Imagining the Journalist of the Future: Technological Visions of Journalism Education and Newswork

Digitization has resulted in great uncertainty for journalism, leading to disruption of business models, revenue streams, media distinctions, and production practices. This uncertainty has led to many articles, reports, blog posts, and general commentary discussing the future of both journalism and the skills required by journalists to succeed in this environment. This essay analyzes these discourses, focusing specifically on the nature of technology as the sole determiner of journalism’s future, with interventions aimed at journalism education and the structure of newswork. An idealized notion of the technologically adept journalist, ready to usher in digital stability, emerges as the object of these debates and, thanks in large part to the limited scope and ahistorical character of digital discourse, obscures more persistent, systemic critiques of technology and journalism.     

The Efficacy of Using Diagrams When Solving Probability Word Problems in College

Previous experiments have shown a deleterious effect of visual representations on college students’ ability to solve total- and joint-probability word problems. The present experiments used conditional-probability problems, known to be more difficult than total- and joint-probability problems. The diagram group was instructed in how to use tree diagrams to solve conditional probability problems; the equation-only group was instructed only in the formulation of equations. Results indicated that the diagram group outperformed the equation-only group on a posttest of 10 near- and far-transfer problems given immediately and as long as 1 week later (Experiment 2). In addition, when rating their experience with the training phase the equation-only group reported significantly higher levels of frustration and lower levels of perceived success than the diagram group.     

A Critical Discourse Analysis of No Promo Homo Policies in US Schools

This article presents a critical discourse analysis of no promo homo policies and their effects in US schools. No promo homo—short for “no promotion of homosexuality” (Eskridge, 2000 Eskridge, W.N. (2000). No promo homo: The sedimentation of antigay discourse and the channeling effect of judicial review. New York Law Review, 75, 1327–1411.[Web of Science ®] , [Google Scholar], p. 1329)—polices have been adopted across nine states and several local school districts in the United States. They direct teachers and school officials to take a neutral position on the subject of sexual orientation and identity and often restrict or prohibit any school-based instruction, counseling, discussion, or activity that could be construed as being positive about or promoting homosexuality (Bonauto, n.d.; Cahill &; Cianciotto, 2004 Cahill, S., &; Cianciotto, J. (2004). US policy interventions that can make schools safer. Journal of Gay &; Lesbian Issues in Education, 2, 3–17.[Taylor &; Francis Online] , [Google Scholar]; Eskridge 2000 Eskridge, W.N. (2000). No promo homo: The sedimentation of antigay discourse and the channeling effect of judicial review. New York Law Review, 75, 1327–1411.[Web of Science ®] , [Google Scholar]). Our analysis suggests that, despite their claim to neutrality, no promo homo policies are actively harmful both to students who identify as lesbian, gay, bisexual, or transgender (LGBT) as well as to the broader school community. In an effort to ultimately promote healthier, more equitable school environments and experiences for all students, this article aims to raise awareness about the problematic effects of no promo homo policy language and the assumptions that often underlie it.     

When worlds collide: identity,culture and the lived experiences of research when ‘teaching-led’

This article presents detailed findings from the qualitative or interpretive phase of a mixed-methods case study focusing on the professional identities and lived experiences of research among six lecturers working in different capacities across the field of education in a ‘teaching-led’ higher education institution. Building upon the quantitative phase published earlier in this journal, factors both facilitating (e.g. research infrastructure, support for doctoral study) and constraining (e.g. time, space, workload, critical mass, ‘practitioner bond professionalism’, ‘organisational socialisation’, networks, roles and responsibilities, power relationships) research activity are identified. These are considered in the context of an institution often recruiting staff with ‘non-traditional’ backgrounds from within ‘the professions’ (e.g. from schools and colleges without doctorates) looking to become more ‘research-informed’ and establish a more vibrant and sustainable research culture. Recommendations for further development focus on ‘identity transitions’ and ‘cultural transformation’, emphasising the importance of research leadership and its distribution throughout the organisation. With current trends towards the apparent intensification and prioritisation of research activity over teaching, findings are considered particularly important for institutions of a similar nature to the one described here, for education departments in larger institutions also on similar journeys, and in light of an anticipated increase in demand for research activity arising from the expansion of higher education provision in further education and the private sector, where recruitment from within ‘the professions’ to teach across ‘vocational’ programmes is common.     

Cheating among elementary school children: A machine learning approach

Academic cheating is common, but little is known about its early emergence. It was examined among Chinese second to sixth graders (N = 2094; 53% boys, collected between 2018 and 2019) using a machine learning approach. Overall, 25.74% reported having cheated, which was predicted by the best machine learning algorithm (Random Forest) at a mean accuracy of 81.43%. Cheating was most strongly predicted by children's beliefs about the acceptability of cheating and the observed prevalence and frequency of peer cheating at school. These findings provide important insights about the early development of academic cheating, and how to promote academic integrity and limit cheating before it becomes entrenched. The present research demonstrates that machine learning can be effectively used to analyze developmental data.     

Effects of the shape and size of a mooring line surface buoy on the mooring load of wave energy converters

This paper describes the physical model testing of a wave energy converter (WEC) undertaken in the Henot-watt wave basin during October 2010 as part of the SUPERGEN2 project funded by the British gover...     

Facilitators and Barriers to Movement Integration in Elementary Classrooms: A Systematic Review

Purpose: A systematic review was conducted to identify facilitators and barriers to movement integration (MI) in elementary school classrooms. Method: Online databases (Educational Resources Information Center, Google Scholar, PsycINFO, and PubMed) served as data sources for the study. Following the PRISMA guidelines, relevant published research on MI was identified and screened for inclusion in a qualitative synthesis. Content analysis of the included articles (N = 28) was used to identify themes of MI facilitators and barriers. Facilitators and barriers were then categorized using a social-ecological framework. Results: A total of 12 themes of MI facilitators and barriers were identified and categorized into two social-ecological levels: institutional factors (e.g., administrative support, resources) and intrapersonal factors (e.g., teacher confidence, ease of implementation). Conclusion: This review can inform research and practice aimed at supporting the implementation of MI in elementary classrooms.