Educational Radio Research Articles

The Effects of Educational Radio & TV Programs on the Children's Japanese Language Ability

The Effects of Educational Radio & TV Programs on the Children's Japanese Language Ability

Nonformal Education: Some Indications for Use

Previous articleNext article No AccessNonformal Education: A SymposiumNonformal Education: Some Indications for UseMarvin GrandstaffMarvin Grandstaff Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 20, Number 3Oct., 1976 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/445903 Views: 4Total views on this site Citations: 7Citations are reported from Crossref Copyright 1976 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Mary Ann Maslak Community Works: An Application of Transdisciplinary Research, (Mar 2022): 143–155.https://doi.org/10.1007/978-3-030-79046-2_9Catherine W. Shoulders, Jarred D. Wyatt, Donald M. Johnson Demonstrations and lectures about solar energy in Arkansas: The importance of experiential learning, Energy Research & Social Science 4 (Dec 2014): 100–105.https://doi.org/10.1016/j.erss.2014.10.002V. Suthakaran, Keri Filsinger, Brittany White Using Analogies as an Experiential Learning Technique in Multicultural Education, Multicultural Perspectives 15, no.22 (May 2013): 92–97.https://doi.org/10.1080/15210960.2013.781368Jayson Seaman, Jesse Beightol, Paul Shirilla, Bart Crawford Contact Theory as a Framework for Experiential Activities as Diversity Education: An Exploratory Study, Journal of Experiential Education 32, no.33 (May 2010): 207–225.https://doi.org/10.1177/105382590903200303Jayson Seaman, Jesse Beightol, Paul Shirilla, Bart Crawford Contact Theory as a Framework for Experiential Activities as Diversity Education: An Exploratory Study, Journal of Experiential Education 32, no.33 (Apr 2010): 207–225.https://doi.org/10.5193/JEE.32.3.207 Mark B. Ginsburg , and Beatriz Arias-Godínez Nonformal Education and Social Reproduction/Transformation: Educational Radio in Mexico, Comparative Education Review 28, no.11 (Oct 2015): 116–127.https://doi.org/10.1086/446410Maurice Saliba An analytical review of basic education, International Review of Education 23, no.33 (Jan 1977): 343–364.https://doi.org/10.1007/BF00597768

TOWARDS A POLICY FOR BROADCAST EVALUATION

ABSTRACT It is natural that researchers should take it for granted that evaluation and research are highly necessary activities for organisations using or designing educational television and radio. There are many producers and managers though who are by no means convinced of the value or practicality of systematic and objective evaluation and research, so it may be worthwhile briefly looking at why such activities are necessary. Perhaps more worrying for those who advocate the cause of evaluation and research is the singular lack of success it has had so far in bringing about a continuing and lasting improvement in the way television and radio are used in education. To advocate the need for increasing research at a time of economic crisis may seem to many organisations like throwing a drowning man both ends of a rope. It may then be worth looking at why evaluation and research have had such little impact, and what might be done to improve their effectiveness and usefulness.

Radio in Education

Abstract This article considers the role of radio broadcasts for schools and further education as a major part of all educational broadcasting. It examines the advantages of educational broadcasts in radio, the expertise and professionalism that go into them, and their importance as an agent of in‐service training for teachers. It looks at the ways in which educational radio has developed and is developing, and considers some problems which the broadcasters and those who are interested in optimal use of the programs should face up to so that this now established national learning and teaching resource might be fully exploited.

EDUCOM: Interuniversity Communications Council

The Interuniversity Communications Council has been formed to provide collaboration among institutions of higher learning in their efforts to utilize the emerging communication sciences. Given a W. K. Kellogg Foundation grant for administration, eight charter members announced the nonprofit organization in June 1965. There now are 50 institutional members, representing 167 separate campuses. Interuniversity task forces have been assigned to the study of computerized regional and national educational information processing networks, educational systems and technology, computer-based systems for clinical activities, the copyright problems inherent in the new media, the use of the new information technologies in continuing education, and the use of computers in academic management. Other task forces will also be established. All information-processing activities in higher education are of concern to EDUCOM, including computational use of computers, computerized programmed instruction, library automation, educational radio and television, computerized cognitive aids, and the use of computers in clinical operations and university administration. Its primary purposes are to organize interuniversity cooperation in these fields, to disseminate reports on the state of educational information technologies, to investigate areas of critical development, and to facilitate useful applications.

Educational Radio

Educational Radio

Institutional policies on extracurricular faculty broadcasting performances

The continual need for variety in broadcast programming, together with a need in public affairs programming for experts in many fields, has increased the number of college and university faculty members appearing on commercial radio and television from a trickle to a flood. Some programs present the professor as featured talent, others are more interested in his work, others want to see what makes a great teacher or researcher “tick” while still others need an explanation of a complex topic at a moment's notice. Few of these professor‐performers spend an appreciable amount of their time at such activities, but in the aggregate, a substantial number of commercial stations use a substantial number of people from academic life on their programs. (An additional broadcasting activity of faculty members is, of course, their appearance on educational or instructional radio or television outlets.) The relationship between commercial broadcasting and the campus has led many colleges and universities to establish f...

Five dimensions of “style” in educational TV programs

The authors describe the study reported here as "a search for objective correlates of viewers' ratings." This article is the third in a series based on a project financed by the National Educational Television and Radio Center and Michigan State University, and carried out by the authors with a team of researchers. The two articles published previously in AV Communication Review were directed primarily at the program manager. The first (17) suggested that knowledge of an audience's category systems is essential if the program schedule per se is to aid in audience-building. The second (6) raised the question of how a program schedule can be adapted to different segments of the mass audience, specifically at the "layman" and the "expert." This article is concerned with an earlier stage in the communication process-with how programs should be produced, rather than with how, once produced, they should be scheduled. Edgar Crane is director of the Marketing Communication research program of the College of Business Administration, University of Notre Dame. Malcolm MacLean is acting director of the Communications Research Center, Michigan State University.

Public opinion on tax‐supported television

Does the existence of government‐run educational television stations cause public anxiety or resentment? The following study was financed by the National Educational Television and Radio Center at the Survey Research Center of the University of Michigan. The author is Associate Professor of English at the U.S. Air Force Academy and head of its television and film division. Captain Haney received his Ph.D. from the University of Michigan and is first vice‐president of the National Society for the Study of Communication.

Why adults do or do not watch educational television

The reasons given for watching or not watching educational television have a great deal of bearing upon why people attend to commercial television as well. The following study was the pilot for a series being conducted by the Institute for Communication Research at Stanford University for the National Educational Television and Radio Center. The study was planned by Dr. Wilbur Schramm and the author, with the. latter supervising the field work and analysis. Dr. Lyle is presently assistant professor of Journalism at the University of California, Los Angeles.

A closer look at the non‐television household

The growth in percentage of American homes with television over the past dozen years has outstripped even the adjectives used to describe the phenomenon. Although the period of greatest growth was between 1950 and 1955, the proportion of U.S. homes with television has climbed from two out of every three in June of 1955 to nine out of ten today. The non‐television owner has become something of a rare bird, not necessarily needing sanctuary, but certainly worthy of study. At the time this research was performed, the Census Bureau reported 85% set ownership in the sample area (a figure in excellent agreement with findings in the present study). This study was financed in part by a grant‐in‐aid from the National Educational Television and Radio Center. Field work was conducted by students of Professor Ralph O. Nafziger. Dr. Richard F. Carter, now of Stanford University, also contributed to the study.

NAEB research seminar for educational television and radio

To review the status of research in educational broadcasting, assess its adequacy in the light of contemporary requirements and propose a program of urgently needed research, 23 research specialists from organizations and institutions engaged in educational broadcasting participated in a five-day Seminar on Research in Educational Broadcasting. The Seminar was sponsored by the National Association of Educational Broadcasters with funds provided by the W. K. Kellogg Foundation. Management responsibility was handled by The Ohio State University, which also generously contributed the services of many members of its staff. The Seminar was held December 9–13, 1957, on The Ohio State University campus in Columbus. For the past few years, Dr. Tyler has been director of the annual Institute for Education by Radio and Television.

The use of Vidicon cameras in teaching TV

This article seeks to answer the question, “Can, students trained on the smaller cameras move readily to the image orthicons?”; The authors say “yes”; and suggest ways to smooth the transition process. Jim Bob Stephenson, instructor in Speech at the University of Michigan, received his Ph.D. from that institution. Ed‐ ward Stasheff received his M.A. from Columbia University, and has been on leave from his post in the Department of Speech at the University of Michigan to serve as a Program Associate at the Educational TV and date at the Educational TV and Radio Center at Ann Arbor, Michigan.

The Educational Television and Radio Center

WILLIAM A. HARPER received his M.A. in Mass Communications from the State University of Iowa. A former West Virginia newspaperman, he served for two years with the University Relations and Information Service of the State University of Iowa and for one year as director of publicity for Wittenberg College, Springfield, Ohio. He joined the Educational Television and Radio Center as director of information services in September of 1955. Mr. Harper is author of a number of articles for professional and educational publications, and recently contributed two articles on educational television in the United States to the British Journal, Look and Listen.

The Educational Television and Radio Center

The Educational Television and Radio Center

The UNESCO Television Producer's Study Course

BURTON PAULU was one of the American delegates to the UNESCO television seminar which met in London last summer. This article, however, is a statement of his personal impressions of the meeting rather than an official report of it. Mr. Paulu has been manager of KUOM at the University of Minnesota since 1938. He formerly was chairman of the National Association of Educational Broadcasters Advisory Committee to the President of the Educational Television and Radio Center. During 1953-54 he was a Senior Fulbright Research Scholar in London, where he made a study of British broadcasting.

Radio in Music Education

Radio in Music Education

The Role of the Motion Picture, Radio, and Television in Education

The Role of the Motion Picture, Radio, and Television in Education

RADIO AND journalISM IN THE DISSEMINATION OF CHILD DEVELOPMENT INFORMATION

In recent years more and more people have concerned themselves with the use of radio in parent education. If this enthusiasm has sometimes seemed a little faddish it has nevertheless been based on profound needs. A brief consideration of some of the forces operating in contemporary society will indicate the reasons why mass communication media, such as radio and several forms of journalism, are of signal importance at the present time. From the standpoint of cultural anthropology, modern America is a curious and interesting phenomenon. It has the most complex material culture of any society that has ever existed. Transportation, communication and manipulation devices are abundant and efficient almost beyond credence. And each device is identical with every other device of its kind. Some of these are so specialized that only a few members of society use them; bull-dozers, machine guns, and television broadcasting equipment belong in this category. But others are common to the activities of very many people. This is the case with the newspaper and the radio. Contrast with the uniformity of materials the lack of uniformity in the mores and customs of the people who use them. A telephone is a telephone wherever it is; it works the same way whether it is installed in the home of a Catholic or Protestant, an upper class widow or a middle class shopkeeper, a second generation Bohemian or a first generation Italian. Newspapers print the same words for all readers, be they 7 or 70 years old, negro or white, male or female, and without respect to the nationality or political groups with which they are affiliated. Note, however, the different kinds of social groups that can be quickly differentiated, and consider the lack of uniformity in their methods of dealing not only with material things but with people and institutions. It is a significant fact that, whereas we may speak of the material culture of America, it is virtually nonsense to speak about the institutional culture. Nbt only must we speak of cultures rather than culture, but we must speak of subcultures and sub-subcultures almost ad infinitum. This vast diversity would not particularly concern us in the present instance if the many subcultures would retain a high degree of stability. They do not. Traditional customs disintegrate and new ones are drawn from neighboring groups. Food preferences change, old marriage customs disappear, and new techniques of rearing children filter into the habits of the younger members of a group. During the last fifty years, the breakdown in the barriers between cultural groups in this country has been extra-

The Significance of Radio and Audio Programs for Religious Education

The Significance of Radio and Audio Programs for Religious Education