Scholastic Journalism 2001 Abstracts
Scholastic Journalism Division
Confidence and Competence in Grammar: College Media Writing Students’ Self-Efficacy and Performance in Grammar • Kimberly L. Bissell, University of Alabama and Steve Collins, University of Texas-Arlington • Proper grammar is crucial for effective communication. Two surveys of students in an introductory writing course sought to identify variables that predicted grammar ability. Students demonstrated a limited grasp of the language, struggling with such issues as the distinction between it’s and its. Women performed better than men at the beginning of the semester, but the gap later narrowed. Self-efficacy and high school grade point average predicted grammar ability at the end of the semester. However, there were no significant differences between students with and without high school journalism experience.
JOB SATISFACTION OF HIGH SCHOOL JOURNALISM EDUCATORS • Jack Dvorak, Indiana University and Kay Phillips, University of North Carolina – Chapel Hill • Four research questions are posed to the job satisfaction of high school journalism educators. A national random sample of 669 respondents shows that journalism educators are generally satisfied with their jobs • more so than teachers in other disciplines. Multiple regression analysis using Herzberg’s motivation-hygiene theory as a foundation reveals that a mix of intrinsic and extrinsic satisfiers are best predictors of teacher job satisfaction. The leading predictor is morale of the faculty.
QUEST FOR FREEDOM: STUDENT PRESS RIGHTS UNDER THE FIRST AMENDMENT • Laurie Ann Lattimore, University of Alabama • no abstract
ARE HIGH SCHOOL AND COLLEGE STUDENTS REALLY DIFFERENT? A LEGAL ANALYSIS OF THEIR FIRST AMENDMENT RIGHTS IN THE WAKE OF KINCAID V. GIBSON (6th CIR. 2001) • Gregory C. Lisby, Georgia State University • no abstract
Journalism and Mass Communication Educators’ Career Choices: When and Why They Entered College Teaching • Lyle Olsen, South Dakota State University • This study found that 55 percent of journalism and mass communication educators first considered college teaching while in college or within five years afterwards, while 40 percent did not until more than five years after college. Two important factors in their career decisions included a personal influence (i.e., a mentor) and media experience, particularly student publications. The findings fit Holland’s theory of career development and other literature. Open-ended responses resulted in rich and heartfelt comments about JMC teaching careers.
Don Sneed, Florida International University • This paper shows how journalism educators use their research findings to teach high school journalism students about the way newspapers use and misuse racial stereotypes, thus introducing the high school journalists to an important concept and to Walter Lippmann and his book on Public Opinion. The “Oreo” stereotype is examined after it appeared in several Florida newspaper stories. The term was used by a former University of Florida president in remarks he made about his boss, the former black chancellor of the state university system.
PROTECTING STUDENT PRESS FREEDOMS: AN ANALYSIS OF STATUTORY PROTECTION FOR STUDENT PUBLICATIONS IN THE POST-HAZELWOOD YEARS • Cyndi Verell Soter, The University of North Carolina -Chapel Hill • no abstract
Reaching All Students: Journalism Education and Gender Bias • Kimberly Wilmot-Weidman, University of Wisconsin-Stout • no abstract
THE EFFECTS OF MOTIVATION AND ANXIETY ON STUDENTS’ USE OF INSTRUCTOR COMMENTS • Eric M. Wiltse, University of Wyoming • no abstract.
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