Bibliography: Misinformation (page 14 of 30)

This annotated bibliography is compiled and customized for the Alternative Facts website.  Some of the authors featured on this page include Teresa A. Wasonga, Pat Tanner Nelson, Leslie Keene, Ellis Archer Wasson, Ken Schroeder, Social and Rehabilitation Service, Patricia Haensly, Vincent R. Rogers, Martin Lee, and David H. Solomon.

Damron-Rodriguez, JoAnn; Funderburk, Brooke; Lee, Martin; Solomon, David H. (2004). Undergraduate Knowledge of Aging: A Comparative Study of Biopsychosocial Content, Gerontology & Geriatrics Education. This study assesses undergraduate knowledge of aging, distinguishing between types of deficits (ignorance vs. misinformation) and content areas as delineated by a biopsychosocial framework. Knowledge is examined as an outcome of taking an aging elective, while accounting for course rating and knowledge retention. A diverse body of UCLA undergraduate students who took an aging course (n = 349) and a stratified random comparison group (n = 430) took Palmore's Facts on Aging Quiz and scored 14 and 12 items correct, respectively. Undergraduates (n = 779) showed a good knowledge of aging in the psychological-cognitive domain, but consistent with previous findings, they exhibited deficits primarily in the social-demographic realm. Taking an aging course was significantly related to better overall knowledge of aging (correct) (p less than or equal to 0.0001), and fewer don't know responses (p less than or equal to 0.0001). Course rating and shorter timing until testing were also significantly related to better knowledge.   [More]  Descriptors: Aging (Individuals), Undergraduate Students, Comparative Analysis, Knowledge Level

Wasonga, Teresa A. (2005). Multicultural Education Knowledgebase, Attitudes and Preparedness for Diversity, International Journal of Educational Management. Purpose: The paper aims to investigate the effect of multicultural knowledgebase on attitudes and feelings of preparedness to teach children from diverse backgrounds among pre-service teachers. Currently issues of multicultural education have been heightened by the academic achievement gap and emphasis on standardized test-scores as the indicator of learning. Design/methodology/approach: This descriptive study was conducted using surveys. A variety of data were collected through pre- and post-tests. Questionnaires included Multicultural Content Test-Educational (MCCT-E), Multicultural Questionnaire (MC), and Preparedness Survey (PS). Descriptive statistics were used for data analysis. Findings: Results indicated that a class in multicultural education significantly increased knowledge about diversity, attitudes towards multiculturalism, and levels of preparedness to teach children from diverse backgrounds. There was no correlation between multicultural knowledge and attitudes and between attitudes and preparedness to teach children from diverse backgrounds. Practical implications: As teacher education evolves, there is need to rethink opportunities to learn how to teach children from diverse backgrounds beyond multicultural knowledgebase. More extensive and well integrated methods (direct experiences, mentorship, observing and working in authentic settings) are recommended. These methods enhance internalization of concepts, and ability to confront fears, misconceptions and misinformation during teacher preparation. This study suggested that teacher education programs should provide more sustained interaction with diversity issues and/or children of diverse backgrounds in order to transform the gain in multicultural attitudes into practice. Originality/value: The study challenges the assumption in teacher preparation programs that knowledge transforms pre-service teachers' attitudes and preparedness to teach children from diverse backgrounds.   [More]  Descriptors: Preservice Teacher Education, Cultural Pluralism, Misconceptions, Teaching Methods

Beaumont, Elizabeth (2004). Engaging Students Politically Goes beyond the Voting Booth. Carnegie Perspectives, Carnegie Foundation for the Advancement of Teaching. The author provides a response to the question of ongoing potential for civic engagement programs such as Carnegie's Political Engagement Project if voting among young adults soars in the upcoming election, and concludes that need for continued efforts will remain strong even if voting among 18-30 year olds shoots up in November. Beaumont maintains that voting increases among the young would not necessarily represent a stable shift towards greater participation, nor would it indicate that the problem of disengagement is permanently solved, especially among Americans with less education and less money. Voter participation is not the only reason to continue to look at and support civic and political engagement efforts. Voting rates hold particular social value: although necessary for the legitimacy of democratic governance and for the strength of a pluralist democratic culture, quality of participation is also vital and means working to increase relevant political knowledge, skills, and motivations that can support engaged and effective citizenship. Noting that even many faithful voters make political choices based on relatively little information or misinformation, the author advocates that civic engagement efforts can help remedy this and foster the kinds of civic values that can support political participation even when citizens know their actions are unlikely to achieve immediate success. If improving the overall quality of American democracy is understood as the definitive goal, concludes Beaumont, many tasks will remain for the Political Engagement Project and other civic engagement efforts even if we wake up on Nov 3 feeling jubilant by voter turnout among the young.   [More]  Descriptors: Citizenship, Voting, Democracy, Citizenship Education

Social and Rehabilitation Service (1973). Welfare Myths vs. Facts, Vocational Guidance Quarterly. A factual report which corrects many of the myths and misinformation surrounding the largest public assistance program aid to families with dependent children. Descriptors: Family (Sociological Unit), Family Problems, Federal Aid, Federal Programs

Walker, Susan K.; Nelson, Pat Tanner (2004). Effective Parenting Education through Age-Paced Newsletters, Journal of Family and Consumer Sciences. For more than 20 years, Cooperative Extension University and county faculty throughout the nation have made available an unusually parent-friendly series of educational newsletters. Monthly issues of the newsletters address information by age groups. Through local and state collaborations that often feature the county Extension office, hospitals, health departments, and social service agencies, most parents receive the newsletters through the mail. Parents are encouraged to discuss the content with others–friends, family members, physicians–and to seek out additional information. And, age-paced newsletters, with valid research-based information, can be read by all of the adults caring for a child; the content will help dispel child-rearing myths and clarify misinformation. Parents rate the newsletters as highly useful for childrearing advice more often than they rate any other source of information, including physicians, nurses, relatives, and other printed materials. Those who report they change their behaviors and attitudes most as a result of reading the newsletters are the youngest, poorest, and least educated parents.   [More]  Descriptors: Parent Education, Child Rearing, Newsletters, Age Groups

DeLoughry, Thomas J. (1988). Once They Asked: How Many Library Books? Now It's: Are Computers Available at 3 a.m.?, Chronicle of Higher Education. Student interest in computing and computer services on campus is causing colleges to rewrite brochures, but student misinformation or lack of knowledge about computing remains a problem. Descriptors: College Libraries, Computers, Educational Change, Higher Education

Schroeder, Ken (2004). NCLB's Trix Not for Kids, Education Digest: Essential Readings Condensed for Quick Review. In this article, the author talks about a provision that President Bush put the near end of his "No Child Left Behind" Act, forcing school districts to share with military recruiters the names, addresses, and telephone numbers of all high school juniors and seniors. Here, the author features the National Network Opposing the Militarization of Youth (NNOMY), a growing national network of groups working to stop the militarization of youths and schools. Parents and their high school students have no knowledge of the provision, nor are they aware of their right to "opt out" of having their private information handed over to military recruiters. Many thousands have been maimed, wounded, or killed in the Iraq war, numbers taking on added significance because military recruiters often target people of color–particularly poor or working class people of African or Latino descent–for recruitment. A record number of women and a higher percentage of Latinos serve on the front lines in Iraq. NNOMY provides facts on related issues such as recruitment fraud and misinformation about the delayed enlistment program and the Armed Services Vocational Aptitude Battery in public schools.   [More]  Descriptors: Military Service, Recruitment, High School Students, Confidentiality

Cavanagh, Marian (1999). Plowing Common Ground: A Student-Led Program Combats Prejudice, Independent School. At a Virginia private school, a student-led organization inspired by the National Coalition Building Institute works to end minority groups' mistreatment. In a comfortable, small-group setting, participants examine information and misinformation about themselves and others. Sharing a universally painful human experience is the starting point. Descriptors: Friendship, Group Discussion, Intervention, Private Schools

Goldberg, Karen S. (1999). Survival and Prevention in the Aftermath of Teen Suicide, International Schools Journal. Describes one school's attempts to answer the question of why a young person commits suicide, and provides sound advice in dealing with the survivors of such an ordeal, be it students, teachers, or parents. Explores commonly asked questions to promote understanding, correct misinformation, identify risk factors, and provide guidelines for intervention/prevention. Descriptors: Adolescents, Behavior Disorders, Elementary Secondary Education, Self Injurious Behavior

Rogers, Vincent R. (1977). What the Polls Don't Tell Us about Education, National Elementary Principal. Reflections on what is and is not popular knowledge about education, including widespread misinformation about open education, testing, and nonschool influences on students. Descriptors: Elementary Secondary Education, Open Education, Parent Participation, Research Utilization

Henderson, Pamela W.; Buchanan, Bruce (1992). Measuring Misinformation in Repeat Trial Pick 1 of 2 Tests, Psychometrika. An extension is described to a product-testing model to account for misinformation among subjects that would lead them to perform incorrectly on "pick one of two" tests. The model is applied to a data set of 367 subjects picking 1 of 2 colas. Misinformation does exist. Descriptors: Adults, Bayesian Statistics, Consumer Economics, Equations (Mathematics)

Haensly, Patricia (2004). Spirit and Opportunity: Re-Exploring Giftedness and Parents' Expanding Directive Role. Parenting the Gifted, Gifted Child Today. What are the basic truths about giftedness that parents have seen and experienced as they follow, and, direct the development of their children? In what ways did sandstorms of misinformation or geological upheavals among theories about just who is or is not gifted bury good sense about nurturing the creative responses seen on a daily basis in children? How might the promotion of giftedness be different than it was 10 years ago or 50 years ago, especially given the fact that it is now known that infants are incredibly more responsive than we had assumed? Are teachers in schools working under the same principles now as then about how to teach children who are showing precocious understanding and gifted behavior, or are there new principles that have been overlooked? What constitutes gifted behavior? Are there new options for parents to assist in that discovery process? As a matter of fact, might parents be allowed, expected, even encouraged to be the educators primarily responsible for action plans and implementation? A number of current leaders in this field have already been actively pursuing such retrospection, as well as looking into the future, generating rich ideas that give hope and direction, spirit and opportunity, to parents for nurturing emerging giftedness in children. Their explorations will stimulate a multitude of important ideas about directions parents can and should be pursuing.   [More]   [More]  Descriptors: Academically Gifted, Parent Role, Parent Teacher Cooperation, Cooperative Planning

Keene, Leslie (2004). Teaching Information Literacy Skills through Censorship and Freedom of Expression, School Library Media Activities Monthly. Developing an awareness of the many aspects of censorship and how it affects their lives is a powerful experience for middle schoolers. Most young people will concede that their values have been shaped mostly by their families. They discover that studying censorship is a tool for forming their own opinions about issues. For library media specialists, it?s a vehicle for getting students to think for themselves and a hook for sparking enthusiasm about doing research. A unit on censorship, suited up or down for appropriateness, can be taught from the fifth grade on. This article describes a series of activities that may be used to teach these concepts, while reinforcing information literacy skills such as: (1) Using simple search strategies; (2) Narrowing down topics; (3) Using a variety of sources; (4) Differentiating between fact and opinion; (5) Recognizing all sides to an issue; (6) Retrieving information from an online news source database; and (7) Evaluating sources for timeliness, bias, accuracy, and misinformation. This article also includes a list of additional book, periodical, audio, video, and internet resources.   [More]  Descriptors: Media Specialists, Information Skills, Information Literacy, Freedom of Speech

Howe, Mark L. (1991). Misleading Children's Story Recall: Forgetting and Reminiscence of the Facts, Developmental Psychology. Examined misinformation effects in kindergartners' and second graders' long-term recollection. Results of two experiments showed that (1) misinformation effects were related to rate of forgetting but not to age; (2) developmental differences in retention were controlled by forgetting; and (3) reminiscence increased the probability of correct recall. Descriptors: Age Differences, Elementary School Students, Encoding (Psychology), Grade 2

Wasson, Ellis Archer (1999). Teaching about Elites in the Era of Equality, History Teacher. Asserts that the study of elites should be included when teaching modern world history, since elites significantly shaped the modern world. Explores sources of misinformation resulting from the failure to teach students about landed elites. Discusses how not everyone was happy to see the old elites disappear. Descriptors: Elitism, Higher Education, History Instruction, Modern History

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