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"Today, like no other time in our history, the threat of misinformation and disinformation is at an all-time high. This is also true in the field of Education. Misinformation refers to false information shared by a source who intends to inform, but is unaware that the information is false, such as when an educator who recommends the use of a learning strategy that is not actually beneficial. Disinformation is false information shared by a source who has the intent to deceive and is aware that the information is false, such as when a politician claim that high-stakes testing will fix K-12 education when in fact there is no evidence to support this practice. This book provides recent examples of how misinformation and disinformation manifest in the field of education and offer remedies. Section One, Susceptibility to Misinformation, focuses on factors that influence the endorsement and persistence of misinformation. This section will include chapters on: the appeal and persistence of "zombie concepts" in education; learner and message factors that underlie the adoption of misinformation in the context of the newly proposed Likelihood of Adoption Model; cognitive and motivational factors that contribute to misinformation revision failure; cognitive biases and bias transfer in criminal justice training; the influence of conspiratorial and political ideation on the use of misinformation; and, how educational culture and policy has historically given rise to quackery in education. Section Two, Practices in the Service of Reducing Misinformation in Education, focuses on practices aimed at reducing the impact misinformation, and includes chapters on: misinformation in the education of children with ASD and its influence on educational and intervention practices; the promise of using dynamical systems and computational linguistics to model the spread of misinformation; systematic attempts to reduce misinformation in psychology and education both in and out of the classroom; teaching practices to promote students' success as curators of information on the Internet; and the potential perils of constructivism in the classroom, as well as the teaching of critical thinking. Each section has a discussion chapter that explicate emerging themes and lessons learned and to synthesize and highlight fruitful avenues for future research"--

Communication in education. --- Information literacy --- Fake news. --- Common fallacies. --- Education --- Aims and objectives of education --- Educational aims and objectives --- Educational goals --- Educational objectives --- Educational purposes --- Goals, Educational --- Instructional objectives --- Objectives, Educational --- Purposes, Educational --- Educational sociology --- Blunders --- Errors, Popular --- Fallacies, Common --- Information, Misattributed --- Misattributed information --- Misconceptions, Popular --- Misinformation --- Mistakes, Popular --- Popular errors --- Popular misconceptions --- Errors --- News, Fake --- Disinformation --- Hoaxes --- Journalism --- Study and teaching. --- Aims and objectives. --- Misinformation (Common fallacies)

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This book explores how, and if, formal education affects peacebuilding in post-conflict societies. As schooling is often negatively implicated in violent conflict, the author highlights the widely expressed need to ‘build back better’ and ‘transform’ schooling by changing both its structures and processes, and its curriculum. Drawing upon research from a wide range of post-conflict developing societies including Cambodia, Colombia and Kenya, the author examines whether there is any empirical support for the idea that schooling can be transformed so it can contribute to more peaceful and democratic societies. In doing so, the author reveals how the ‘myth’ of building back better is perpetuated by academics and international organisations, and explains why formal education in post-conflict developing societies is so impervious to radical change. This important volume will appeal to students and scholars of education in post-conflict societies.

Education --- Aims and objectives. --- Aims and objectives of education --- Educational aims and objectives --- Educational goals --- Educational objectives --- Educational purposes --- Goals, Educational --- Instructional objectives --- Objectives, Educational --- Purposes, Educational --- Educational sociology --- Schools. --- Education and state. --- Peace. --- International and Comparative Education. --- Educational Policy and Politics. --- Schools and Schooling. --- Sociology of Education. --- Education Policy. --- Peace Studies. --- Coexistence, Peaceful --- Peaceful coexistence --- International relations --- Disarmament --- Peace-building --- Security, International --- War --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Public institutions --- Public schools --- Government policy --- International education . --- Comparative education. --- Educational policy. --- Educational sociology . --- Education and sociology. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Aims and objectives --- History