Myths Of Education Research Articles

Myths in Education: Beliefs That Hinder Progress and Their Alternatives Arthur W. Combs. Boston, Mass.: Allyn and Bacon, 1979. 240 pp. $5.95

Myths in Education: Beliefs That Hinder Progress and Their Alternatives Arthur W. Combs. Boston, Mass.: Allyn and Bacon, 1979. 240 pp. $5.95

Toward noncategorical teacher certification in special education--myth or reality?

Toward noncategorical teacher certification in special education--myth or reality?

Women at Cornell: The Myth of Equal Education

Women at Cornell: The Myth of Equal Education

Women at cornell: The myth of equal education

Women at cornell: The myth of equal education

Analysis of answer changes by dental students on multiple choice tests in pathology: attack on an educational myth

The outcome of answer changes on multiple choice examination questions was studied in four groups. Roughly 80 percent of changes profited students or left final numbers of errors unaffected. The ratio of number of wrong to right changes/right to wrong changes ranged from 2.5:1 to 6.2:1. These changes deviated very significantly from chance expectations. The ratio of percent of changers profiting to losing ranged from 3.2:1 to 11.7:1. Revisions resulted in clearly significant decreases in prechange numbers of errors, leading to a mean gain per answer changer of 2.4 to 5.3 percent in test score. Findings were consistent with those of others gathered from different populations and disciplines. Together, they dispel the myth that changing initial responses more often is detrimental than beneficial. Students should be encouraged to review their examinations, and to change answers if they have reason.

Women at Cornell: The Myth of Equal Education

Journal Article Women at Cornell: The Myth of Equal Education. By Charlotte Williams Conable. (Ithaca: Cornell University Press, 1977. 211 pp. Illustrations, appendixes, notes, selected bibliography, and index. Cloth, $12.50; paper, $3.95.) Get access James R. McGovern James R. McGovern University of West Florida Search for other works by this author on: Oxford Academic Google Scholar Journal of American History, Volume 65, Issue 3, December 1978, Pages 837–838, https://doi.org/10.2307/1901513 Published: 01 December 1978

Women at Cornell: The Myth of Equal Education

Women at Cornell: The Myth of Equal Education

Myths of Education

come barren and mankind perish. Pedagogical mythology of this day is similar to ancient myths in that both are humankind's attempts to explain the world and the things he/she sees in it. People use myths to justify an established social pattern together with its traditions and rituals. But should myths and unsubstantiated practices be the basis for making decisions which affect the schooling of children? We would all undoubtedly resound with a No, but a closer scrutiny finds us adhering to myths and practices which are counter to truths.

Far Above Cayuga's Daughters: Women at Cornell: The Myth of Equal Education, by Charlotte Williams Conable

Far Above Cayuga's Daughters: Women at Cornell: The Myth of Equal Education, by Charlotte Williams Conable

Myths of Environmental Education

Myths of Environmental Education

Education 's Seven Deadly Myths

The author names the seven deadly myths of education and explains why they are myths rather than facts.

Learning outside the Classroom

One myth of contemporary education is that most learning takes place in a classroom and depends upon the physical presence of a teacher, printed textbooks, and proper motivation. But it is possible to distinguish between learning environments-which are characterized by a profusion of interesting, novel, and useful objects designed to be manipulated, smelled, measured, and arranged-and the typical American classroom, which is intended as a teaching environment.

Educational myths and realities

Educational myths and realities

Myths in Remedial Education

Research in remedial reading which utilized control groups consistently has demonstrated two outcomes: (1) tested reading achievement is significantly higher in the group which received remediation than in the control group at the completion of the remedial period; and (2) follow-up studies almost invariably demonstrate that the beneficial effect of this remediation “washes out” in a relatively short time after terminating remedial reading. Despite this depressing information, remedial programs and experimental programs continue to flourish. The “myth” — that remedial reading works — is analyzed in this paper by examining its supporting rationalizations and the other factors that help keep it alive. A plea is made for reallocation of priorities for the education of children with learning difficulties.

New Year’s Resolution to Dispel Myths in Education

New Year’s Resolution to Dispel Myths in Education

The M.B.A. Education Myth

IN A recent article in Fortune, Sheldon Zalaznick' has argued that the training received by students in M.B.A. programs at U.S. graduate schools of business does not qualify them better for a career in business than does the experience that bachelor-degree holders of equal basic capacity and drive gain by spending two years actually working in business. The author based his judgment in part on interviews with businessmen, many of whom hold this view and who explain the margin of starting salaries of M.B.A. over B.A. holders as a premium paid to men whose superior intelligence and drive is assured by the business schools' selection procedure and work load. This judgment about the value of a graduate education for business is rather disturbing to professors in M.B.A. programs who are teaching highly sophisticated technical tools of analysis in a broad spectrum of fields relevant to the problems faced by business managers. According to this view, business would be served better not by further refinements in the curriculum but by improvements in the selection process of students and by increasing the work demands upon students so that they can prove better the strength of their drive and willingness to work hard. This view is also disturbing to foundations, industry, and governments which have donated resources to establish and expand the nation's graduate schools of business. Even if one would consider that these resources were primarily aimed at the support of faculty producing a stock of knowledge relevant for the business community, the expansion of M.B.A. programs is inefficient, since, according to Zalaznick, the interaction between faculty and students necessary for a successful research program does occur with doctoral and not M.B.A. candidates. The expenditure of a given quantity of resources on the expansion of doctoral programs is therefore more efficient in terms of research results than is its expenditure on an M.B.A. program. Moreover, many of the business leaders throughout the world who have been recommending the establishment of U.S.type M.B.A. programs in their own countries should re-examine their motives, because such programs may not result in increasing the efficiency of their industrial and commercial establishments. Because these views of the M.B.A. education appear to be widely shared by businessmen and because of their significance for the future of M.B.A. programs and the allocational efficiency of educational resource expenditures, it is important to analyze carefully the logical and empirical validity of the reasoning on which this view is based. The following analysis is illustrative * I acknowledge the helpful comments that my colleagues at the Finance Department and Donald Blankertz of the Wharton School made on an earlier draft of this paper.

Bureaucracy and Teachers' Sense of Power

Previous articleNext article No AccessBureaucracy and Teachers' Sense of PowerGerald H. MoellerGerald H. Moeller Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 72, Number 2Summer, 1964 Article DOIhttps://doi.org/10.1086/442695 Views: 7Total views on this site Citations: 7Citations are reported from Crossref Journal History This article was published in The School Review (1893-1979), which is continued by the American Journal of Education (1979-present). Copyright 1964 University of ChicagoPDF download Crossref reports the following articles citing this article:Tamara Bibby, Ruth Lupton, Carlo Raffo The Vignettes as a Whole, (Dec 2016): 165–185.https://doi.org/10.1057/978-1-137-52156-9_10Jeffrey Leiter Perceived Teacher Autonomy and the Meaning of Organizational Control, The Sociological Quarterly 22, no.22 (Dec 2016): 225–239.https://doi.org/10.1111/j.1533-8525.1981.tb00657.xArthur G. Neal, Eldon E. Snyder, Joseph K. Balogh Changing Alienations as Consequences of Imprisonment, Criminal Justice Review 1, no.22 (Sep 2016): 93–105.https://doi.org/10.1177/073401687600100210R. Sakolsky The Myth of Government-Sponsored Revolution, Education and Urban Society 5, no.33 (Jul 2016): 321–343.https://doi.org/10.1177/001312457300500306Carol Lefevre Chapter V: Teacher Characteristics and Careers, Review of Educational Research 37, no.44 (Jul 2016): 433–447.https://doi.org/10.3102/00346543037004433Charles S. Benson, Lester A. Dunn Chapter V: Employment Practices and Working Conditions, Review of Educational Research 37, no.33 (Jun 2016): 272–279.https://doi.org/10.3102/00346543037003272E.M. BRIDGES Case Development in Educational Administration, Journal of Educational Administration 3, no.11 (Jan 1965): 54–61.https://doi.org/10.1108/eb009588

The Myths of Education

The Myths of Education

The Role of Myths in Critical Education

The Role of Myths in Critical Education