The Wonderful World of Radio-TV

Kenneth R. Sparks' A Bibliography of Doctoral Dissertations in Television and Radio (School of Journalism, Newhouse Communications Center, Syracuse University, Syracuse, N. Y. 13210, $3.50 paperback)

Joseph Keeley's The Left Leaning Antenna: Political Bias in Television (Arlington House, $8.95)

James Aronson's Packaging the News: A Critical Survey of Press, Radio, TV. (Little New World Paperbacks, available from International Publishers, 381 Park Ave. South, New York 10016, $1.45 paperback)

Walter Cronkite and Fred W. Friendly's I Can Hear It Now: The Sixties (Columbia Records M3X 30353, $9.95 for the set)

Phyllis Feinstein's All About Sesame Street (Tower T-075-19, 75¢)

Bruce F. Elving's FM Station Atlas (contact the author c/o WUWM Radio, University of Wisconsin-Milwaukee, Milwaukee, Wisc. 53201, $2.00)

Takeo Furo's The Function of Television for Children and Adolescents (Tokyo: Sophia University: available in this country from Charles E. Tuttle, Rutland, Vt., $9.50)

Richard Averson and David Manning White's Electronic Drama. Television Plays of the Sixties (Beacon Press, $9.95)

Bernard Wilkie's The Technique of Special Effects in Television (Hastings House, $16.50)

Action For Children's Television issued occasionally for a membership fee of $5.00 per year

Cable Television: Communications Medium of the Seventies (Samson Science Corp., Quantam Science Corp., 245 Park Ave., New York 10017, $195)     

Telecommunications

Robert S. Magnant's Domestic Satellite: An FCC Giant Step– Toward Competitive Telecommunications Policy (Boulder, Colo.: Westview Press, 1977—$20.00)

Anthony G. Oettinger and Carol L. Weinhaus, National Stakes in the Communications Revolution: Jurisdictional Cost Separations (Program on Information Resources Policy, Harvard University, 200 Aiken, Cambridge, Mass. 02138—$10.90, paper—request Working Paper WP-79-2)

Clayton L. Hallmark's Lasers: The Light Fantastic (Blue Ridge Summit, Pa.: TAB Books, 1979—$9.95 with a paperback also available)

Fred B. Wood, et al. Videoconferencinq via Satellite: Opening Congress to the People (Program of Policy Studies in Science and Technology, George Washington University, Washington D.C. 20052—free on request, paper)

Audience Diversion Due to Cable Television: A Statistical Analysis of New Data by Rolla Edward Park (April 1979, R-2403-FCC—$5.00, paper)

Audience Diversion Due to Cable Television: Supporting Data by Rolla Edward Pack (April 1979, R-2403/1-FCC—$7.00, paper)

The Spartanburg Interactive Cable Experiments in Home Education by William A. Lucas (February 1979, R-2271-NSF—$7.00, paper)     

MINORITY COMMUNITY COLLEGE STUDENTS WHO TRANSFER TO FOUR‐YEAR COLLEGES: A STUDY OF A MATCHED SAMPLE OF B.A. RECIPIENTS AND NON‐RECIPIENTS

In order to study the factors promoting and inhibiting transfer and the attainment of the bachelors degree, we conducted telephone interviews with 48 minority students who had received Ford Foundation Upper Division Scholarships between 1971 and 1975 and who had transferred from a two‐year to a four‐year college. Each of the 24 pairs consisted of one bachelors degree recipient and one non‐recipient who were matched according to the following criteria: gender, race/ethnicity, age, parents education and occupation and initial community college major. In high school, the bachelors degree recipients had stronger academic backgrounds than the non‐recipients. In community colleges, the bachelors degree recipients were more likely to see their instructors and counselors as “helpful” and to be members of a campus organization than non‐recipients. In four‐year colleges, the bachelors degree recipients were less likely to have lost credits when they transferred and more likely to belong to student organizations and to see their classmates as “helpful” than non‐recipients. We relate these findings to previous research on the importance of social integration into college life.

     

Learning and Varying Sequences of Ninth-Grade Mathematics Materials

This experiment compared three sequence versions (logical, scrambled, and reverse frame orders) of the guided discovery program, Number Series, used by Gagné and Brown in their 1961 study. Sixteen ninth-grade algebra students in each of the three sequence groups plus a control group served as the subjects. While the logical order group was the only sequence group to perform significantly better than the controls on both a test of concepts and a problem solving test, none of the three sequence groups differed significantly from each other on posttest performance. Logical group students did, however, make significantly fewer program errors. They also tended to consider the program “interesting,” whereas scrambled and reverse order groups felt “neutral” about the program.     

Harambee: Working Together to Engender Change in Communities of Color

Working with communities of color to find solutions to the problems they face is a complex and challenging task. The “It Takes a Village” concept and the Transtheoretical Model of Change (Prochaska, Norcross, and DiClemente 1994) were used by the authors of this article in their work to empower clients of color to effect change in their communities. The narratives by these authors, European-American and African-American practitioners and educators, incorporate accounts of advocacy and social justice initiatives as they describe their interactions with grassroots organizations, such as educational and faith-based institutions, within communities of color.     

Defining and measuring innovation in all sectors of the economy

This paper combines general definitions of innovation applicable in all economic sectors with a systems approach, to develop a conceptual framework for the statistical measurement of innovation. The resulting indicators can be used for monitoring and evaluation of innovation policies that have been implemented, as well as for international comparisons. The extension of harmonised innovation measurement to all economic sectors has implications for innovation research and for policy learning.     

Supporting presence in teacher education: The connection between the personal and professional aspects of teaching

This study follows one individual student teacher during a period of one single school year in which she was supported in developing ‘presence’ while teaching. The notion of ‘presence’ was formulated by the teacher herself, and coincides with the growing interest in this aspect in psychology, and in theories about becoming a teacher. In her supervision, the so-called core reflection approach was used, which strongly builds on the concept of presence and on positive psychology. Based on analyses of audio taped supervisory sessions, six stages were identified in the teacher's development. These stages are described and related to theories about positive psychology and core reflection. The supervisor's interventions leading to the transitions between the stages were identified, analysed, and related to key principles of core reflection. It appeared that the teacher's growth not only led to experiencing ‘presence’ while teaching, but also to a greater use of her personal qualities. Taken together, it appeared that after the supervision the teacher was much more ‘in flow’, and that she was more effective as a teacher. In this article, both the teacher's growth and the supervisor's interventions are described in detail, and illustrated using quotations from supervisory sessions, logbooks, and interviews. A case is made for connecting professional and personal aspects in supervising student teachers.     

The twenty-first century counsellor: An emerging role in changing times

A significant number of personal, social, cultural, and economic forces are encountering each other in our global environment. In order to maintain professional responses which reflect changing times, counsellors and counsellor education programs must attend to international, sociopolitical trends in an interdisciplinary context. In this article, the authors identify trends and recommendations relevant to the future of counselling.     

Linking Reflection and Technical Competence: the logbook as an instrument in teacher education

Teacher education is faced with a twofold aim: promoting reflection and developing adequate teaching competencies. A framework is described for integrating these two aims in teacher education programmes. A spiral model for reflection, standard reflection questions and a method for structuring logbooks are introduced, all aiming at developing a competency for self-directed professional growth with regard to the teacher's interpersonal behaviour in the classroom. An example from a student teacher logbook illustrates the effect of the described approach. Helpful teacher educator interventions are analysed, as well as the question how to deal with students who are less inclined to reflect.