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Department of Teaching, Learning, and Teacher Education: Faculty Publications
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Social Studies Teacher Perceptions Of News Source Credibility, Christopher H. Clark, Mardi Schmeichel, H. James Garrett
Social Studies Teacher Perceptions Of News Source Credibility, Christopher H. Clark, Mardi Schmeichel, H. James Garrett
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Politically tumultuous times have created a problematic space for teachers who include the news in their classrooms. Few studies have explored perceptions of news credibility among secondary social studies teachers, the educators most likely to regularly incorporate news media into their classrooms. We investigated teachers’ operational definitions of credibility and the relationships between political ideology and assessments of news source credibility. Most teachers in this study used either static or dynamic definitions to describe news media sources’ credibility. Further, teachers’ conceptualizations of credibility and perceived ideological differences with news sources were associated with how credible teachers found each source. These …
Googly Eyes And Yard Signs: Deconstructing One Professor’S Successful Rebuffing Of A Right-Wing Attack On An Academic Institution, Theresa Catalano, Ari Kohen
Googly Eyes And Yard Signs: Deconstructing One Professor’S Successful Rebuffing Of A Right-Wing Attack On An Academic Institution, Theresa Catalano, Ari Kohen
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Right-wing populism is on the rise worldwide, and political attacks against universities have increased in the United States since the election of Donald Trump. In 2017, an incident occurred at the University of Nebraska–Lincoln which resulted in accusations of hostility toward conservative students. Just over a year later, political forces again attempted to denigrate the university’s reputation, but this time they did not succeed. This (multimodal) positive discourse analysis/ generative critique combines collaborative auto-ethnography to describe the way these events were represented in the media, deconstructing a professor’s methods of countering a right-wing attack on an academic institution. Findings demonstrate …