This paper reviews the need for and possibilities of developing an adequate and universal classification and coding system for educational media. (Editor)

The author presents portions of a national survey of the American Federation of Teachers and the National Education Association which surveyed attitudes of teacher organization leaders toward aspects of instructional media. (AK)

The introduction to the theme of the issue of AVCR gives the rationale for concentrating on aptitude-treatment interaction research and summarizes and comments on the contribution of each author. (Author)

The authors describe a prototype program which incorporates a broad range of instructional media and technology in an introductory philosophy course. (AK)

Author suggests a number of strategies for constructing a taxonomy that would take into account media, individual differences, and behaviors. (Author/HB)

A discussion on the emphasis of quantity of instructional materials and the lack of development standards. (HB)

A profile of what instructional developers do, their education, reading habits, age, and philosophical stance is drawn from responses to a questionnaire sent to members of the Division of Instructional Development of AECT. (Author)

A review of two types of studies; those in which media were added to conventional instruction, and those in which media replaced conventional instruction. The studies were selected to help the media director justify media programs. (Author)

This bibliography contains 143 listings under six main headings, with some overlapping of items. The stress is on recent works which update a 1969 bibliography of 400 items. (Author)

A discussion of how research fails to take into consideration the differences in learning patterns of males and females in various developmental stages. Twenty-three of 28 studies that used a single-sex sample generalized results to a two-sex population. (Author/HB)

A discussion of tentative generalizations that developers of instructional materials can use on aptitude-treatment interaction. The author combines what research findings seem to indicate along with theories about how individuals learn and process information. (Author/HB)

Author focuses on the information processing approach to interaction studies and particularly on the process, the events that occur before, during and after a learning task. (Author/HB)

Techniques for field observation take into account such variables as intention, action, and situation, which are neglected by the stimulus-response model. One field technique, direct observation, is discussed in detail. (Author/STS)