Journalism Under Threat

Previous studies of intimidation and harassment of journalists have (rightly) focused on non-democratic and authoritarian nations and/or transitional/emerging democracies. In this article, we examine the situation in Sweden, a country with strong de facto and de jure safeguards of journalistic freedom and autonomy. We report the findings from a representative survey of Swedish journalists where three themes are analysed: the extent of harassment, the forms of harassment, and the consequences of intimidation and harassment. The results show that a third of the respondents had experienced threats at work in the past year, and an overwhelming majority said they had received offensive and insulting comments. Intimidation and harassment also had consequences, both professionally and personally, such as fear and self-censorship. We therefore argue that it is time to add the dimension of external pressure and threats to the discussion of journalistic autonomy—including in countries like Sweden.     

Preparing higher education students for the new landscape of governance

Tertiary Education and Management - Studies have demonstrated that neoliberal governance dismantles professionals’ will to critique, counteracting efforts to improve quality by preventing...     

Coteaching with senior students – a way to refine teachers’ PCK for teaching chemical bonding in upper secondary school

During the last decade there has been on-going discussions about students’ declining interest and low achievement in science. One of the reasons suggested for this decline is that teachers and students have different frames of reference, whereby teachers sometimes communicate science in the classroom in a way that is not accessible to the students. There is a lack of research investigating the effects of coteaching with senior students in science in upper secondary schools. To improve teaching and to narrow the gap between teachers’ and students’ different frames of references, this study investigates how an experienced chemistry teacher gains and refines her pedagogical content knowledge (PCK) by cooperating with two grade 12 students (age 18) as coteachers. The teacher and the two coteachers coplanned, cotaught and coevaluated lessons in chemical bonding in a grade 10 upper secondary class. Findings indicate that the coteachers contributed with their own learning experiences to help the teacher understand how students perceive difficult concepts. In such way, the coteachers were mediating between the teacher and the students, thus bridging the gap between the teacher and the students’ frames of references. The teachers’ PCK was refined which in turn lead to improved teaching strategies.     

Social scientists under threat: Resistance and self-censorship in Turkish academia

Attacks on academic freedom in Turkey have become increasingly systematic in recent years and thousands of academics have been dismissed. This study reflects on the effects of this worsening repression through interviews with academics in the social sciences, both those dismissed and those still active in their profession. Although the dismissed academics are socially in a very precarious position, they are continuing their scholarly activities in alternative, underground forms. This resistance stands in contrast to the accommodation and self-censorship that seem, according to the interviewees, to prevail in university departments.     

(Un)becoming dysfunctional: ADHD and how matter comes to matter

Various neuropsychiatric disorders are a common feature today, not least in educational contexts where Attention Deficit Hyperactivity Disorder (ADHD) is a common diagnosis. The dominant perspective regarding ADHD is biomedical. This perspective has been questioned and challenged in various ways. The aim of this article is to think ADHD through quantum physicist and philosopher Karen Barad’s [Barad, K. 2007. Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning. Durham, NC: Duke University Press.] theory of agential realism. According to Barad, what we perceive as singular entities do not exist in advance. Barad pays attention to the world’s entanglements, and what we perceive as singular objects and subjects are effects of specific and various material-discursive practices acting as agential cuts. The theory of agential realism assigns performativity to matter, which highlights that ADHD is something that continuously comes into being together with human and non-human bodies. The material dimension has not previously been emphasised as a causal factor in studies on ADHD. In this article, the focus is on the agency of the book. As a conclusion, the importance of taking responsibility for every material-discursive practice with which we are always entangled is emphasised.     

Arctic sea ice and the communication of climate change

Media play a major role in framing key political issues such as climate change, and the melting of the Arctic snow and ice has become a bellwether of global climate change through the mediations of the region and its wildlife. While Arctic change has scientific significance for understanding global warming, it also plays a key role in the popular communication of global climate change and its impacts. This article addresses questions such as how the Arctic and its sea ice have become become powerful images of climate change, and what roles scientific activities, technologies, and networks play in relation to media and mediation. Drawing upon earlier research on the role of the media and framing in relation to climate change in general and upon Arctic climate change in particular, we explore how media framings are linked with various dynamics such as scientific practice and the institutional structure of the media system.     

A new device for evaluating distance and directional performance of golf putters

The purpose of this study was to construct and evaluate the reliability of an apparatus for testing golf putters with respect to distance and direction deviation at different impact points on the clubface. An apparatus was constructed based on the pendulum principle that allowed putter golf clubs to swing at different speeds. The mean speed of the club head before ball impact, and of the ball after impact, was calculated from time measurements with photocells. A pin profile rig was used to determine the directional deviation of the golf ball. Three different putters were used in the study, two that are commercially available (toe-heel weighted and mallet types) and one specially made (wing-type) putter. The points of impact were the sweet spot (as indicated by the manufacturer's aim line), and 1, 2 and 3 cm to the left and right of the sweet spot. Calculation of club head speed before impact, and of ball speed after impact (proportional to distance), showed errors < or = 0.5% of interval duration. The variability in ball impacts was tested by measuring time and direction deviations during 50 impacts on the same ball. The mean duration (+/- s) after ball impact in the test interval (1.16 m long) was 206 (0.8) ms and the standard deviation in the perpendicular spreading of the balls in relation to the direction of the test interval was 0.005 m. A test-retest of one putter on two consecutive days after remounting of the putter on the test apparatus showed less than 1% difference in distance deviation. We conclude that the test apparatus enables a precise recording of distance and direction deviation in golf putters as well as comparisons between different putters. The apparatus and set-up can be used in the laboratory as well as outdoors on the putting green.     

Reading Skill and the Processing of Text Structure

Backman, J., Lundberg, I., Nilsson, L.‐G. & Ohlsson, K. 1984. Reading Skill and the Processing of Text Structure. Scandinavian Journal of Educational Research 29, 113‐128. Oral reading speed, free recall and summarization of narrative stories presented on videotex were studied as a function of reading skill, text structure and physical factors such as paragraphing and color cueing of clauses on various levels of importance. A total of 144 subjects (13‐14 years old) participated in the experiment, half of them being rated as poor readers and half as good readers. Good readers outperformed poor readers on all dependent variables. Important propositions were better recalled and were more often included in summaries than less important parts of the texts, especially if they were signalled by a different color. However, the impact of graphical cueing depended on reading skill, text type and task. The interactions were discussed in terms of differences in processing strategies and prior knowledge.     

Analyzing effective communication in mathematics group work: The role of visual mediators and technical terms

Analyzing and designing productive group work and effective communication constitute ongoing research interests in mathematics education. In this article we contribute to this research by using and developing a newly introduced analytical approach for examining effective communication within group work in mathematics education. By using data from 12 to 13-year old students playing a dice game as well as from a group of university students working with a proof by induction, the article shows how the link between visual mediators and technical terms is crucial in students’ attempts to communicate effectively. The critical evaluation of visual mediators and technical terms, and of links between them, is useful for researchers interested in analyzing effective communication and designing environments providing opportunities for students to learn mathematics.     

Practices Regarding Reporting of Reliability Coefficients: A Review of Three Journals

Practices regarding the reporting of reliability coefficients in 3 journals from 1990 to 1997 were examined. Given that scores, not tests, are reliable or unreliable, particular attention was paid to the provision of reliability coefficients computed for the data actually being analyzed in substantive studies. One third of the articles reviewed made no mention of reliability. Almost 36% of the articles provided reliability coefficients for the data being analyzed. Examples of good reporting practices are provided. In 2 of the 3 journals reviewed, there was little change in the frequency and style of reliability reporting in the period covered. The authors suggest a modification in editorial journal policies to bring about a change in reliability-coefficient reporting practices.