Fantasy,Pragmatism and Journalistic Socialisation: UK Journalism Students’ Aspirations and Motivations     

Daniel Jackson  Einar Thorsen  Sally Reardon 《Journalism Practice》2020,14(1):104-124

ABSTRACT

Despite the sustained growth in journalism as a choice of degree path for young people, our understanding of students’ aspirations and motivations remains relatively underdeveloped. At the same time, journalism careers appear increasingly uncertain, as the industry responds to digitalisation and convergence. In this mixed-methods study – employing 35 interviews and a survey of 837 UK journalism students – we ask what areas of journalism do students aspire towards, how do they feel about their future career prospects, and what is motivating them to study journalism in the first place? We find that intrinsic motivations (calling and talent, dynamic job) prevail over public service ones, with students drawn to soft news beats over hard news. Aspirations are also strikingly gendered, opening up questions of journalism education in this process. We also find that while students articulate an aspirational career in respected media outlets, they are pragmatic about their immediate career prospects. Here, journalism education appears to play a significant role in socialising students towards careers beyond journalism. Findings are discussed in the light of ongoing debates around journalistic socialisation and the future of journalism.  相似文献   

Composing History     

Daniel Asia 《Academic Questions》2017,30(2):232-236

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MOOCs: The Director’s Cut     

Daniel A. Bonevac 《Academic Questions》2016,29(1):59-67

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Email: An Appraisal Approach     

Daniel W. Noonan 《Journal Of Archival Organization》2016,13(3-4):146-151

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Autonomy,Candour and Professional Teacher Practice: A Discussion Inspired by the Later Works of Michel Foucault     

Finn Daniel Raaen 《Journal of Philosophy of Education》2011,45(4):627-641

Autonomy is considered to be an important feature of professionals and to provide a necessary basis for their informed judgments. In this article these notions will be challenged. In this article I use Michel Foucault's deconstruction of the idea of the autonomous citizen, and his later attempts to reconstruct that idea, in order to bring some new perspectives to the discussion about the foundation of professionalism. The turning point in Foucault's discussion about autonomy is to be found in his proposal for an ethics of the self. This ethics invites a break with the normalising discourses of modernity. As I see it, this makes it particularly relevant to a discussion about the principles of professionalism. The conception of parrhesia is central. I use the role of the teacher to illustrate my arguments.  相似文献   

Editorial     

Daniel Peraya 《Educational Media International》2013,50(2-3):67-68

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STATE PARTNERSHIPS TO ENHANCE THE QUALITY OF LIFE OF OLDER AMERICANS WITH LIFELONG DISABILITIES     

Daniel A. Quirk  Sara C. Aravanis 《Educational gerontology》2013,39(5):431-437

The Older Americans Act and its network of state and area agencies are dynamic mechanisms for human services. The “aging network” has entered a period of expanded policy arenas which require broader agendas and applications, from long‐term‐care systems development to assisting employers who are creating flexible work and retirement programs. It is appropriate for the aging and developmental disabilities networks to explore the intersections of their operations with respect to their methods of administration, advocacy, service systems development, and policies.  相似文献   

ABRAHAM JOSHUA HESCHEL AND RELIGIOUS EDUCATION     

S. Daniel Breslauer 《Religious education (Chicago, Ill.)》2013,108(5):484-490

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Naturalism and scientific creativity: new tools for analyzing science     

Daniel Burnston 《Metascience》2012,21(1):115-118

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An evaluation of two cognitive learning methods in adults on pre-qualification schemes: Logo and logical reasoning workshops (ARL)     

Daniel Chartier 《European Journal of Psychology of Education - EJPE》1996,11(4):443-457

Two groups of adults on AFPA pre-qualification training schemes were each exposed to a different programme, explicitly aimed at improving their cognitive skills: Ateliers de Raisonnement Logique/Logical Reasoning Workshops and Logo exercises. They were compared with a control group receiving special treatment, members being informed that they were participating in an experiment. This latter group was exposed, for an essentially similar period, to training in the use of office-work software and computer-assisted education. The three groups were tested, at the beginning and end of the scheme, on a number of cognitive dimensions. The level of self-esteem of participants, their attitude to computers and the internality of their attributions were also evaluated. Results showed: 1) a modest increase in cognitive efficiency in each group at the end of training and ambiguous variations in conative variables; 2) no superiority of the Logo group over the control group; 3) superiority of the ARL group for two cognitive variables of the ten studied (combinatory analysis and perceptive field independence). The extent of the difference was invariably less that one standard-deviation of the distribution of scores. These results, and in particular the absence of transfer of acquisitions, seem insufficient to justify the conclusion of any specific efficacy of this last method.  相似文献