Bibliography: Misinformation (page 29 of 30)

This annotated bibliography is compiled and customized for the Alternative Facts website.  Some of the authors featured on this page include E. C. Condon, Rudolfo Chavez-Chavez, David Post, Donald L. Davis, Susan Meyer Markle, Alfred H. Grommon, Walter G. Secada, Eugene Garcia, James E. Murphy, and Dennis W. Viehland.

Secada, Walter G.; Chavez-Chavez, Rudolfo; Garcia, Eugene; Munoz, Cipriano; Oakes, Jeannie; Santiago-Santiago, Isaura; Slavin, Robert (1998). No More Excuses: The Final Report of the Hispanic Dropout Project. In September 1995, the U.S. Secretary of Education invited seven individuals to take part in a special project to study the problem of Hispanic student dropout. The Secretary's charge to the Hispanic Dropout Project incorporated the goals of increasing public awareness about Hispanic dropout issues; developing policy-relevant recommendations at local, state, and federal levels; and supporting development of a stakeholder network to continue the project's work. To achieve these goals, the project commissioned 9 papers on Hispanic dropout issues, held open hearings in 10 cities, visited school and nonschool sites that were developing promising practices in Latino education and dropout prevention, held press conferences, and reviewed relevant educational research. This final project report reflects the knowledge and views of various individuals and constituency groups that hosted site visits, presented testimony, and participated in open discussions. Their evidence confirms that popular stereotypes blaming school dropout on Hispanic students, parents, or language are untrue. Such misinformation excuses inaction by turning Hispanic students into victims. Many findings and recommendations in the report are not new; they reflect what researchers have been saying for years about school effectiveness, reform, finance, and equity–messages that the nation, with few exceptions, has failed to heed. Sections detail findings and recommendations related to students; parents and families; teachers; schools; school district, state, and federal policymakers; community-based organizations, business, and the larger community; and researchers. Appendices overview the project; and list persons and organizations providing testimony, sites visited, and programs reviewed in commissioned papers. (Contains 140 references.)   [More]  Descriptors: Dropout Prevention, Dropout Research, Dropouts, Educational Environment

Resnick, Paul (1993). Multiculturalism in the 90's: Teacher and Student Perspectives. This informally written, first-person account describes the self-education in multiculturalism of a community college English instructor, telling in detail how he broadened his knowledge and understanding in preparation for teaching a 16-week course on Meso-America. The instructor, a generalist by profession, began by working with a mentor to design the course syllabus. The instructor received a grant from his institution, Illinois Central College (ICC) to spend six weeks in Mexico, three of them at the Spanish Language Institute in Cuernavaca. His stay gave him an aesthetic appreciation for a culture much different from his own. The course developed out of these activities focuses on the Mayans and Aztecs; historical periods from the original encounter with the Spanish to the Mexican Revolution and the Mexican Revolution to the current Central American crises; Meso-American artists; social structures; politics; and a variety of other areas. Surveys were sent to students who had taken the first-year Chinese culture class taught at ICC to discover how they had changed from their course experience. Twenty of the 31 students who returned surveys indicated that the course had changed their perspective. Some students also indicated that they were more aware of stereotypes and misinformation about China. Students, writing in their journals for the course on Meso-America, preferred to write about how the course is being taught rather than discussing course content and writing their impressions of it. Issues that still need to be considered about teaching non-Western or third-world cultures include: which cultures should be studied; how to persuade faculty members that multiculturalism is not a fad; and how professors can change their attitudes about other individuals, groups, or societies.   [More]  Descriptors: Community Colleges, Course Descriptions, Cross Cultural Training, Cultural Awareness

Viehland, Dennis W. (1993). Dear Mr. President: A Story of Misinformation Distribution in Cyberspace, Internet Research. Describes the results of the mistaken identity of an Internet electronic discussion group for President Clinton's electronic mail office. Members' actions and reactions are discussed; guidelines for using electronic discussion groups are suggested; and the popularity of electronic communication is considered. Descriptors: Access to Computers, Discussion Groups, Electronic Mail, Guidelines

Post, David (1990). College-Going Decisions by Chicanos: The Politics of Misinformation, Educational Evaluation and Policy Analysis. Graduating seniors (N=667) in a large high school were surveyed concerning their college plans and understandings of costs. Costs were largely determinant of college plans for children of Spanish-speaking parents, but these students had the most unrealistic estimates of college tuition. Implications for counseling are discussed. Descriptors: Academic Aspiration, College Attendance, College Bound Students, College Choice

Davis, Donald L.; Grove, Stephen J. (1986). Ackoff's Management Misinformation Systems Empirically Revisited via Simulation, Simulation and Games. This experiment used simulated production environment to examine empirically two of five management information system design assumptions Ackoff considered erroneous: managers perform better with detailed rather than summarized reports; and managers who are satisfied with needed information perform better than those who are dissatisfied and want additional information. Descriptors: Administrators, Computer Simulation, Decision Making, Graduate Students

Academy Update (1994). The Academy Update (Early Childhood Professionals Collaborating for Quality), 1992-1995. This document consists of six issues of a newsletter entitled "Academy Update", extending from fall 1992 through fall 1995 (three years). This serial is published by the National Academy of Early Childhood (NAEYC) programs to improve and recognize the quality of care and education provided for young children in early childhood programs. The "Academy Update" supports this goal by providing early childhood professionals (including directors, validatory members, and commissioners involved in accreditation) with current information and feedback on the accreditation system. This document contains six issues of the "Academy Update." The feature articles of Volume 7, Number 1 are: "Pennsylvania School Board Recognizes Accreditation"; "New Policies Strengthen Accreditation"; Clarifying Misinformation about NAEYC and Accreditation"; and "Thoughts on Using Media in "Programs". The feature articles of Volume 8 Number 1 are: "American Business Collaboration Supports NAEYC Accreditation"; "Public and Private Funds for Accreditation Growing"; "Children's World Accredits 100 Centers"; and "Serving Children with Disabilities; Parents Speak". The feature articles of issue Volume 8 Number 2 are: "Chicago AEYC Receives $2.1 Million Accreditation Grant"; "New Tax Credits Mean Lower Taxes or Bigger Refunds"; "NAEYC Revokes Accreditation"; and "Cautions on Supervision". The feature articles of volume 9, number 1 include: "Companies Discover Quality Child Care is Good Business"; "Continuity of Relationships among Adults and Children is Essential for Quality;""'Validation Procedures and Ethics' Generates Diverse Views from Directors, Validators"; and "Reaccreditation: A Tool for Continuous Quality Improvement." The feature articles of Volume 9, Number 2 are: "New Child Care Study Supports Accreditation"; "Diversity and Accreditation Standards: Congruent or Conflicting"; and "Foundation Supports Professional Development for Directors and Quality for Children. The feature articles for Volume 10, Number 1 are: "Major Corporations To Invest $100 Million in Dependent Care"; "10th Year of Accreditation Is a Time for Reflection"; and "Understanding Quality and the Cultural Context." Descriptors: Academic Standards, Accreditation (Institutions), Child Health, Child Welfare

Stoddard, Robert H. (1983). Negative Geography: Locating Things Elsewhere. The phenomenon of negative geography–the assertion that any location is better than the one selected–is discussed and ways in which this approach differs from traditional geography methodology are analyzed. Case studies of two citizens' groups which protested the relocation of a city mission and halfway house in their neighborhoods illustrate the negative approach to geographic controversies. This thinking is analyzed and then compared to the usual geographic approach to solving locational issues: with negative geography, citizens who feel threatened by a proposed site for an undesirable facility tend to view more favorable locations in concentric circles further and further removed from their own location, whereas a trained geographer seeks the best or optimum site for a facility based on evaluation of pertinent variables such as proximity to transportation, amount of land available, or population density. Three implications of this negative geographical perspective for geography education are suggested: principles of human behavior cannot always be stated in terms of distance from primary nodes; negative geography provides opportunities to discuss how past inertia and poor decision making complicate geographic decision making in the present; and geography educators have a responsibility to increase understanding of societal issues and to decrease misinformation. Diagrams illustrate key concepts covered in the paper. Descriptors: Community Attitudes, Community Problems, Community Relations, Geographic Concepts

Reeb, Richard H., Jr. (1983). Liberal Democracy and Objective Journalism: Partners or Adversaries?. Contemporary journalism, although claiming to be politically objective and neutral, has become a powerful critic of the conduct of the government, often seeming to be a force for the reordering of national priorities along leftist lines. This "adversary journalism" of the past 15 years has strayed a long way from the neutral journalism exemplified by two major figures in the field, Walter Lippmann and James Reston. Lippmann, while an individual with strong political opinions, believed that journalists should look at the world as detached observers, presenting events as they really are. Reston saw objectivity as an obligation of an institution given unlimited freedom by the First Amendment. Yet this commitment to objectivity is beyond contemporary journalists. Instead of transcending political loyalties, they have merely exchanged one for another. The alternative to this lies in a re-examination of the attitudes of the Founding Fathers. Jefferson, Madison, and Hamilton, while taking different approaches to the press, had significant similarities. All agreed on the principles of republican government and freedom of the press. They saw that major tasks of journalism were to enlighten the public by inculcating in them the sentiments appropriate to a regime of liberty and to communicate political information so that suffrage could be used wisely. They also agreed that the press must be governed in accordance with republican principles: it must not disseminate political misinformation and heresy. Journalism should be free and objective, but friendly to the political regime that allows its existence. Descriptors: Democracy, Democratic Values, Freedom of Speech, Government (Administrative Body)

Bailey, Ann C., Comp.; And Others (1983). Teaching About China. A Collaborative Work of the Asia Society's Education and Communications Department and Its China Council. Designed to supplement textbook study, this guide provides secondary school teachers with a compilation of recent scholarship on China. Eleven sections offer information, analysis, activities, and resources on Chinese geography, language, literature, art, and history to 1983. Sections 1 through 3 provide the following introductory information: rationale, various teaching strategies, and the Chinese romanization system. Sections 4 through 11 contain course materials. Section 4 discusses aspects of China's physical and cultural geography that have affected its historical development. Maps are included. In section 5, myths and facts about the Chinese language are presented and students practice calligraphy and interpret Chinese characters. Section 6 offers 2 essays on Chinese art.  In section 7, 3 articles discuss techniques for using Chinese literature in the classroom. The remaining four sections provide a chronological treatment of the dynastic period, the decline of Imperial China, the revolutionary period, and the People's Republic. In each section, a critique of existing texts is followed by an essay which presents new scholarship and alerts teachers to misinformation and differences of opinion. Separate chapters then provide history, representative art and literature, activities, and teaching suggestions. The guide includes appendices concerning text evaluation, books and resources, and resource centers. Descriptors: Art History, Asian History, Asian Studies, Cultural Education

Grommon, Alfred H.; Markle, Susan Meyer (1966). What Uses Can Be Made of Technological Innovations in English Classes, Study Group Paper No. 7; and Plenary Session. Originally presented at the 1966 Dartmouth Seminar, these two papers address the question,"What use can be made of technological innovations in English classes?" Alfred H. Grommon suggests that technological aids are here to stay. What the teacher should remember is that technological innovations cannot create, but they can transmit a wealth of ideas, procedures, information, and skills to thousands of other students. The teacher, on the other hand, is left free to lead students into a consideration of what is possible, the "why" aspect of man, to lead them to the distinction between convergent and divergent thinking, to a discussion of the nuances of oral and written expression and literature, to an exploration of the open-ended questions and ambiguities in literature, and to lead them to discover for themselves, to speak more effectively, and to communicate with people. Susan Markle comments on the wealth of materials resulting from technological innovations and urges teachers to exert some influence on the quality of these materials so that students will not come to class filled with misinformation.   [More]  Descriptors: Computer Assisted Instruction, Conference Reports, Curriculum Development, Educational Innovation

Murphy, James E.; Murphy, Sharon M. (1981). Let My People Know: American Indian Journalism, 1828-1978. First Edition. This book offers an account of 150 years of the American Indian press and includes an overview of the contemporary Indian media. Its goal is to provide a wider perspective than was hitherto available from which to judge the nation's press as a whole. The picture of the establishment press that emerges is not an altogether pleasant one. Historical study indicates that, when Indian news was presented at all, it often contained wholesale misinformation about American Indians. Chapter 1 deals with white editors and their role in the denigration of Indian cultures and despoliation of Indian homelands. Chapters 2 to 4 focus on the development of Indian journalism beginning in 1828 and continuing–through periods of relative strength and bare survival–to the present day. Chapters 5 to 9 look at the American Indian press of the 1970's, when it emerged as stronger and more active than at any other period. By the late 1970's, communications activity was beginning to spill over from print into electronic media. Radio and telecommunications form the material in Chapter 10. Chapter 11 surveys the consolidation of effort in Indian country during the 1970's, in the form of media associations that were starting to give Indians a stronger, more unified voice. Appendix A offers "Indian Press Freedom Guarantees from the United States Commission on Civil Rights," from the American Indian Civil Rights Handbook issued by the U.S. Commission on Civil Rights. Appendix B is an 1826 address to Whites by Elias Boudinot, a Cherokee Indian, and Appendix C offers a directory of contemporary American Indian print and broadcast media. Descriptors: American Indian Culture, American Indian Education, American Indian History, American Indian Literature

Ohrn, Karin Becker (1983). How Photographs Become News: Photojournalists at Work. The activities of the photography staff at three metropolitan newspapers were observed to identify those routines used in making photographic assignments, carrying them out, and selecting the best photographs for publication. Among the observations were the following: (1) assignments could originate from any "desk" or editorial department in the newspaper as well as from the picture desk; (2) matching photographers and assignments involves knowledge of photographers' work schedules, preferences, moods, and history of work; (3) each photographer develops a routine for entering a scene to take a picture, and most can easily describe the pattern they use–obsequious or pushy; (4) photographers usually look for a person or group that visually sums up what they consider to be the significance of the event; (5) when assignments are made, the picture editor knows which one is likely to produce the page one photo without seeing any photographs; (6) the photographer is usually the first one to look at the film and select the frames to print; (7) the photographs that will be on page one are the first the picture editor selects and "offers" to the editors who decide the content of the page; and (8) errors involving misinformation and those attributed to poor judgment are common to all newspapers, and their staff develop strategies for resolving those errors. The advocacy role of the picture desk and photography department–to develop an atmosphere in which photographers and their pictures are used well–is based on the belief that photography is a poorly understood yet powerful means of communication. Descriptors: Editing, Media Research, News Reporting, Newspapers

Ward, Martha Coonfield (1971). Them Children: A Study in Language Learning. Case Studies in Education and Culture Series. This is a study of how children in a small community called Rosepoint, in the vicinity of New Orleans, acquire speech. The author provides essential contextualization for her problem, dealing with family composition, life space, means used to control children, and interaction between members of the household. The author made intensive observations as a participant-observer and interviewer in seven families. Her research strategy was to take advantage of her almost complete access to her families to participate in the daily routine, taking notes and asking questions casually rather than formally. The author focuses on the child's linguistic contacts–to whom the child talks, who talks to him, what they talk about, when they need to talk–in an effort to define the range of linguistic opportunities. In this community, where adults do not regard children as people to talk to, the author finds what might be called a "restricted code." The burden of the role of "teacher" of language falls to older children who often communicate misinformation. Any theory of language learning would have to explain Rosepoint, in which the children appear to receive little formal instruction, and even less practice in their emerging skills. Descriptors: Black Dialects, Child Language, Cultural Influences, Ethnology

Bowman, James E. (1972). Sickle Cell Screening: Medical, Legal, Ethical, Psychological and Social Problems; A Sickle Cell Crisis. In recent years, sickle cell screening programs have been initiated by community groups, health centers, hospitals, medical schools, health departments, school systems, city and State governments, various branches of the Federal Government, fraternal and social clubs, and other organizations. Problems have resulted from mass sickle cell screening, and to date, the results of the concerted efforts of many groups have been more harmful than beneficial. City and State governments have passed questionable mandatory sickle cell laws. This paper includes a discussion of the legislation passed by three such states; Massachusetts, Virginia, and the District of Columbia. These states have passed mandatory sickle cell screening laws involving one or all of the following groups: preschool and school children; potential marriage partners; and inmates of correctional and mental institutions. It is urged that these mandatory sickle cell screening laws be repealed. If sickle cell screening programs are to be made available, they should be available on a voluntary basis in accordance with guidelines already established by the Department of Health, Education and Welfare. Sickle cell screening programs should be organized so as to offer strong educational programs, primary sickle cell screening which will allow the ascertainment of the hemoglobin genotype and confidential expert and humane genetics counseling. The misinformation which has already been fostered by large sickle cell screening programs and pressure groups already has resulted in psychological and social damage in the black community. Descriptors: Anemia, Blacks, Disease Control, Diseases

Condon, E. C. (1974). Bilingual Education in the United States. Bilingual education is defined here as instruction in two languages, one of which is English as a second language, and the other the native language of the pupils. Bilingual education is also noted to include a cultural component whereby students are taught about the history and culture of their own civilization as well as those of their adopted country — the U.S. Among the topics discussed are: the status of bilingual education in the world; the need for bilingual education in the U.S., the official status of bilingual education in the U.S. (financial aid and legal support); target audience of bilingual education in the U.S.; the aims of bilingual education; approaches to bilingual education (maintenance vs. transitional programs); instructional staff in bilingual education; bilingual instruction in subject matter other than language; format and content of lessons; the role of ESL in bilingual education; an example of a lesson integrating ESL with science in bilingual education; history and culture in bilingual education; teacher preparation (language, culture, history, and professional preparation); instructional materials; evaluation in bilingual education; and misinformation and problems in bilingual education (what bilingual education is not, unconscious factors that undermine bilingual education, and negative effects of bilingual education that are provided by federal funding). An appendix includes a socioeconomic profile of New Jersey's Puerto Ricans. Descriptors: Bilingual Education, Bilingual Schools, Bilingual Students, Bilingual Teachers

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