Bibliography: Misinformation (page 15 of 30)

This annotated bibliography is compiled and customized for the Alternative Facts website.  Some of the authors featured on this page include Daniel B. Wright, LaVera Rose, Naomi Caldwell, Jack Dale, Philip E. Kovacs, Barbara Landis, Deborah Miranda, Debbie Rese, Bruce McMillan, and Robert B. Frary.

Atleo, Marlene; Caldwell, Naomi; Landis, Barbara; Mendoza, Jean; Miranda, Deborah; Rese, Debbie; Rose, LaVera; Slapin, Beverly; Smith, Cynthia (1999). A Critical Review of Ann Rinaldi's "My Heart Is on the Ground": The Diary of Nannie Little Rose, a Sioux Girl, Multicultural Education. This collaborative review finds much to criticize in this fictional portrayal of the experiences of a young girl at the Carlisle Indian School, including a lack of clarity about the fictional nature of the story. Stereotyping and historical inaccuracies make this book add to the great body of misinformation about Native-American life in the United States and Canada. Descriptors: American Indian Education, American Indians, Childrens Literature, Elementary Education

Bowd, Alan D. (1978). Eight Prevalent Myths About Indian Education, Education Canada. There are numerous examples of misinformation which are often taken for granted by individuals involved in the education of Indian children. Lists the author's perception of eight of the most prevalent general myths. Descriptors: American Indian Culture, American Indian Education, American Indians, Cultural Differences

Wright, Daniel B.; Loftus, Elizabeth F. (1998). How Misinformation Alters Memories, Journal of Experimental Child Psychology. Notes that a multitude of studies have demonstrated that misleading postevent information affects people's memories. Contents that the fuzzy-trace theory is a positive step toward understanding the malleability of memory. Discusses fuzzy-trace theory in terms of three primary areas of study: altered response format, maximized misinformation effects, and quality of resulting misinformed memories. Descriptors: Children, Cognitive Development, Evaluative Thinking, Mathematical Models

Toby, Sidney (1997). Chemistry in the Public Domain: A Plethora of Misinformation–or, Don't Believe Everything You Read in the Newspapers!, Journal of Chemical Education. Presents examples of various kinds of chemical misinformation culled from newspapers and magazines. Excerpts vary from the comic to the tragic–some errors are conceptual and others are quantitative. Appropriate questions and answers are included. Descriptors: Chemistry, Higher Education, Misconceptions, Newspapers

Bilmes, Jack (1975). Misinformation and Ambiguity in Verbal Interaction: A Northern Thai Example, Linguistics. Misinformation and ambiguity as features of social communication in Northern Thai villages are examined. The questions of how well Northern Thai villagers understand each others' verbal communications, and how accurate their statements actually are, are considered.   [More]  Descriptors: Ambiguity, Dialect Studies, Mutual Intelligibility, Regional Dialects

McMillan, Bruce (1993). Accuracy in Books for Young Readers: From First to Last Check, New Advocate. Discusses the procedures the author (a writer and photo-illustrator) uses to check the facts in his nonfiction science trade books for children. Notes several ways in which misinformation makes its way into nonfiction books. Descriptors: Childrens Literature, Elementary Education, Nonfiction, Reading Materials

Dale, Jack (1999). Canadian Human Rights on the Internet. Internet Resources, Canadian Social Studies. Explains that the Internet is a good source of information and misinformation about the rights that Canadians do and do not enjoy. Provides websites that address human rights issues, such as government and non-governmental organizations, and information for locating newsgroups and listservs. Descriptors: Civil Liberties, Educational Strategies, Federal Programs, Foreign Countries

Pollock, Sandra L. (2006). Counselor Roles in Dealing with Bullies and their LGBT Victims, Middle School Journal (J3). The relationship between bullying or harassment and LGBT youth is examined in this article. Recent research has exposed a relationship between gender-based and sexualized forms of violence and harassment in school, and it's been theorized that heterosexism– the belief that heterosexuality is superior to other forms of sexuality — is the foundation for this behavior. One theorist posits that there is a need for children to maintain the paradigm of dominant masculinity and submissive femininity. Obviously, LGBT youth are especially vulnerable to the power of negative sanctions they receive covertly and openly from their world, thus, one would be remiss not to explore LGBT issues since these youth are frequently the targets of bullying. Historically, educators have been reluctant to deal openly with the issue of school violence and, particularly, its connection to LGBT youth. Most school psychologists report they are poorly prepared to deal with this issue. Theorists have asserted that a major problem with LGBT bullying is professionals' reluctance to discuss issues of sexuality, despite the evidence of anti-gay harassment. Providing a safe, respectful school climate is essential for learning and is one of the goals of No Child Left Behind, and as such, the school counselor is in an ideal position to address the issues of bullying and homophobia in schools. Theorists have identified eight issues surrounding sexual orientation that school counselors should be aware of: (1) misunderstanding & misinformation; (2) invisibility; (3) identity development; (4) lack of support systems; (5) family problems; (6) violence; (7) sexual abuse; and (8) sexually transmitted diseases. School counselors should confront their own heterosexism and see their students as whole people. School counselors may facilitate training sessions for faculty, staff, parents, and students for the purpose of improving awareness and education about heterosexism, homophobia, and the dangers of bullying. Advising students to "stand up for themselves," expecting them to mediate their own harassment, and proclaiming "zero-tolerance" does not work. Bibliotherapy can offer a powerful opportunity to teach children lessons and coping skills about bullying; however, while providing children books of therapeutic benefit is an excellent idea, adults need to be aware of the messages being portrayed. Schools must have their own code of conduct clearly spelling out rules and regulations so that all school personnel can work together safely and productively, and this code must be communicated clearly and repeatedly to all school personnel, students, and parents., and it must be consistently and unequivocally enforced. A formal anti-bullying campaign, including self-esteem enhancement, can then be instituted.   [More]  Descriptors: Middle Schools, Grade 10, Bullying, Individual Development

Kovacs, Philip E.; Christie, H. K. (2008). The Gates' Foundation and the Future of U.S. Public Education: A Call for Scholars to Counter Misinformation Campaigns, Journal for Critical Education Policy Studies. Int his essay, the authors identify and problematize the claims and activities of four think tanks supported by contributions from the Bill and Melinda Gates Foundation. Kovacs and Christie attempt to show that these contributions support scholars and research of dubious quality, engage in political science abuse, and perpetuate discourses and narratives that stand in opposition to democratic school alternatives. They call for cultivation of relationships with pro-democracy reformers in areas such as economics and urban planning, as these individuals may be helpful in reaching wider and larger audiences using language that may be unfamiliar to scholars who spend most of their time in the world of educational policy.   [More]  Descriptors: Public Education, Financial Support, Philanthropic Foundations, Politics of Education

McCulloch, Myrna T. (2000). Phonics Is Phonics Is Phonics–Or Is It?. For 60 years, confusion and misinformation have reigned supreme whenever the subject of teaching phonics comes up for discussion. The paper considers various phonics programs, both old and new, and appraises their effectiveness. It also discusses works on phonetics by some well-known researchers and experts in reading, among them Frank Smith, Marilyn Jager Adams, Samuel T. Orton, and Jean Osborne, as well as opinions on education by Ross Perot, William Bennett, and Barbara Bush. Many people speak about phonics but very few have actually defined phonics. Includes the Riggs Institute's phonics list.   [More]  Descriptors: Instructional Effectiveness, Literacy, Phonics, Spelling

Frary, Robert B.; Lowry, Stephen R. (1976). Misinformation, Reliability and Item Discrimination Indices on Multiple Choice Tests. This paper presents theory concerning the relationships between reliability, misinformation and item discrimination coefficients. It is shown that, to the extent that misinformation rather than ignorance causes examinees to miss multiple-choice items, higher item discrimination coefficients and lower difficulty indices may be expected. Data were collected which partially confirmed the prevalence of these outcomes in typical college classroom testing situations involving six tests and 210 examinees. The implications of the findings are discussed with respect to commonly used test construction procedures. Specifically, a caution is voiced concerning possible biasing of tests to penalize misinformation more than ignorance when this approach is inappropriate. Descriptors: Bias, Correlation, Educational Research, Multiple Choice Tests

Fields, W. Thomas (1982). Dental Myths: A Baker's Dozen, Journal of School Health. Dental health is replete with perpetuated misinformation in the classroom. A true/false test and its answers are presented to expose some of the most common dental myths. Descriptors: Dental Evaluation, Dental Health, Eating Habits, Health Education

Tyson-Bernstein, Harriet (1988). A Conspiracy of Good Intentions: The Textbook Fiasco, American Educator: The Professional Journal of the American Federation of Teachers. Publishers are compelled by public policies and practices to produce textbooks that confuse students with non sequiturs, mislead them with misinformation, and bore them with pointlessly arid writing. Recommendations for textbook policy are proposed. Descriptors: Educational Policy, Elementary Education, Instructional Effectiveness, Instructional Material Evaluation

Feder, Kenneth L. (1986). The Challenges of Pseudoscience, Journal of College Science Teaching. Focuses on pseudoscience by: (1) discussing sources of misinformation; (2) presenting results of a survey on students' (N=186) comprehension of scientific topics; (3) discussing implications of these results for science educators; and (4) considering the scientific creationism movement. Descriptors: Beliefs, College Science, Comprehension, Creationism

Kessler, Gary (1993). Creation Science: A Challenge in the Physics Classroom, Physics Teacher. Discusses incidents of brush-ins with student proponents of the theory of creation science. Provides and answers eight questions typical of both the misinformation spread in creation science literature and the lack of research done by students. Descriptors: Creationism, Evolution, Higher Education, Misconceptions

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