Auswahlbibliografie Neuerscheinungen

Auswahlbibliografie

Auswahlbibliografie Neuerscheinungen     

Linking Survey and Media Content Data: Opportunities,Considerations, and Pitfalls

In media effects research a fundamental choice is often made between (field) experiments or observational studies that rely on survey data in combination with data about the information environment or media coverage. Such studies linking survey data and media content data are often dubbed “linkage studies.” On the one hand, such designs are the state of the art in our field and on the other hand, they come with a long list of challenges and choices. This article reviews the rationales for linkage studies, outlines different types of linkage studies, reviews the state-of-the-art in this area, discusses which survey and content items to use in an analysis, reviews different types of analyses, outlines considerations for alternative specifications, and provides a step-by-step example.     

Why teachers cooperate: an expectancy-value model of teacher cooperation

European Journal of Psychology of Education - While cooperation among teachers is considered an important indicator of school quality, the empirical evidence on the efficacy of teacher cooperation...     

Too much,too soon? A critical investigation into factors that make Flipped Classrooms effective

The Flipped Classroom (FC) method is used widely in higher education, with studies claiming various benefits. However, to date, little work has focused on what makes FCs effective for student learning. This study presents data collected from interviews with 14 UK-based undergraduate students, investigating their perceptions of participating in a series of FC sessions. Findings indicate that the FC format discouraged a significant number of students from attending. However, students who did attend the flipped classes reported valuing the resultant learning opportunities and enjoying the experience. This study sheds light on the learning process within the FC. Challenges in implementing the FC were highlighted both by students who attended and by those who did not. We conclude that implementing the FC should not be undertaken lightly or be seen as a quick fix; at minimum, it requires staff willingness and opportunities for engagement and peer learning.