Journalistic and other Media Writing Guides

John Hohenberg's The Professional Journalist (New York: Holt, Rinehart CI Jinston, 1978—price not given)

Griffith, John L., and Edward G. Weston. Programmed Newswriting (Englewood Cliffs, N.J.: Prentice-Hall, 1978—$4.50, paper)

Blanche G., and Wayne A. Danielson. Programmed News Style (Prentice Hall, 1978—$4.98, paper)

Lee, Robert, and Robert Misiorowski, Script Models: A Handbook for the Media Writer (New York: Hastings House, 1978—$8.95/4.50)

Hall, Mark W. Broadcast Journalism: An. Introduction to News Writing (New York: Hastings House, 1978—$7.95/4.95)

Bolch, Judith, and Kay Miller. Investigative and In-Depth Reporting (New York: Hastings House, 1978—$9.50)

Williams, Paul N. Investigative Reporting and Editing (Englewood Cliffs, N.J.: Prentice Hall, 1978—price not given)

Kelley, Jerome E. Magazine Writing Today (Cincinnati, Ohio: Writer's Digest, 1978—$9.95)

Nelson, Roy Paul. Articles and Features (Boston: Houghton-Mifflin, 1978—price not given)

Pearsall, Thomas E., and Donald H. Cunningham, How to Write for the World of Work (New York: Holt, Rinehart & Winston l978—price not given),

Mills, Gordon H., and John A. Walker, Technical Writing (New York: Holt, Rinehart & Winston, 1978—price not given)     

Teaching the 2008 Presidential Election at Three Demographically Diverse Schools: An Exercise in Neoliberal Governmentality

This article describes the disparity in political instruction found in six government classes from three demographically diverse high schools during the 2008 Presidential Election. In general, students from working-class households or those in lower-level classes were rarely given opportunities to discuss politics at a national level or engage in analytical discussions of the election; students in middle-to-upper-class schools and those in advanced-level classes were privy to rich discussions of politics on a regular basis. Using Foucault's (1991) notion of governmentality as a guide, these findings are then discussed as symptomatic of a neoliberal approach to education in which students are trained for the presumed roles they will play in the nation's political economy as adults.     

Interrogating single‐sex classes as a strategy for addressing boys’ educational and social needs

This paper explores the policy of single‐sex classes that is currently being adopted in some schools as a strategy for addressing boys’ educational and social needs. It draws on research in one Australian government, coeducational primary school to examine teachers’ and students’ experiences of this strategy. Interviews with the principal, male and female teachers responsible for teaching the single‐sex classes and the students involved in these classes are used to illustrate the impact and effect of the strategy on pedagogical practices in this particular school. The data are used to raise critical questions about the impact and effects of teachers’ pedagogical practices in light of the current literature and research about single‐sex classes. In this case study, it was found that teachers had a tendency to modify their pedagogical practices and the curriculum to suit stereotypical constructions about boys’ and girls’ supposed oppositional orientations to learning. It is concluded that teacher knowledges and assumptions about gender play an important role in the execution of their pedagogies in the single‐sex classroom.     

FACULTY DEVELOPMENT AND EVALUATION IN TEXAS COMMUNITY COLLEGES

This study surveyed Texas community colleges to assess the extent of faculty development programs and the means, the purpose, and degree to which they were evaluated. Ninety percent of the 62 community colleges responded to the Fall 1985 survey with 93% of the respondents indicating that they had organized faculty development programs. The data gathered revealed that most programs were group oriented, perceived as effective, and offered at higher rates than previous studies have indicated. However, the methods used to determine effectiveness were, on the whole, not measures of changes in teacher or student behavior. In addition, there is little evidence that the programs are being used as a major instrument for institutional change and improvement that is linked to the accomplishment of college goals and the establishment of accountability. It is suggested that faculty development programs can improve by being more diligent in the pursuit of opportunities to effectively evaluate outcomes and by focusing on more individual than group activities.