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Children and Television: A Challenge for Education
By Michael E. Manley-Casimir, Carmen Luke
332 pages
- Contributors:
- Includes content by:
-
Gavriel Salomon
Gerald J. Gorn
Marvin E. Goldberg
Meredith M. Kimball
Lesley A. Joy
Carmen Luke
David Nostbakken
David R. Olson
Jack Livesley
Edward L. Palmer
Gavriel SalomonShow more
Gerald J. Gorn
Marvin E. Goldberg
Meredith M. Kimball
Lesley A. Joy
Carmen Luke
David Nostbakken
David R. Olson
Jack Livesley
Edward L. Palmer
Frederick B. Rainsberry
Jean McNulty
Michael E. Manley-casimir
- Publisher:
- Praeger
- Place of publication:
- New York
- Publication year:
- 1987
- Subjects:
Synopsis
Since the mid-1970s a shift in perspective has occurred on the relationship between TV and young viewers. Researchers, parents, teachers, policymakers, and consumer advocate groups have shown increased criticism of televisions's role as social educator, babysitter, agent for mass consumer socialization, and perpetrator of questionable social values, morals, and mythical human behaviors. Educators intersted in understanding the complex and wide-ranging contrversies about the influence of television ...
Since the mid-1970s a shift in perspective has occurred on the relationship between TV and young viewers. Researchers, parents, teachers, policymakers, and consumer advocate groups have shown increased criticism of televisions's role as social educator, babysitter, agent for mass consumer socialization, and perpetrator of questionable social values, morals, and mythical human behaviors. Educators intersted in understanding the complex and wide-ranging contrversies about the influence of television on children will find much in this edited collection to clarify their understanding of the empirical research, educational practice, and national policy issues raised by the relationship between TV and children.
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Table of contents
The first page of every section is available free to non-members – click a section heading to start reading now!
- Title Page iii
- Contents v
- Preface vii
- ACKNOWLEDGMENTS xiii
- PART I Television and the Developing Child 1
- 1: Television, Cognition, and Learning 3
- References 12
- 2: Television and Reading: The Roles of Orientations and Reciprocal Relations 15
- References 30
- 3: Television and Children's Food Habits: A Big Brother/Sister Approach 34
- Conclusion 45
- References 46
- 4: Television Violence: Does it Promote Aggressive Behavior? 49
- References 68
- 5: Television Discourse and Schema Theory: Toward a Cognitive Model of Information Processing 76
- References 98
- Title Page iii
- Contents v
- Preface vii
- ACKNOWLEDGMENTS xiii
- PART I Television and the Developing Child 1
- 1: Television, Cognition, and Learning 3
- References 12
- 2: Television and Reading: The Roles of Orientations and Reciprocal Relations 15
- References 30
- 3: Television and Children's Food Habits: A Big Brother/Sister Approach 34
- Conclusion 45
- References 46
- 4: Television Violence: Does it Promote Aggressive Behavior? 49
- References 68
- 5: Television Discourse and Schema Theory: Toward a Cognitive Model of Information Processing 76
- References 98
- PART II Educating Toward Media Literacy 109
- 6: The Power of Television Experience by Parents and Teachers 111
- References 139
- 7: Television and Literacy 145
- References 152
- 8: The Active Viewer: Critical Viewing Skills in the Classroom 153
- Conclusion 160
- References 160
- PART III Television Literacy and Social Policy 163
- 9: U. S. Children's Television in Crisis: Problems of Tradition, Vision and Value 165
- Summary and Conclusions 180
- 10: Children's Television in Canada: Program Policy in the Eighties 185
- Conclusion 209
- References 210
- 11: Communications Media in the Eighties: Priorities for Children's Television 211
- References 234
- 12: Children, Culture and the Curriculum of Television: The Challenge for Education 236
- References 245
- PART IV Annotated Bibliography 247
- Annotated Bibliography 249
- Index 305
- ABOUT THE EDITORS AND CONTRIBUTORS 307