Radio and Records in Education

Reid, Seerley; Day, Daniel

doi:10.2307/1168714

Cited by 7 publications

(3 citation statements)

References 19 publications

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“…In the June 1942 issue of the REVIEW OF EDUCATIONAL RESEARCH, Reid and Day (39) stated that studies concerned with a comparison of radio and nonradio learning were inconclusive. In the same issue, Kinder (27) reported that research had failed to give definite proof that learning with visual aids was more effective than without them.…”

Section: Effectiveness Of Instructional Aidsmentioning

confidence: 99%

Chapter V: Auditory and Visual Education

Stenius¹

1945

Review of Educational Research

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Section: Effectiveness Of Instructional Aidsmentioning

confidence: 99%

Chapter V: Auditory and Visual Education

Stenius¹

1945

Review of Educational Research

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“…A capable and thoro review of research on radio and records in educa tion was made by Reid and Day (40).…”

Section: Audio-visual Aidsmentioning

confidence: 99%

Chapter VI: The Social Studies

1944

Review of Educational Research

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In any discussion of the curriculum, it is important to know what is being taught in the schools. A book by Bruner and others (5) reviewed selected courses of study; one by Giles, McCutchen, and Zechiel (22) analyzed the curriculums of the "thirty schools." Gavian (21) surveyed about nine hundred courses of study for Grades I to VI to determine emphasis placed on education for economic competence. She found that most courses stressed conventional aims but failed to make applications to real life situations. To improve the quality of instruction, Gavian made specific suggestions for teaching major topics in this field. Bases for Determining Curriculum ContentTwo recently published studies call attention to the importance of having lay committees share responsibility with teachers and administrators in planning the curriculum (50, 59).The needs of pupils often are analyzed to determine desirable modifica tions of the school programs. In one of the studies reported by Lazarsfeld and Stanton (33), evidence was cited to show that students depend more on the radio as a news source than on newspapers, movies, or the school. Scott (48) investigated children's understanding of statistical concepts found in social studies texts. She found, for example, that many pupils disregarded the number and extent of deviations from the average and placed greater emphasis on the size of a sample than on its representative ness.Doane (11), believing that maximum learning effectiveness is possible only when pupils are aware of the importance of a subject, sought to de termine the extent of concern of youth over their needs. He found that high-school pupils placed far greater emphasis on vocational choice and getting along with people than on current problems. He also found that girls were more interested in personal problems than boys; boys, more interested in social problems than girls. Hetzel (30) studied the migration of the 1750 persons who had graduated from the Sumner, Iowa, High School between 1892 and 1940. His conclusion was that the course of study should not be planned primarily to meet local needs.

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“…This material is published by the Music Educators National Conference (15). Radio broadcasts are not included in the present review; they were covered adequately by the recent review of Reid and Day (19), and also by Wiebe (24,25).…”

Section: Bibliographymentioning

confidence: 99%

Chapter XI: Music in School Instruction

Morgan¹

1943

Review of Educational Research

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Radio and Records in Education

Cited by 7 publications

References 19 publications

Chapter V: Auditory and Visual Education

Chapter V: Auditory and Visual Education

Chapter VI: The Social Studies

Chapter XI: Music in School Instruction

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