Broadcasting in General

Erik Barnouw's The Image Empires A History of Broadcasting in the United States From 1953 (Oxford University Press, $9.75)

Howard Koch's The Panic Broadcast (Little, Brown & Co., $4.95)

Howard W. Coleman's Caso Studios in Broadcast Management (Hastings House, $4.95)

Joe McGinniss' The Soiling of the President 1963 (Pocket Books, $1.25)

Alexander Kendrick's Prime Time: The Life of Edward R. Murrow (Avon, $1.65)

Nicholas Johnson's How To Talk Back to Your Television Set (Bantam, $1.25)

Herbert C. Kelman and Raphael S. Ezekiel's Cross-National Encounters (Jossoy-Bass (San Fransisco), $10.50)

Victor Gold's The Enemies He Has Made (Arlington House)

Bon Bagdikian's The Information Machine (Harper & Row)

Chester, Garrison, and Willis' Television and Radio (Appleton-Century-Crofts)     

Unique Characteristics, Leadership Styles, and Management of Historically Black Colleges and Universities

Historically Black colleges and universities play a significant role in our nation's higher education system. Currently, there are 105 historically Black colleges operating in the United States. Over the years there have been many challenges for these institutions. Given the importance of these institutions, the purpose of this article is to explore and understand the leadership styles and management of the institutions and provide insight into how they might adapt their leadership styles to ensure that they not only survive but prosper. This article also highlights strategies suggested by former presidents of historically Black Colleges to ensure educational opportunities for African-American students and others.     

Challenge or boredom? Gifted students’ views on their schooling

Eight hundred seventy‐one academically gifted students from nine school districts in North Carolina were asked whether the classes they were taking challenged them and whether their schools’ climate and programs were appropriate and meeting their needs. The students generally agreed that special Academically Gifted and mathematics classes challenged them, but only about half of the students reported a similar satisfaction with their Science, Language Arts, and Social Studies classes. Consistent themes stated by the students about the curriculum's lack of challenge included a slow pace, too much repetition of already mastered information, inability to move on after mastering the regular curriculum, few opportunities to study topics of personal interest, and an emphasis on the mastery of facts rather than the use of thinking skills. Current policies of exclusive heterogeneous grouping at the Middle School level may have impacted the particular dissatisfaction of students from this group. Recommendations include the design of a more differentiated curriculum with a menu of service options and a teaching staff that has been properly prepared to deliver such curriculum.