Bibliography: Misinformation (page 22 of 30)

This annotated bibliography is compiled and customized for the Alternative Facts website.  Some of the authors featured on this page include Tammy A. Marche, Brad J. Bushman, Craig A. Anderson, Gerald W. Bracey, Michael H. Kernis, Douglas R. Magrath, Mark R. Leary, Mark W. Baldwin, Carol M. Shaw, and Debra W. Haffner.

O'Toole, Mary Ellen (1999). The School Shooter: A Threat Assessment Perspective. This paper presents a systematic procedure for threat assessment and intervention of school shooters. The model is designed to be used by educators, mental-health professionals, and law-enforcement agencies and is intended to help refine and strengthen the efforts of the National Center for the Analysis of Violent Crime. Its fundamental building blocks are its threat-assessment standards, which provide a framework for evaluating a spoken, written, and symbolic threat, along with a four-pronged assessment approach, which looks at the personality of the student, the student's family dynamics, the school dynamics, the student's role in those dynamics, and social dynamics. The model is not a profile of the school shooter or a checklist of danger signs pointing to the next adolescent who will bring lethal violence to a school. It discusses misinformation about school shootings; how to assess a threat, including motivations; types of threats; factors in threat assessment; and levels of risk. The document cautions that one or two traits or characteristics should not be considered in isolation or given more weight than the others. The text outlines the intervention process and closes with a number of recommendations. Four appendices list methodologies used in the report, suggested readings, and other information.   [More]  Descriptors: Early Intervention, Elementary Secondary Education, Prevention, Profiles

Skinner, Linda (1999). Teaching through Traditions: Incorporating Languages and Culture into Curricula. This chapter discusses challenges to the perpetuation of American Indian languages and cultures, as well as successful strategies and practices for developing culturally relevant curriculum. A review of the history of U.S. assimilative educational policies towards American Indians leads into a discussion of the importance of language in maintaining cultural continuity and Native identity; the five stages of language preservation; and the recognition by the federal government, embodied in the Native American Languages Act of 1990, of the rights of American Indian tribes to determine their own linguistic destinies. The general population's lack of knowledge about American Indians is discussed. Seven values common to traditional Native education are identified that could form the basis of a tribal code of education or curriculum, and six recommendations are offered to move public schools toward equality and equity. An overview of successful models of culturally relevant curriculum in the U.S. and abroad is followed by a call for a National Native Curriculum Project, funded by the U.S. Department of Education, that would have regional offices develop locally researched Native curricula. The result would be a curriculum in every U.S. school that would change years of misinformation and enable students to view concepts, issues, events, and themes from the unique and diverse perspectives of Native groups. Contains references in endnotes and a bibliography.   [More]  Descriptors: Alaska Natives, American Indian Education, American Indian Languages, American Indians

Haffner, Debra W. (1987). AIDS and Adolescents: The Time for Prevention Is Now. Due to indiscriminate experimentation with drugs and sex, teens are increasingly at risk of contracting AIDS. Goals of prevention include reducing the panic and misinformation surrounding the disease, helping teenagers delay sexual intercourse, ensuring condom use, and preventing I.V. drug use. AIDS prevention as a shared responsibility includes schools, religious organizations, youth service agencies, programs for parents, health provision, and condom distribution. Recommendations for AIDS education programs for youth deal with AIDS transmission and self-protection, adolescent-posed challenges for AIDS prevention, leader selection, teen involvement in AIDS education, educational materials selection, suggestions to leaders of programs, teens' rights and responsibilities concerning self-control, and condom instructions. Recommendations for building community support include: education; building a community advisory committee; parent involvement; teen involvement; values; commitment and organization of program; and preparation for opposition. A list of additional sources of information is provided. (42 references) Descriptors: Acquired Immune Deficiency Syndrome, Adolescents, Behavior Change, Community Cooperation

Kerka, Sandra (1999). Consumer Education for the Information Age. Practice Application Brief No. 4. Now that the Internet has increased the potential for deception and misinformation among larger numbers of people, consumer education has a new role to play in helping people develop the skills needed to deal with the challenges of the Information Age. In the current information environment, consumers need the blend of skills and abilities that has been variously referred to as information literacy, critical literacy, media literacy, or digital literacy. This form of literacy combines the skills of locating, selecting, organizing, and synthesizing information with critical analysis, interpretation, and application of the results to solve problems and make decisions. Several approaches to teaching the World Wide Web (WWW) have been proposed, including an eight-step modular approach that includes the following: (1) basic concepts; (2) using the WWW for research; (3) basic WWW searching; (4) comparing WWW subject directories; (5) comparing WWW search engines; (6) advanced WWW search techniques; (7) evaluating WWW resources; and (8) synthesizing WWW research strategies. Other resources available to help consumer educators teach the critical literacy skills needed to navigate the WWW safely and successfully include a set of lesson plans and activities that are especially suited to adults and detailed checklists for teaching information source evaluation. (Contains 26 references.)   [More]  Descriptors: Computer Literacy, Consumer Education, Critical Thinking, Decision Making

Painter, William E., Jr. (1990). Development of an Adoption Agency as Supplement to Current Services of a Residential Group Care Facility. The paper presents a proposal for the addition of a specialized adoption agency for sexually abused children and youth to current services of a residential group home. The proposal resulted from the lack of appropriate families for children completing the Agency's Preparation for Adoption Program. Evidence suggested placements have been hindered by misinformation concerning disruptions of adoptive placements, lack of knowledge of the specific children by adoption workers, and inadequate understanding of parenting such children. The proposed agency would recruit, train, and provide follow-up services for prospective adoptive families. A 10-week needs assessment with 15 referral agencies overwhelmingly supported the development of an adoption agency specifically designed to provide adoption services for the older, sexually abused child. Recommendations include development of a budget of anticipated expenses and revenue and investigation of how implementation of such an agency would impact the current residential facility. The Needs Profile is appended. Includes 11 references. Descriptors: Adoption, Agencies, Child Abuse, Child Welfare

Loewen, James W. (1995). Lies My Teacher Told Me. Everything Your American History Textbook Got Wrong. A survey of 12 leading high school U.S. History textbooks has resulted in the opinion put forth in this book that the textbooks currently used in high schools are an embarrassing amalgam of bland optimism, blind patriotism, and misinformation. In addition to critiquing existing textbooks, the book also suggests how U.S. History should be taught. Discussing issues beginning with pre-Columbus American history and ranging over characters and events as diverse as Reconstruction, Helen Keller, the first Thanksgiving, and the My Lai massacre, the 12 chapters in this volume attempt to supply the conflict, suspense, unresolved drama, and connection with issues that are missing from current textbook accounts. Descriptors: Citizenship Education, High Schools, Higher Education, History Instruction

Hoyle, Rick H.; Kernis, Michael H.; Leary, Mark R.; Baldwin, Mark W. (1999). Selfhood: Identity, Esteem, Regulation. Social Psychology Series. Much has been written on the self during the latter half of the twentieth century, a period when citizens of the free world have embraced self-esteem and the pursuit of self-interest as fundamental entitlements. This widespread interest in the self has produced a large amount of information and misinformation. This book aims to summarize the findings from empirical research on the self, conducted in experimental social psychology. The conceptual model and research strategies described reflect the influence of the cognitive revolution in psychology which tends to view human beings as active, decision-making, information processors who shape their environments as much as they are shaped by it. The book is designed for the undergraduate or graduate student or for researchers and practitioners unfamiliar with literature on the self. It is organized in relation to three prominent themes in social-psychological research and theory on the self: identity, esteem, and regulation. Chapters include: (1) Selfhood; (2) The Self-System; (3) Identity; (4) Self-Concept; (5) Self-Esteem; (6) Self-Enhancement; (7) Other Self-Motives; and (8) Self-Regulation and Agency. (Includes 517 references, four tables and six figures.) Descriptors: Concept Formation, Egocentrism, History, Individual Development

Beardsley, Donna A. (1995). A Strategy from the Past in Cooperative Learning Still Useful Today. This paper reports on the work of Ransom A. Mackie, a scholar and instructor in Massachusetts under the mentorship of G. Stanley Hall, the prominent adolescent psychologist. Mackie published a book in 1920 which, along with further writings, outlines a cooperative learning strategy. Performance-based education and authentic assessment proponents could benefit from the use of Mackie's work. Mackie divides the strategy into the six roles of leader, critic, chairperson, class, teacher, and secretary. The paper outlines the role expectations for each of these members and describes the benefits to be gained from the shared learning experience of the group. The strategy is designed to encourage active participation, stimulate initiative and originality, correct misinformation, develop the ability to communicate, expand experiences, build knowledge, and offer students the opportunity to think, reason, judge, and make decisions.   [More]  Descriptors: Active Learning, Cooperation, Cooperative Learning, Experiential Learning

Shaw, Carol M.; Underiner, Tamara L. (1983). Bringing Career Education into Math and Science Classrooms: Sex Equitable Strategies. Designed for the use of high school personnel, especially mathematics and science teachers, this manual provides ideas and mechanisms that will help reduce inappropriate career decisions based on emotions, sex role stereotyping, and misinformation. Contents include sections which focus on: (1) where the jobs are in science and engineering; (2) teacher's influence on students' choices (strategies for encouraging nontraditional careers); (3) five role models for teachers and students; (4) career navigation paradigm (helping students chart their careers); (5) the industrial connection; (6) the university as a resource; (7) the community as a career education resource; (8) a total career education model; (9) students journeying toward a technological future; and (10) a bibliography categorized by articles, books, directories, ERIC documents, pamphlets, periodicals/proceedings, and vocational books/articles. Descriptors: Career Choice, Career Education, High Schools, Learning Strategies

Kahl, Stuart R. (1995). Scoring Issues in Selected Statewide Assessment Programs Using Non-Multiple-Choice Formats. Although few question the positive impacts alternative forms of assessment can have on instruction, concerns about the psychometric quality of data obtained from such assessments are taking their toll. Scoring issues are at the heart of many of these concerns. This paper addresses the causes of these concerns: misinformation about psychometric quality of different modes of performance assessment and resistance to applying existing, sound measurement practices in some performance-based assessment programs. Specific topics addressed include: (1) reliability of open-response tests; (2) double-scoring versus using more items; (3) unique problems of portfolios; (4) characteristics of scoring rubrics; (5) general scoring guides; (6) questions that do not allow "entry" for all students; (7) quantitative scoring rubrics; (8) equating issues; (9) giving scoring information to students; and (10) issues in writing scoring rubrics. The four exhibits include a general scoring guide and sample test items with scoring rubrics.   [More]  Descriptors: Alternative Assessment, Educational Assessment, Equated Scores, Performance Based Assessment

Magrath, Douglas R. (1989). Teaching Culture. The study of a foreign language is the study of another culture. Cultural involvement begins as learners progress from grammar to the actual use of language. Culture includes the ideas, customs, skills, arts, and tools of a people and influences both cognitive and affective behavior. It should be introduced as part of the total language experience, avoiding stereotypes and false ideas. Viewing the target culture by contrasting it with the native culture leads to misinformation and lack of cultural appreciation. Classroom communicative activities can include exercises on culture-related topics. These exercises can incorporate discussion or writing, comparison, listening, role-playing, reading, and conversation. Such activities can provide both interesting and useful cultural information to the student. Descriptors: Class Activities, Classroom Techniques, Communicative Competence (Languages), Cultural Awareness

Bushman, Brad J.; Anderson, Craig A. (2001). Media Violence and the American Public: Scientific Facts versus Media Misinformation, American Psychologist. Discusses how news coverage on the connections between media violence and aggression have left the public confused, examining whether media violence mirrors real world violence and how news reports about media violence and aggression have changed over time. Highlights the entertainment industry and scientific community, discussing why they often disagree in their assessment of the effect of violent media on aggression. Descriptors: Aggression, Mass Media Effects, Research, Violence

Bracey, Gerald W. (1997). Setting the Record Straight: Responses to Misconceptions about Public Education in the United States. Educators must open their eyes to the intensity of the anti-public-school efforts by many politicians and business leaders. This book provides a defense against those who innocently attack schools with misinformation and those who disingenuously attack schools with disinformation. A total of 18 chapters address 18 criticisms most commonly leveled at public schools. Each chapter discusses a criticism and suggests a brief reply based on pertinent data. The chapters address issues in educational spending, academic achievement, declining test scores, international comparisons, the dropout rate, private versus public schools, the global marketplace, the education-work relationship, administrative bureaucracy, teacher quality, and special education costs. The book does not suggest that public education is free of problems; the reform of public education must go forward. References accompany each chapter. Appendices contain financial data and statistics as of December 1996; an index is included. Descriptors: Academic Achievement, Academic Standards, Charter Schools, Dropout Rate

Hampton, Vickie L., Ed. (1987). American Council on Consumer Interests Annual Conference Proceedings (33rd, Denver, Colorado, April 1-4, 1987). The following education-related papers are among the 91 papers included in these proceedings: (1) "Recent Trends in the Historiography of Consumption" (Pope); (2) "Thinking Critically in the Teaching of Consumer Issues" (Copa, Schuler); (3) "Recent Research in Consumer Education Utilizing Innovative Methodologies" (Hall); (4) "Justice and Consumer Education" (Peterson); (5) "Research in Consumer Education" (Vosburgh); (6) "Financial Management: Application for the Classroom" (Whan et al.); (7) "Inservice Education for Community Workers" (Prochaska-Cue); (8) "Status Report and Future Directions for the National Coalition for Consumer Education" (Knapp); (9) "Identifying Important Research Questions in the Consumer Interest" (Maynes); (10) "Dealing with Budgets for Consumer Education" (Schuchardt); (11) "Establishment of a National Clearinghouse on Elder Abuse and Neglect" (Stein); (12) "Advertising as Misinformation" (Maynes, Lino); and (13) "Are Consumers' Learning and Decision Making Related Phenomena?" (Sproles, Sproles). Descriptors: Advertising, Consumer Economics, Consumer Education, Consumer Protection

Marche, Tammy A.; Jordan, Jason J.; Owre, Keith P. (2002). Young Adults Can Be More Suggestible than Older Adults: The Influence of Learning Differences on Misinformation Reporting, Canadian Journal on Aging. Half of a group of 46 younger and 45 older adults watched a slide sequence once (one-trial learning), the other repeatedly (criterion learning). Three weeks later, they were asked questions with misleading information. When event memory was poor for older adults in the criterion group, they were more suggestible. In one-trial learning, younger adults were more suggestible. (Contains 36 references.) Descriptors: Age Differences, Cognitive Style, Memory, Older Adults

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