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The student journalist: Roles of the scholastic press in the 21st Century
Unformatted Document Text:  Scholastic press roles 18 predictors of scores on the school watchdog scale. In other words, younger advisers were more likely to have higher watchdog scores, as were men. Respondents who had advised for a longer period of time as well as those with professional journalism experience or those who had been hired specifically to teach journalism were all more likely to view the watchdog role as being more important. The second factor, that teaching critical thinking and encouraging free expression are dominant roles, did not significantly relate with any of the possible predictors except for professional media experience (those with professional media experience were slightly more likely to believe more strongly in this role). In fact, the entire model of independent variables only accounted for 5.4% of the variance (adjusted R 2 = 2.3%). Similar results were found for the regression model with the arm of school role as the dependent variable. That model only accounted for 8.4% of the variance (adjusted R 2 = 5.4%), with only school enrollment slightly related. This could be caused by the lack of variation within the items that are making up these roles. For instance, the arm of school role is very negatively skewed, meaning that most advisers in this current sample have a high degree of disagreement with these items. Similarly, the items in the critical thinking role are very positively skewed, meaning most advisers in the current sample strongly agreed with these items to be important parts of high school journalism. Discussion The purpose of this research was twofold: to present a historical overview of the

Authors: Maksl, Adam.
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Scholastic press roles 
predictors of scores on the school watchdog scale. In other words, younger advisers were 
more likely to have higher watchdog scores, as were men. Respondents who had advised 
for a longer period of time as well as those with professional journalism experience or 
those who had been hired specifically to teach journalism were all more likely to view the 
watchdog role as being more important.
The second factor, that teaching critical thinking and encouraging free expression 
are dominant roles, did not significantly relate with any of the possible predictors except 
for professional media experience (those with professional media experience were 
slightly more likely to believe more strongly in this role). In fact, the entire model of 
independent variables only accounted for 5.4% of the variance (adjusted R
 = 2.3%). 
Similar results were found for the regression model with the arm of school role as the 
dependent variable. That model only accounted for 8.4% of the variance (adjusted R
5.4%), with only school enrollment slightly related.  This could be caused by the lack of 
variation within the items that are making up these roles. For instance, the arm of school 
role is very negatively skewed, meaning that most advisers in this current sample have a 
high degree of disagreement with these items. Similarly, the items in the critical thinking 
role are very positively skewed, meaning most advisers in the current sample strongly 
agreed with these items to be important parts of high school journalism. 
The purpose of this research was twofold: to present a historical overview of the 

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