Bibliography: Misinformation (page 21 of 30)

This annotated bibliography is compiled and customized for the Alternative Facts website.  Some of the authors featured on this page include Jane Grogan, Stewart Mennin, Justine Arnold, Reston Council for Exceptional Children, Susan Mitchell, Peter Schwartz, Bruce H. Choppin, Charles L. Cleland, Mary Van Stolk, and Anne Hird.

Van Stolk, Mary (1976). Monkey See, Monkey Do. The author cites empirical evidence and studies to support the thesis that television violence is not valuable as a sublimation for violence. Maintaining that television propaganda consists primarily of violence and mis-information about human behavior, and that children copy what they see, she concludes that television has taught people how to be violent and how to react to violence. She advocates swift measures to avert repercussions of exposure to this kind of propaganda, and the use of the medium to show people how to raise children and how to live with each other. Descriptors: Children, Crime, Futures (of Society), Modeling (Psychology)

Mann, Sheilah, Ed.; Patrick, John J., Ed. (2000). Education for Civic Engagement in Democracy: Service Learning and Other Promising Practices. This collection of essays and references addresses the problem of the disengagement in public affairs and politics by U.S. youth and young adults. The collection brings together evidence of youth disengagement and reports on promising practices for civic education. Several chapters are devoted to research findings on the impact of service and service learning and to programs that connect service to politics and public life. Other chapters explore methods to counter cynicism and lack of information or misinformation about political processes and public officials. Essays in the collection are: (1) "Introduction to Education for Civic Engagement in Democracy" (John J. Patrick); (2) "Political Apathy and Avoidance of News Media among Generations X and Y: America's Continuing Problem"  (Stephen Earl Bennett); (3) "Service Learning and Civic Education" (Richard M. Battistoni); (4) "Service Learning and Civic Education in the Schools: What Does Recent Research Tell Us?" (Mary A. Hepburn); (5) "Civic Education as a Craft, Not a Program" (Harry C. Boyte); (6) "Effects of Public Deliberation on High School Students: Bridging the Disconnection between Young People and Public Life" (Iara Peng); (7) "Education for Citizenship: Promising Effects of the 'Kids Voting USA' Curriculum" (Steven Chaffee); (8) "We the People . . . Project Citizen" (Herbert M. Atherton); (9) "Improving Civic Education: The Dirksen Congressional Center" (Frank H. Mackaman; Andrea Schade); (10) "The Public Service Academy" (John G. Stone III); (11) "Why Should the Young Desire a Career in Government or Consider Running for Office?" (Susan A. MacManus); and (12) "Building Trust in Representative Democracy" (Jan Goehring; Karl Kurtz; Alan Rosenthal). Appendixes contain resource guides, the American Political Science Association's articulation statement, and a declaration of the National Alliance for Civic Education.   [More]  Descriptors: Citizenship Education, Citizenship Responsibility, Democracy, Elementary Secondary Education

Dochterman, Clifford L. (1970). National Assessment of Educational Progress. Summary of Report 1. Science: National Results. July, 1970. This report provides concerned citizens and educators with information about the attainment of educational objectives in the United States. In light of science objectives, exercises assessing knowledge, skills, and other educational achievements were administered to randomly selected 9, 13, and 17-year-olds, and young adults (26 to 35). This document reports study highlights, explaining what young people know about specific questions or tasks, what information or skills they have, and what misinformation they possess. A related document is EA 003 034. (Author/LLR) Primary type of information provided by report: Results (Summary) (National).   [More]  Descriptors: Academic Achievement, Educational Objectives, Evaluation, National Surveys

Arnold, Justine; Grogan, Jane, Ed. (1980). Thoughts on Food and the Future. New Horizons in Nutrition. This instructional handbook is one of a series of ten packets designed to form a comprehensive course in nutrition for secondary students. This unit provides a brief overview of the world food crisis, the proposed U.S. Dietary goals, and the conflict between freedom of speech and the proliferation of nutrition misinformation. It contains a page of teaching suggestions, a pre-test for the students, and factual nutrition information with examples of how this information can be used in daily living. A post-test and bibliography are included. Descriptors: Advertising, Consumer Protection, Freedom of Speech, Global Approach

Cleland, Charles L. (1978). The Ombudsman Function. Teaching-Learning Issues, No. 38, Fall 1978. The problems brought to the Ombudsman Office at the University of Tennessee, Knoxville, are considered. Many of the questions brought to the Ombudsman Office concern grades and grading practices, but nonacademic problems are also questioned. Many of the problems are the result of misinformation having been given to the student. Patronizing or rude treatment of students by university employees can also cause problems. Three academic problems that were brought to the office are described, and suggestions on how to minimize problems with students are offered. The issue of students seeking legal redress for problems occurring on the campus is addressed. Descriptors: Case Studies, College Students, Grading, Grievance Procedures

Schwartz-Kenney, Beth M.; Buford, Katherine B. (1993). Effects of Misleading Postevent Information on Children's Memory. This study examined the influence of misleading information on children's memory of a real-life event. After participating in a play session, 10 three-year-old children and 10 six-year-old children heard a narrative that included inaccurate information about the play session. The children were then presented with items from the play session (event items), items from the narrative (suggested items), and novel items that were not present during the play session or narrative. Children were instructed to respond with a yes or no to indicate if they remembered seeing the item during the play session. Children's memories for control items were compared to their memories for misled items. Results illustrated that misinformation effects were dependent upon age group and type of measure used to assess memory impairment. Only younger children evidenced significantly poorer performance on misled event items compared to control event items. However, no significant effect due to item type emerged when measuring misinformation interference, a measure believed to eliminate bias.   [More]  Descriptors: Age Differences, Cognitive Development, Individual Development, Misconceptions

Schwartz, Peter, Ed.; Mennin, Stewart, Ed.; Webb, Graham, Ed. (2001). Problem-Based Learning: Case Studies, Experience and Practice. Case Studies of Teaching in Higher Education. The case studies in this book consider many of the most important issues perceived and experienced by people who are using or developing problem-based learning (PBL). The book focuses on politics, administration, resources, the roles of teachers, and the effects of PBL on students. The chapters are: (1) "Come and See the Real Thing" (David Prideaux, Bren Gannon, Elizabeth Farmer, Sue Runciman, and Isobel Rolfe); (2) "No Money Where Your Mouth Is" (Nina Felice Schor); (3) "Into the Lion's Den" (Amy Blue); (4) "Lost in the Melee" (D. Christopher Clark); (5) "But What If They Leave with Misinformation?" (Gwendie Camp); (6) "Mixed Models and Mixed Messages" (Marilyn S. Lantz and John F. Chaves); (7) "Overcoming Obstacles" (Ann Sefton); (8) "Forward from the Retreat" (Peter Schwarz); (9) "Too Little, Too Late?" (Carol-Ann Courneya); (10) "Not More PBL" (Elizabeth Farmer); (11) "Why Do They Ignore It?" (Marlene Linberg and Gordon Greene); (12) "Redesigning PBL: Resolving the Integration Problem" (Barry Maitland and Rob Cowdroy); (13) "Why Does the Department Have Professors If They Don't Teach?" (Barbara Miflin and David Price); (14) "Faculty Development Workshops: A 'Challenge' of Problem-Based Learning?" (Deborah E. Allen, Barbara J, Duch, and Susan E. Groh); (15) "The Students Did That?" (David Taylor); (16) "Mature Students?" (Emyr W. Benbow and Ray F.T. McMahon); (17) "To Admit or Not To Admit? That Is the Question…" (Chuck Shuler and Alan Fincham); (18) "Why Aren't They Working? (Diana Dolans, Ineke Wolfhagen, and Cees van der Vleuten); (19) "I Don't Want To Be a Groupie" (David M. Kaufman and Karen V Mann); (20) "Reflecting on Assessment" (Jan Lovie-Kitchin); (21) "Assessable Damage" (Alex Forrest and Laurie Walsh); and (22) "They Just Don't Pull Their Weight" (Don Woods). Each chapter contains references. Descriptors: Case Method (Teaching Technique), Case Studies, College Students, Higher Education

ERIC Clearinghouse on Teacher Education, Washington, DC. (1986). AIDS: Are Children at Risk? ERIC Digest 16. Lack of knowledge and misinformation about Acquired Immune Deficiency Syndrome (AIDS), a fatal disease with no cure or vaccine, has caused widespread public concern. Education is an effective way to reduce fears and prevent the spread of the disease. Public school personnel must have accurate information about AIDS in order to make suitable responses and decisions. This digest offers a question-answer sequence that defines AIDS and discusses the cause, prevalence, and transmission of the disease as well as preventive measures, implications for the classroom teacher, and policies regarding children with AIDS and public school attendance.   [More]  Descriptors: Acquired Immune Deficiency Syndrome, Disease Incidence, Elementary Secondary Education, Information Dissemination

Choppin, Bruce H. (1983). Extracting More Information from Multiple Choice Tests: Analytic Techniques for the Answer-until-Correct Mode. In the answer-until-correct mode of multiple-choice testing, respondents are directed to continue choosing among the alternatives to each item until they find the correct response. There is no consensus as to how to convert the resulting pattern of responses into a measure because of two conflicting models of item response behavior. The first suggests that partial knowledge allows the subject to eliminate some distractors immediately, and then assumes essentially random guessing among the remainder. The second proposes that the first error made by the subject results from misinformation, but that guessing comes into play after that. The paper considers three latent trait measurement models from each of these perspectives. Each is an extension of the Rasch one-parameter logistic model. The first, which is most relevant to the partial knowledge viewpoint, is based on a count of the error choices before the correct response is identified. The second calibrates the difficulty of each step in each item. The third calibrates the difficulty of each distractor. It is argued that the second model provides the best context for distinguishing between the misinformation and partial knowledge approaches.   [More]  Descriptors: Computer Assisted Testing, Difficulty Level, Guessing (Tests), Knowledge Level

Council for Exceptional Children, Reston, VA. (1991). HIV Prevention Education for Exceptional Youth: Why HIV Prevention Education Is Important. ERIC Digest #E507. This digest summarizes available information on the importance of HIV (human immunodeficiency virus) prevention education efforts for students with disabilities. The digest notes these students' increased risk of HIV infection due to their lack of knowledge, misinformation, poor social skills, low self-esteem, poor judgement, and tendency to let others control them. Estimates of the numbers of special education students with various handicaps receiving HIV prevention education are provided. The purposes of HIV prevention education are outlined, and the importance of focusing on the linkage of personal behavior to HIV infection is stressed. Includes five references and six resources.   [More]  Descriptors: Acquired Immune Deficiency Syndrome, Communicable Diseases, Disabilities, Disease Control

City Coll. of San Francisco, CA. (1998). Traveling the Transfer Path: Student Experiences at City College of San Francisco. This study was conducted in order to reveal the nature of community college life at City College of San Francisco (CCSF) and investigate the transfer process through the "eyes" of CCSF students. Interviews were conducted on approximately 30 faculty, 15 administrators, and 60 students to discover the motivations behind decisions to transfer from certain urban community colleges to baccalaureate institutions. Interviews revealed that some students enter the community college without intending to transfer, but are inspired by caring faculty or special school programs to pursue further education. Faculty outreach appears to make a crucial difference in the lives of students and their transfer goals and success. However, barriers to transfer do exist, among which are college bureaucracy, misinformation from faculty, the ease in dropping courses, racism, and condescending teachers. The report contains suggestions for further research and an appendix, which includes a description of the student sample.   [More]  Descriptors: Academic Achievement, Academic Persistence, College Role, College Transfer Students

Marche, Tammy A. (1999). Memory Strength Affects Reporting of Misinformation, Journal of Experimental Child Psychology. Three experiments examined whether and how the strength of original information and strength of misleading information influenced 3- to 5-year olds' memory for an event. Findings indicated that children exposed to the event once reported more misled details than those seeing the event multiple times, and were just as susceptible to misleading information whether exposed to it once or three times. Descriptors: Long Term Memory, Performance Factors, Preschool Children

Mitchell, Susan (1999). How School Choice Almost Died in Wisconsin. Report, Wisconsin Policy Research Report. Aggressive intervention by a school-choice coalition and supportive elected officials turned back threats to the Milwaukee Parental Choice Program (MPCP) posed by burdensome state regulation of private schools. MPCP continues to expand, studies report academic gains, parents are satisfied and involved, and public support has grown. Supporters of school choice must learn to overcome opponents' strategies which use threats of regulation to undermine the program in the face legislative and judicial defeats. Efforts to impose a variety of regulations on participating private schools intensified in the wake of a supportive 1998 Wisconsin Supreme Court. Drawing on the support of the governor and legislators, supporters of school choice compelled the Department of Public Instruction (DPI) to compromise, demonstrating that a coordinated response can effectively resist regulation. Opponents are continuing efforts to undermine MPCP in several ways, including: (1) spreading factual misinformation about choice schools regarding racial balance, tuition expenses, and exclusion of poorly performing students; (2) calling on the legislature to impose more regulations on choice schools; (3) appropriating the rhetoric of accountability to regulate MPCP; (4) administrative rule-making by DPI, contravening earlier legislative agreements, under the rationale that private schools must comply with federal regulations; and (5) applying the Wisconsin Pupil Nondiscrimination Act to private choice schools. Wisconsin's experience provides five key lessons for choice proponents: (1) realize that opponents will consistently use threats of regulation; (2) form strong, vigilant, unified choice coalitions to prevent these efforts; (3) beware of accountability proposals; (4) fight misinformation aggressively; and (5) support well-designed choice legislation which prevents challenges. (Contains 62 citations.)   [More]  Descriptors: Academic Achievement, Accountability, Charter Schools, Educational Policy

Hird, Anne (2000). Learning from Cyber-Savvy Students: How Internet-Age Kids Impact Classroom Teaching. This book describes what happens when cyber-savvy students enter classrooms wired to the Internet. It offers a preview of challenges teachers will face as they become connected to the Internet. Information comes from 6 months spent observing an 8th- grade class at Cityview School, a 4-8 school that was wired to the Internet. Participants were 34 8th graders from two interdisciplinary social studies classrooms that emphasized the research skills students need to succeed in college preparatory high school. The 10 chapters include: (1) "Introduction: Children, Adults, and the Thinking Machine"; (2) "New Possibilities for Learning: The Promise of the Internet"; (3) "Patterns of Response to Innovation: Schools and Technology"; (4) "Online and Offline: It's All Real"; (5) "Fun, But Not All Games: Living and Learning Online"; (6) "Information and Misinformation: Students' Online Research"; (7) "Meeting the Real Person First: Students' Online Relationships"; (8) "But Is It Safe? Students' Online Conduct"; (9) "The Internet Generation in School: Using Technology in the Classroom"; and (10) "Catching Up to Kids: What Schools Can Do." Two appendixes present the Cityview School Acceptable Internet Use Policy and data collection and analysis. (Contains 55 references.) Descriptors: Computer Uses in Education, Educational Research, Educational Technology, Grade 8

Burbules, Nicholas C.; Callister, Thomas A., Jr. (2000). Watch IT: The Risks and Promises of Information Technologies for Education. This book is an examination of several critical issues and controversies concerning the potential of new information technology (IT) for education. In a series of interrelated essays, the book explores such issues as access, credibility, new approaches to reading and writing, the glut of information, privacy, censorship, commercialization, and online community. Chapters are as follows: "The Risky Promises and Promising Risks of New Information Technologies for Education"; "Dilemmas of Access and Credibility: Access for Whom? Access to What?"; "Hypertext: Knowledge at the Crossroads"; "Critically Reading the Internet"; "Misinformation, Malinformation, Messed-Up Information, and Mostly Useless Information: Is Censorship the Best Response?"; "Surveillance and Privacy: Can Technology Protect What Technology Takes Away?""Information for Sale: Commercialization and the Educational Potential of the Internet"; and "What Kind of Community Can the Internet Be?" Includes an index. Descriptors: Access to Information, Censorship, Computer Assisted Instruction, Computer Uses in Education

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