Understanding Educational Research and Expertise in Media Coverage: Insights and Analysis
Explore the intersections of educational research, news media, and public engagement in this study by Holly Yettick. Discover the key questions about research production and expert selection, along with methodologies and findings from various outlets like daily newspapers and online platforms.
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The Educational Research and Expertise that Reaches the Public via the News Media: Who Produces it and How it Gets There Holly Yettick
Need for the Study Dearth of previous research Rapid changes in the news media School choice, ballot initiatives increase, broaden the public s need for high-quality information on education
Research Questions 1. What are the primary institutional characteristics of the organizations and individuals producing the research mentioned in news media coverage of K-12 education? 2. How do writers select research or experts mentioned in education news coverage of K- 12 education?
What do you mean by research? Evidence relevant to making decisions about education. NOT purely anecdotal statements
What is an expert? 1. A researcher 2. A non-research-conducting observer commenting from the sidelines.
Methodology, WHO produces the research? Random samples represent January through June 2010 Codes Institutional affiliations of research(er) Topic of item Item type Outlet subtypes Three categories of outlets
Daily Newspapers America s News ( 650 newspapers, 395 of which mentioned research/experts in ed coverage) Despite search terms, skimmed 40,000-plus items 1 constructed week = 6 months of coverage
Online-Only Outlets 86 education-related online-only outlets monitored regularly by Alexander Russo, This Week in Education. 2 constructed weeks 6 months Outlets searched by hand, no search terms
Education Week Seven randomly-selected weekly editions 6 months of coverage Edweek Blogs classified as online-only outlets Skimmed every item, no search terms
Percent of Education-Related Items that Mentioned Research and/or Experts: 1/1/10-6/30/10 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% Daily Online-Only Outlets Education Week Newspapers
Analysis of Sampled Items Simple categorical comparisons using X2test of statistical significance Multinomial and binomial logistic regression
Methodology: Interviews Purposively selected 33 people who wrote sampled items Conducted open-ended interviews (20 minutes to 2 hours apiece) Coded interview transcripts based on type of influence on gatekeeping
RQ 1: WHAT ARE THE PRIMARY INSTITUTIONAL CHARACTERISTICS OF THE ORGANIZATIONS AND INDIVIDUALS PRODUCING THE RESEARCH MENTIONED IN NEWS MEDIA COVERAGE OF K-12 EDUCATION?
Government dominates Government experts and/or research mentioned in 1/2 of all coded items Government is newspapers favorite source Confirms past research Not unique to educational research
University Research University experts are more popular than university research Past research suggests science writers prefer peer reviewed studies Peer-reviewed research is virtually absent from the sample (3%), even from professors own blogs
Among Articles that Mention Research: Percent that Mention Research From Peer- Reviewed Journals 7% 6% 5% 4% 3% 2% 1% 0% Daily Online-Only Outlets Education Week Newspapers
Field Citations Economics 1 Education, Including Ed Psych Medicine and Health Psychology 10 19 4
Think Tank Research, Expertise Newspapers ignore it, consign it to op-eds Online-only outlets love it Almost all of it is associated with advocacy- oriented think tanks Right-leaning think tanks dominate think tank expertise
Other Organizational Influences News media research, expertise prominent for online-only outlets (top source research) Education Week loves its associations (6 X more likely than newspapers to mention association research) Education Week is most likely to run articles focused on research
RQ2:How do writers select research or experts mentioned in education news coverage of K-12 education?
Individual Influences: General Lack of education (Aligns with past research) Lack of desire for further formal training (Pride in being self-taught, learning on the job) Personal interests (mainly bloggers, columnists)
Individual Influences: Cognitive Gut instinct Risk avoidance (Importance of TRUST) Information overload Skipping research/expertise Writing about studies you haven t read Relying on dial-a-quote experts
Level 2: News Norms The tyranny of LOCALISM Local research, experts Local news, national issues
A Journalist on Localism I think where research comes in handy is when you are actually looking at issues. At papers this size, you are looking at politics, breaking news That s why you might not see as much of it [education research] In bigger markets -- let s talk about social promotion, let s talk about literacy. They are looking at issues versus some of this crap less meaningful content.
Other Influential News Norms Objectivity Timeliness Shortness/simplicity Authority Elitism Individualism
Organizational Forces Specialist reporters answering to generalist editors/bosses creates role strain Editor disinterest in research and the social media/blogging ghetto The competitor colleague relationship Tunstall s 1971 research still applies
Social Institutional Audience: as mirror Sources: Prefer those who frequent reporter stomping grounds, act as personal tutors Government: Local is better
Social Institutional, Continued Academia: Respected but .What is peer reviewed research? What is AERA? Think tanks: Are viewed as non-objective; dial-a-quote Public relations: Can increase likelihood that a study will be covered Money-markets: More duties, less staff, more non-profit support for reporting
Real-World Recommendations Foundations: Fund educational research reporter positions Journalists: Get journalism students in the habit of consulting research Hire/seek statistical consultants for on-the-fly professional development Academia: Mention peer reviewed studies in professor blogs Invest in public relations
