Bibliografías temáticas / Mis-Education

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Literatura académica sobre el tema "Mis-Education"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 8 de febrero de 2022

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Artículos de revistas sobre el tema "Mis-Education"

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Archer, Jermaine. "Mis-Education". Journal of Prisoners on Prisons 25, n.º 2 (1 de diciembre de 2016): 18–27. http://dx.doi.org/10.18192/jpp.v25i2.5003.

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Matthews, Lucas J. "Precision (Mis)Education". Hastings Center Report 50, n.º 1 (enero de 2020): inside_front_cover. http://dx.doi.org/10.1002/hast.1072.

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Fotopoulos, Takis. "From (Mis)education toPaideia". Democracy & Nature 9, n.º 1 (marzo de 2003): 15–50. http://dx.doi.org/10.1080/1085566032000074931.

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Mcgowan, Matthew K. y Richard J. McGowan. "Ethics and MIS Education". Philosophy in the Contemporary World 3, n.º 3 (1996): 12–17. http://dx.doi.org/10.5840/pcw1996339.

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Khan, M. B. y Sal Kukalis. "MIS professionals: Education and performance". Information & Management 19, n.º 4 (noviembre de 1990): 249–55. http://dx.doi.org/10.1016/0378-7206(90)90034-f.

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Russell, Caskey. "Language, Violence, and Indian Mis-education". American Indian Culture and Research Journal 26, n.º 4 (1 de enero de 2002): 97–112. http://dx.doi.org/10.17953/aicr.26.4.b2u808453792u214.

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Ziegler, Susan G. "The (mis)education of Generation M". Learning, Media and Technology 32, n.º 1 (15 de febrero de 2007): 69–81. http://dx.doi.org/10.1080/17439880601141302.

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Rhodes, Liz. "The mis-education of Britain's poor". 5 to 7 Educator 2006, n.º 15 (marzo de 2006): 8. http://dx.doi.org/10.12968/ftse.2006.5.3.20768.

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Constantino, Vintage. "The Mis-education of the Filipino". Journal of Contemporary Asia 30, n.º 3 (enero de 2000): 428–44. http://dx.doi.org/10.1080/00472330080000421.

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Behling, Robert y Wallace Wood. "Successful Planning for a Changing MIS Education". Journal of Education for Business 68, n.º 6 (agosto de 1993): 353–57. http://dx.doi.org/10.1080/08832323.1993.10117642.

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Tesis sobre el tema "Mis-Education"

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Perez, Sonja Zepeda. "Mis(s) Education: Narrative Construction and Closure in American Girl". Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556826.

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While American Girl markets itself as a brand that teaches girls about our nation’s history and empowers girls to "stand tall, reach high, and dream big," this dissertation, "Mis(s) Education: Narrative Construction and Closure in American Girl" challenges this widely held belief. The American Girl Historical Character Series (hereafter AGHC series) is a textual site that writes a history that relies more on national myths of freedom, independence, and the pursuit of the American Dream through struggle. To dig deeper into this book series, I analyze how intersections of power in particular, nation, gender, race, and consumerism are constructed within the pages of the AGHC series. I assert that these books create a narrative construction and closure within the series. In place of a dialogic history that allows the reader to question historical and/or contemporary issues of power, a dominant narrative of history-one that relies on national myths prevails. While AG prides itself as a brand that first and foremost celebrates and empowers girls to become their very best, the historical series also imposes traditional gender roles for girls. It is this "rhetoric of empowerment" that this dissertation uncovers. Such an imagined empowerment is infused with ambivalence. AGHC series readers are also constructed as consumers who are being taught to celebrate consumerism and the Almighty Dollar.
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Meier, Lori T. "The New Colonizers: Elementary Teacher (Mis)Education in Mandated Times". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/5912.

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This paper will consider the complex challenges to current elementary undergraduate teacher education through the lens of recent (and intrusive) teacher education mandates at the higher education level and discuss the missing opportunities for faculty inclined towards critical pedagogy, curriculum studies, and foundations.
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Gulab, Nalisha. "Mis-education : subversion of female roles in Catholic religious depictions". Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/8025.

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Birmingham, Amanda. "Mis(s) education locating female subjectivity and resistance in the Spanish university /". Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p1459866.

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Thesis (M.A.)--University of California, San Diego, 2008.
Title from first page of PDF file (viewed January 5, 2009). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 127-133).
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Mamand, Abdilkarim. "How do management information systems (MIS) support learning in further education colleges (FE)?" Thesis, University of Greenwich, 2012. http://gala.gre.ac.uk/11985/.

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This research investigated the ways in which Management Information Systems (MIS) support learning in FE colleges, based on an analysis of data deriving from respondents in three colleges. The study has adopted Weick’s (1995) theory of Interpretive Sensemaking (SM) as an underpinning theory to explore teacher and managerial responses to discourses of using data to inform decisions. The study is qualitative in nature and uses interviews, documents, and participant observation data, to understand and explain social phenomena. A case study methodology is used in this study as it provides an opportunity for in depth analysis of the role of MIS using various sources and methods of investigation. Two methods of data collection are used. The first data collection method used in this study is documentary collation and analysis. The document sources include sets of policy and procedure texts. The documentary analysis also includes the internal reports generated by MIS software or provided by MIS staff on schedule. The second method of data collection employed in the study is interviews. The interviews data collected are from one to one semi structured interviews and focus groups. In total 60 members of staff were interviewed from which 20 participants were interviewed in focus groups. The study suggests that the main providers of data come from MIS services in colleges. MIS provide tools to make the data available for practitioners to use on a daily basis to support learning. The study suggests that there are some barriers which do not help practitioners to use the data effectively in order to improve learning in FE colleges. This study reveals a number of recommendations for FE colleges to embrace to improve the use of data in decision making and learning: easy access to data, data integration, good communication, professional development, collaboration, motivation to use data, available support in place, purpose to use data, data quality, useful and user friendly software tools, and ownership of data. Additionally two original frameworks have been evolved, a framework for effective MIS in FE colleges and a framework for steps to improve the effective use of data in support of education and learning. Both frameworks can be adopted and implemented easily in FE colleges and can enable educators to support learning and monitor success and achievements effectively.
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De, Loera Yolanda Stephanie. "Entre Mis Mundos Me Encontre| First-Generation Chicanas/Latinas' Experiences in Higher Education". Thesis, University of Redlands, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13425779.

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Existing research illustrates that although Latinos make up the largest ethnic minority group in the country, Latinos continue to have the lowest college degree attainment rates (Ramirez, 2014). Despite the increasing rates of high school graduation rates, there remains a large educational achievement gap between Latinos and their white and Asian counterparts (Pérez Huber, Malagon, Ramirez, Camargo Gonzalez, Jimenez, & Vélez, 2015). As we see the increase of the Latino population, it is important to highlight the disparities between Latina and Latino students. Although female students over exceed in enrollment and retention numbers across K-12 and higher education over their male counterparts, they continue to graduate and attain degrees at a lower rate (Pérez Huber, Vélez, & Solórzano, 2014).

This study serves to highlight the experiences first-generation Chicanas/Latinas have within higher education, their navigation and negotiation within academia, their personal sectors as that of self-wellness and family, and the barriers they face within higher education and their personal identities. The research used a qualitative counter-narrative case study inquiry approach to interview, observe, and analyze the experiences of first-generation Chicanas/Latinas in higher education. Latino Critical Race (LaCrit) (Solórzano & Yosso, 2001), Chicana Feminist Theory (Moraga & Anzaldúa, 1983; Delgado Bernal & Elenes, 2011), and Critical Consciousness (Freire, 2007) guide the theoretical framework of this study. Therefore, this study will add to the existing literature by conducting counter-narrative testimonios of five muxeres who illustrated their pathways in higher education while maintaining their various identities.

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Nkenge, Nefertari A. "Educate to Liberate| Exploring Educator Narratives to Examine the Mis-education of Black Students". Thesis, Concordia University (Oregon), 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10747779.

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It is not known why the chronic mis-education of Black students has neither been adequately investigated nor treated as the most significant, widespread phenomenon of twenty-first century pedagogy. To attempt to understand this quandary, it was urgent to ask: How do Black educators understand the education of Black students? Are they able to incorporate the tensions and varied experiences they have had as students into their professional repertoire? This study described how Black educators’ unique cultural perspectives might enable increased insight into the problem of mis-education. Critical race theory framed this study with an emphasis on narrative inquiry and transformative learning. I interweaved narrative/counter-narrative and critical event research methods as both theoretical and methodological frameworks. I engaged in multi-part interviews and observations of 5 educators to explore their unique biographical narratives and analyze how their lives and teaching practices might better inform the success of Black students. Findings indicated (a) educators uniquely experienced the vestiges of mis-education as they faced insidious forms of racism during the course of their academic journey, (b) educators sought to interrupt the racism that their White teachers’ and peers exhibited, (c) educators encouraged students to use their voices and various platforms to effectively counteract their oppression, and (d) educators engaged transformative pedagogies in overt and covert ways depending on both the social and the teaching context(s). Based on the findings of this study, a liberation-based pedagogy is recommended to ensure the empowerment, increased performance, and well-rounded education of Black students.

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Rasheed, Lawrence A. "The Constructed Souls of the (Mis-Schooled) Black Males: Rediscovering and Exposing Greatness within Black Males". Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/43.

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Black males’ quality of life indicators are at a crisis level. This has been the perception of Black males for many years. The purpose of this study is to understand how exposure to positive prototypes of Black maleness impacts other Black males’ initial perception of their own collegiate academic experiences. This study addresses the following overarching research question: How does the exposure to positive images of prototypes of Black maleness influence fellow Black males’ initial perceptions of their own collegiate academic experiences? This study employs the conceptual framework that is a hybrid of Africana Critical Theory (ACT) and Critical Race Theory (CRT). I used the methods of historicizing of knowledge and the CRT tenets of permanence of racism and counter-narrative accounts. The symbiotic use of the conceptual framework, methods, and research design assists the inquiry into how exposure to positive prototypes of Black maleness may impact academic experiences. The research around Black males has conveyed pejorative findings for over 30 years. The study findings were interesting. The three participants were positively impacted by exposure to positive prototypes of Black maleness. They all conveyed that associations with positive prototypes of Black maleness are necessary; however, the academic impact that these prototypes have is still very much undetermined. A longer span of research might determine how impactful the positive prototypes of Black maleness are to other Black males. One finding was very apparent among the three participants- Black males do like to learn affirmative history about other Black males.
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Joseph, Darel. "The Adversity Pop Culture Has Posed". ScholarWorks@UNO, 2014. http://scholarworks.uno.edu/td/1877.

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I am a collage artist working with multiple mediums such as paint, photography, video, audio, and performance. As a New Orleans’ native, I have a unique history that is unflattering, for my history echoes that of America’s historical misdeeds. I make sociopolitical art because I am of a historically oppressed people. I make art that celebrates my diverse culture that is a collage of Native American, African, and New Orleans’ French Creole.
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Newton, James E. "Correlates to antecedent mis-educative learning experiences among adults in postsecondary introductory economics courses /". The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487945015618449.

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Libros sobre el tema "Mis-Education"

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Godwin, Woodson Carter. The mis-education of the Negro. Washington, D.C: Associated Publishers, 1992.

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Godwin, Woodson Carter. The mis-education of the Negro. Mineola, N.Y: Dover Publications, 2005.

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Godwin, Woodson Carter. The mis-education of the Negro. New York: Classic Books America, 2009.

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Godwin, Woodson Carter. The mis-education of the Negro. Chicago, Ill: African-American Images, 2000.

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Godwin, Woodson Carter. The mis-education of the Negro. Trenton, N.J: AfricaWorld Press, 1993.

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Seiter, Ellen. The Internet playground: Children's access, entertainment, and mis-education. New York: Peter Lang, 2005.

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García, José Artigas. Mis charlas por radio. Esplugues de Llobregat (Barcelona): Plaza & Janés Editores, 1985.

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Mis visiones sobre educación: Propuestas para un debate. Santiago de Chile: Editorial Universitaria, 2002.

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Bulgarelli, Oscar R. Aguilar. La UNED y sus origenes: Mis memorias. San Jose: EUNED, 2005.

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Black school, White school: Racism and educational (mis)leadership. New York: Teachers College Press, 2012.

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Capítulos de libros sobre el tema "Mis-Education"

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O’brien, Kathleen. "“Mis-Education”". En Critical Storytelling in Uncritical Times, 27–35. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-256-1_4.

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Elam, Michele. "The Mis-education of Mixed Race". En Identity in Education, 131–50. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230621565_6.

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Jasinski, Igor. "The (Mis)Education of Giorgio Agamben". En SpringerBriefs in Education, 3–20. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-02333-1_1.

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Hellings, James. "The Politics of Aesthetic (Mis-)Education". En Adorno and Art, 111–28. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137315717_9.

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Peterson, Andrew. "Global Citizenship Education: Meanings and (Mis)Intentions". En Global Citizenship Education in Australian Schools, 19–49. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56603-6_2.

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Degraff, Michel. "Chapter 7. Creole Exceptionalism and the (Mis)Education of the Creole Speaker". En TheLanguages of Africa and the Diaspora, editado por Jo Anne Kleifgen y George C. Bond, 124–44. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691354-011.

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Bray, Marc, Junyan Liu, Wei Zhang y Magda Nutsa Kobakhidze. "(Mis)Trust and (Abuse of) Authority in Cambodian Education: Parallel Lessons in the Shadow". En Extended Education from an International Comparative Point of View, 7–21. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-27172-5_2.

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Miller, Andrea D. "The Mis-education of Lady Gaga: Confronting Essentialist Claims in the Sex and Gender Classroom". En Teaching Gender and Sex in Contemporary America, 15–25. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30364-2_2.

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Sandilands, Debra y Bruno D. Zumbo. "(Mis)Alignment of Medical Education Validation Research with Contemporary Validity Theory: The Mini-CEX as an Example". En Validity and Validation in Social, Behavioral, and Health Sciences, 289–310. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07794-9_17.

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Prisock, Louis G. "Fight Against the “Special Rights” Movement and End the Mis-education of Black Children: Support School Vouchers!" En African Americans in Conservative Movements, 145–71. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89351-8_5.

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Actas de conferencias sobre el tema "Mis-Education"

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Rosenthal, Paul y L. Jane Park. "Managing Information Systems Textbooks: Assessing their Orientation toward Potential General Managers". En InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3314.

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This paper is an assessment of the topical coverage of current Managing Information Systems (MIS) textbooks. The MIS course is normally required of all undergraduate and graduate business majors , and therefore is their primary education in the use of IS/IT in the modern technology-oriented organization. However, the MIS textbooks researched do not attempt IS/IT management fluency. They do not even fully answer the questions normally asked by management and users during the justification and implementation of modern technology-oriented enterprise applications. The primary author has been teaching IS/IT courses for IS professionals and for users and managers for almost fifty tears. What has changed since that time? Not as much as should have happened in the education of line and staff personnel who work in organizations with critically important IS/IT enterprise applications. Early courses for users and managers were remarkably similar to our current MIS courses. This paper, therefore, suggests a significant change in content of MIS texts from primarily encompassing technology sections covering personal productivity applications, systems development methods, and infrastructure to presenting much more detail on user and management topics including modern enterprise level applications (e.g. transaction processing systems), privacy and security, feasibility studies, and the justification of IS/IT systems.
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Knežević, Borislav. "(Mis)Learning from American Education: What Is American About Bologna?" En Quarter of a Century after the Fall of the Berlin Wall. Perspectives and Directions in Croatian and Regional American Studies. Filozofski fakultet u Zagrebu, FF Press, 2016. http://dx.doi.org/10.17234/wpas.2016.7.

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Burgess, Stephen, Golam M Chowdhury y Arthur Tatnall. "Student Attitudes to MIS Content in an MBA: A Comparison Across Countries". En 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2448.

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Export education forms a major part of the Australian economy. Australian universities are now not only accepting overseas students into Australian campuses; they are setting up overseas-based campuses. This is often through an arrangement with a local educational institution or organisation. Subjects in these institutions are delivered by a combination of Victoria University Australian-based staff and local faculty. One of the primary programs being delivered overseas by many Australian institutions is the Master of Business Administration (MBA). This paper examines the delivery of the core information technology units, Management Information Systems (MIS), by Victoria University in Australia and overseas (in Bangladesh). The structure of the MBA at Victoria University in Australia and overseas is examined and the MIS subject explained. Results of a survey of MBA students’ views of the content of MIS, conducted in Australia (1997-2000) and Bangladesh (2001) are reported. There is little difference in the attitudes of students of both countries in relation to the topics covered in the subject, nor on the breakdown of the subject between ‘hands-on’ applications and more formal instruction. There are some differences in relation to the level of Internet and e-mail usage, with Australian students tending to use these technologies on a greater basis as a proportion of their overall computer usage.
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Shen-Tzay Huang, Yi-Pei Cho y Yu-Jen Lin. "ADDIE instruction design and cognitive apprenticeship for project-based software engineering education in MIS". En 12th Asia-Pacific Software Engineering Conference (APSEC'05). IEEE, 2005. http://dx.doi.org/10.1109/apsec.2005.26.

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Jing, Yang y Jiang Hua. "Notice of Retraction: Research on Model of Teaching about ERP Platform Simulation in MIS Education". En 2008 4th International Conference on Wireless Communications, Networking and Mobile Computing (WiCOM). IEEE, 2008. http://dx.doi.org/10.1109/wicom.2008.2820.

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Ordóñez López, Pilar y Rosa Agost. "Teaching Theory in Applied Degrees: A Critical Examination of Curricular Design for Translation Theory Subjects in Comparison with the Students' Expectations". En Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5309.

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Due to the practice-oriented nature of Translation and Interpreting study programmes, students are generally assumed to have a reluctant attitude towards the study of theory. However, previous empirical research allows us to dispel this myth: students are aware of the contribution of translation theory to their education as future translators. Taking into account students' needs and expectations, in this paper emphasis is placed on curricular design. A critical examination of the syllabi of Translation Theory subjects, focusing on learning outcomes and teaching methodology, reveals some (mis)matches between teaching planning and the students' expectations. The results obtained show a relatively high degree of coincidence between these two aspects on the one hand, while also highlighting some inaccuracies in the teaching planning of these subjects on the other. These two aspects should be considered a starting point for a revision of the curricular design in order to present an accurate description of the subject by means of an adequate explanation of the intended learning outcomes and teaching methodology, and in order to provide students with significant and useful insights into the theoretical dimension of translation.
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Gill, Grandon y Matthew Mullarkey. "Taking a Case Method Capstone Course Online". En InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2229.

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A capstone course is normally offered at the end of a program of study with the goal of helping students synthesize what they have learned in the courses preceding it. The paper describes such a course, —the undergraduate capstone course for MIS majors, —that was built around the case discussions and projects and originally offered in a face-to-face format. Over the course of the study, an asynchronous online version of the course was developed that was intended to be as faithful as possible to the classroom version. The pa-per examines the design, delivery and learning outcomes of the online offering, contrasting it with the classroom version. The transition to an online course required many adaptations. Among the issues that we needed address: 1) moving the highly synchronous face-to-face discussions of each case study to an asynchronous format without losing fidelity and energy, 2) changing how “student participation” was defined and evaluated, 3) adapting the project component of the course—which ended with a very popular “science fair” activity at the end of the semester in the classroom version—to a delivery mechanism where students never interacted with each other face-to-face, and 4) evaluating the relative learning outcomes of the two approaches. The results of the conversion proved to be consistent with some of our expectations, and surprising in other ways. Consistent with expectations, the online tools that we employed allowed us to create an online design that was relatively faithful to the original version in terms of meeting learning objectives. Also consistent with our expectations, student perceptions of the course—while quite positive overall—were more mixed for the online course than for its face-to-face predecessor. The course offering produced two surprises, however. First, the online approach to the project component of the course actually seemed to result in higher quality projects and presentations than the face-to-face version. Second, when results were compared from the instrument we used to evaluate student learning gains, the classroom and online versions of the class proved to be nearly indistinguishable. Given the very different delivery mechanisms employed, we had anticipated far more differences in student perceptions of what they had learned over the course of the semester. Given the challenges of taking a highly interactive class online, we viewed this surprise to be a very pleasant one. A revised version of this paper was published in Journal of Information Technology Education: Research Volume 14, 2015
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Bucy, Brandon R., John R. Thompson y Donald B. Mountcastle. "Student (Mis)application of Partial Differentiation to Material Properties". En 2006 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2007. http://dx.doi.org/10.1063/1.2508716.

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Stansbury, Emily. "Students' (Mis)Understanding of Dictionaries (Abstract Only)". En SIGCSE '15: The 46th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2676723.2691937.

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Kumar, Anil. "Strategies to Enhance Student Learning in a Capstone MIS Course". En InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2964.

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The information systems marketplace is changing rapidly requiring students to be well versed in skills that go beyond traditional IT skills. To achieve this, management information systems (MIS) instructors in MIS programs across the country need to design courses that reflect these changes. Failure to incorporate these changes in the MIS program will lead to graduating MIS students who are not competitive in the marketplace. While curriculum changes are often times a time consuming process, the capstone course in an MIS program can be used effectively to reflect these changes. This paper highlights different strategies that can be used in a capstone MIS course to help students synthesize, analyze, and apply knowledge acquired over different courses in the program.
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También puede estar interesado en las bibliografías ampliadas sobre el tema "Mis-Education" para tipos de fuentes particulares:
Artículos de revistas Tesis Libros
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