Uses of the Past in Refugee Documentaries in Sweden and Germany

Migration not only entangles people, cultures and societies but also histories and memories of diverse groups across national and cultural boundaries. The article focuses on mediated memory cultures of migration both theoretically and empirically. The first part discusses how cultural memories of migration in cross-medial flows of remediation can entangle ‘mnemonic imaginations’ of diverse groups within societies across time, cultures and media. In response to the conceptual framework of ‘entangled media histories’ this theoretical part explores entangled media histories of migration from the angle of memory studies. The second part of the article gives selected case studies. They reveal how media have historically mediated migratory memories and how they make use of this media history in contemporary productions. The examples are two Swedish documentary films of 2011 and 2015 and two German television documentaries of 2015 and 2016. With this theoretical and empirical approach the article shows how media actively contribute to debates about contemporary migration movements by the help of time-travelling migratory memory and media history.     

Achievement of English as New Language Learners in Monitor Status: A Cross Sector Comparison from Denver

This study uses administrative data to measure the effect of attending a charter school in Denver, Colorado on the achievement of reclassified English as New Language (ENL) students during their monitor period in the mainstream classroom environment. We utilize school choice data from Denver’s Common Enrollment System (CES) to control for each school a family selected entering grade six, a typical time for a structural move, in order to better control of unobserved variable bias. Results indicate charter attendance increases achievement in mathematics and English on state testing. Charter school success in the CES environment provides insights for districts serving large numbers of ENL students.     

Secondary mathematics cooperating teachers’ perceptions of the purpose of student teaching

This article reports on the results of a survey of 45 secondary mathematics cooperating teachers’ perceptions of the primary purposes of student teaching and their roles in accomplishing those purposes. The most common purposes were interacting with an experienced, practising teacher, having a real classroom experience, and experiencing and learning about classroom management. The most common roles were providing the space for experience, modeling, facilitating reflection, and sharing knowledge. The findings provided insights into the cooperating teachers’ perceptions about both what should be learned through student teaching and how it should be learned. These findings paint a picture of cooperating teachers who do not see themselves as teacher educators—teachers of student teachers. Implications for mathematics teacher educators are discussed.     

Consequences of media information uptake and deliberation: focus groups' symbolic coping with synthetic biology

Whenever a new, potentially controversial technology enters public awareness, stakeholders suggest that education and public engagement are needed to ensure public support. Both theoretical and empirical analyses suggest, however, that more information and more deliberation per se will not make people more supportive. Rather, taking into account the functions of public sense-making processes, attitude polarisation is to be expected. In a real-world experiment, this study on synthetic biology investigated the effect of information uptake and deliberation on opinion certainty and opinion valence in natural groups. The results suggest (a) that biotechnology represents an important anchor for sense-making processes of synthetic biology, (b) that real-world information uptake and deliberation make people feel more certain about their opinions, and (c) that group attitudes are likely to polarise over the course of deliberation if the issue is important to the groups.     

Ten years of forfeitures by the federal communications commission

The following analysis of how the FCC has used its recently granted (1960) power to levy fines and forfeitures is a companion piece to the authors’ “Station License Revocations and Denials of Renewal, 1934–1969,” which was published in the Journal of Broadcasting, X1V:4:411 (Fall 1970). Charles Clift is assistant professor in the School of Radio‐Television of Ohio University; Fredric Weiss is lecturer in the Division of Radio‐TV‐Film of the Department of Speech and Dramatic Art of the University of Maryland; and John Able is assistant professor in the Department of Television and Radio of Michigan State University.