Academically Gifted, Biological Sciences, Elementary School Science, Science Curriculum

Clark, Christina A.; Baldwin, Kathleen L.; Tanner, Amanda E. (2007). An Exploratory Study of Selected Sexual Knowledge and Attitudes of Indiana Adults, American Journal of Sexuality Education. Although there are numerous ways to obtain accurate information about sexuality, research suggests that many American adults do not have accurate sexuality and sexual health knowledge. This research investigated selected sexual knowledge and attitudes of adults in Indiana. A representative sample of men (n = 158) and women (n = 340) aged 18 to 89 was surveyed via telephone interviews regarding sexuality-related topics. The level of sexual knowledge was determined from 14 content based questions, for example questions about sexually transmitted infections, gender, sexual orientation, and other reproductive health topics. Additionally, Indiana adults were surveyed about their beliefs regarding certain sources of influence over young peoples' sexual values. Key findings of the research indicate that adults in Indiana do not have accurate information about sexuality and seem to have wide-spread sexuality-related misperceptions and misinformation. This lack of sexual knowledge or misinformation may negatively impact the sexual health of Indiana adults and, by extension, their children. Additional findings and implications for educators, health professionals, and policymakers are discussed.   [More]  Descriptors: Health Personnel, Sexual Orientation, Sexuality, Adults

Webre, Elizabeth C. (2011). What's New in Children's Literature for the Children of Louisiana? A Selected Annotated Bibliography with Readability Levels (Selected) and Associated Louisiana Content Standards, Online Submission. An annotated list of children's books published within the last 15 years and related to Louisiana culture, environment, and economics are linked to the Louisiana Content Standards. Readability levels of selected books are included, providing guidance as to whether a book is appropriate for independent student use. The thirty-three books listed are categorized as either appropriate for grades K-5 or grades 6-8. Within each grade level listing, books are categorized according to related Louisiana social studies content standards. Annotations provide useful information regarding both general content and specific text content. Bulleted comments are included in some annotations to alert the teacher to interesting/useful specific content, inaccuracies/misinformation, or appropriateness of content for the intended grade levels. Books selected were those readily found in public libraries and in popular book stores in Louisiana, as well as newly published books publicized in regional newspapers. The list contains a wide variety of texts useful for whole class use and for student research.   [More]  Descriptors: Childrens Literature, Readability, Academic Standards, State Standards

Kauffman, James M.; Mock, Devery R.; Simpson, Richard L. (2007). Problems Related to Underservice of Students with Emotional or Behavioral Disorders, Behavioral Disorders. Data suggest that students with emotional and behavioral disorders (EBD) are underidentified and underserved for a variety of reasons. In response to this problem, the authors identify misinformation and provide evidence-based information regarding prevalence; discuss the role of stigma and exclusion from the EBD category and appropriate responses to them; identify and refute negative attitudes toward special education, especially for students with EBD; examine the evidence for false identification; and suggest how research on identification of EBD might be done. Conclusions and recommendations are provided.   [More]  Descriptors: Students, Behavior Disorders, Emotional Disturbances, Negative Attitudes

Logan, Jennifer (2008). Adult Vaccination–A Commentary, American Journal of Health Education. Traditionally, vaccines have been associated with childhood. Historically, many of the most-feared communicable diseases attacked infants and toddlers, and those who survived were generally protected from those diseases as adults. During the past century tremendous advances in vaccination spared millions the morbidity and mortality associated with such dreaded diseases as diphtheria, polio and measles. Today, only 300 children die each year from VPDs in the United States. This number reflects a greater than 99% reduction in mortality since the pre-vaccine era. Despite these successes in addressing vaccine preventable diseases for children, vaccination for U.S. adults has been severely neglected. In this article, the author suggests that in order to improve adult vaccination rates, health educators must work with health care providers to address barriers. Health educators should: (1) evaluate and research population segments with low awareness to target for intervention; (2) serve as health information resources to address lack of knowledge that leads to complacency; (3) identify reasons for misinformation and plan strategies to address misinformation; and (4) advocate for improved access to adult vaccination services.   [More]   [More]  Descriptors: Health Education, Health Promotion, Access to Health Care, Immunization Programs

Stock, Mark J. (2009). Superintendent Blogging, School Administrator. Most school leaders by now have heard about blogging but may not have thought much about how and why they should consider adding a blog to their school district's communication plan. Superintendents may be among the least likely in K-12 education to see the benefits of blogging and other social media. The problem with reacting to current problems with traditional media is that the news cycles are so short today. If one relies on traditional media methods, the news cycle is out of control before one's organization can even react. In these hyper-short news cycles, blogging and other forms of technology can become effective tools. When the leadership embraces them instead of fearing them, school leaders can deal successfully with the spread of misinformation. The author presents some reasons why blogging and other forms of technology should be embraced personally by superintendents. He also offers some specific tips on when and how a blog could be used most effectively.   [More]  Descriptors: Web Sites, Electronic Publishing, Elementary Secondary Education, Superintendents

Levine, Elliott (2005). Making Cents in Public Schools: Positive and Negative Campaigning in K-12 School Finance Elections, Journal of School Public Relations. School administrators are increasingly facing concerted opposition to budget and bond referenda. Often, opponents deploy negative campaigning to advance their intentions; that is, they disseminate misinformation in an effort to dissuade voters from casting positive votes. This article compares and contrasts strategies used by proponents and opponents in one school system. The purpose is to exhibit that the quality of messages can have a definite influence on election outcomes.   [More]  Descriptors: Elementary Secondary Education, Political Campaigns, Educational Finance, Bond Issues

McCalla, Howard L. (2013). A Case Study of Interscholastic Coaches and Counselors: Understanding Knowledge of NCAA Freshmen Eligibility Requirements, ProQuest LLC. Limited knowledge or misinformation about NCAA eligibility rules or requirements can have a negative impact on student-athletes' exposure to Division I athletics. This exploratory holistic multiple case study was designed to delve deeply into the understanding of high school coaches and counselor's knowledge of NCAA rules concerning freshmen eligibility for sports participation in Division I competition. The researcher investigated to find out what common themes emerged when it comes to coaches and counselors' ability to express their understanding of NCAA rules through open ended interviews and questionnaires. This multiple case study investigated the coaches and counselors who advise student-athletes on college choices and athletic participation. The participants in this study consisted of seventeen athletic coaches and counselors at four suburban Georgia High Schools. Participants were interviewed using a 26-item survey instrument and open-ended questions. The participant pool included counselors and coaches of both genders and several ethnic backgrounds who advise on any sport at the high school level. Qualitative data was collected from the open-ended interviews and a survey questionnaire that analyzes coaches' and counselors' knowledge of the information gathering of freshmen National Collegiate Athletic Association (NCAA) eligibility requirements for Division I athletics. Findings will help high school coaches and counselors assist interscholastic student-athletes with understanding how to become eligible to participate at the Division I athletic level. For future research, a qualitative study with in-depth interview questions will be beneficial in obtaining more knowledge regarding the study population. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: Case Studies, Athletic Coaches, School Counselors, Athletes

Goswick, Anna E.; Mullet, Hillary G.; Marsh, Elizabeth J. (2013). Suggestibility from Stories: Can Production Difficulties and Source Monitoring Explain a Developmental Reversal?, Journal of Cognition and Development. Children's memories improve throughout childhood, and this improvement is often accompanied by a reduction in suggestibility. In this context, it is surprising that older children learn and reproduce more factual errors from stories than do younger children (Fazio & Marsh, 2008). The present study examined whether this developmental reversal is limited to production tests, or whether younger children are still less suggestible when the final test (multiple-choice) asks them to recognize the answer. A second goal was to explore the role of source monitoring in children's suggestibility by examining children's awareness of learning within, versus before, the experiment. Five-year-olds and 7-year-olds listened to stories containing correct, neutral, and misleading references and later took either a multiple-choice or short-answer general knowledge test. In addition, they judged whether each answer had appeared in the stories and whether they had known it before the experiment. Critically, a developmental reversal in suggestibility was observed on both tests; younger children were less suggestible even when faced with the story errors at test. Although older children showed superior source discriminability for whether their answers had appeared in the stories, they showed an illusion of prior knowledge, believing they had known their misinformation answers all along. To this effect, older children's increased suggestibility may be due not only to their superior memory capacity for specific story errors, but also to their ability and tendency to integrate story information into their knowledge base.   [More]  Descriptors: Multiple Choice Tests, Memory, Childrens Literature, Young Children

DelGuidice, Margaux (2011). Avoiding School Librarian Burnout: Simple Steps to Ensure Your Personal Best, Library Media Connection. All librarians, even those working one job, can become victims of burnout. Burnout can occur throughout the course of any career, and can pose a serious threat. On a daily basis, librarians help patrons fight their way through a haze of misinformation and disinformation. A good librarian is always on the ready, shifting gears from MLA source citation to science to social studies to math and back to English, all within the course of a school day. At the end of a long workweek, it is helpful to know that burnout can be avoided by following some simple steps. The author offers some tips that she learned as she fought her way back into a healthier state of mind: (1) attend conferences and workshops; (2) learn to say no; (3) learn to let go; (4) ask for help when one needs it; (5) beat the budget blues; and (6) reach out. She concludes with a description of some signs that might indicate one may be experiencing burnout.   [More]  Descriptors: Librarians, Burnout, School Libraries, Professional Development

Bartlett, Thomas (2002). The Smearing of Chicago, Chronicle of Higher Education. Discusses how the University of Chicago's revision of its venerable "Western Civilization" course has produced a stream of criticism–much of it "polluted" with misinformation. Descriptors: Course Content, Course Descriptions, Educational Change, Higher Education

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