The first year evaluation of "Sesame Street" reported that children learned more of what the program taught if they watched more frequently (see ED 047 823). This follow-up study in the second year of the program concentrated on disadvantaged children. It showed that children who viewed the program most frequently were younger and more…

Various aspects of educational television are outlined for the elementary or secondary school teacher. The guidelines cover instructional purposes, teacher and student preparation, criteria for material selection, follow-up and evaluation, and sources of free and commercial videotapes. Examples of curriculum guides and course material from five…

This paper reports the results of formative research conducted by the Children's Television Workshop from the time of the initial staffing of the "Sesame Street" project in 1968 until the end of the program's first broadcast season, two years later. Chapter I describes prebroadcast research, which was centered around three major problem…

This guide was prepared to aid volunteers working with preschool children who view the television program, "Sesame Street". The suggestions in this booklet grew out of a study called the "Sesame Mother Pilot Project," conducted in 1970-71 by the Institute for Educational Development. This guide is divided into nine main parts:…

Public television differs from commercial broadcasting in its assumptions, goals, and approaches. While commercial television seeks the largest possible audience, public television seeks to maximize the effectiveness of a program for a specific audience, not maximize the size of the audience. This study sought to provide a method for determining…

DEVELOPMENT AND DEMONSTRATION OF TELEVISED EDUCATIONAL PROGRAMS FOR DISADVANTAGED PRESCHOOL CHILDREN AND THEIR TEACHERS WAS ACCOMPLISHED. A SERIES OF 56 CHILDREN'S PROGRAMS AND A SERIES OF 24 PROGRAMS FOR INSERVICE TEACHERS WERE DEVELOPED AND EVALUATED. THE PROGRAMS FOR CHILDREN, CALLED "ROUNDABOUT," PROVIDED EXPERIENCES AND GUIDED…

Describes a new TV series being produced by the Children's Television Workshop (CTW) aimed at acquainting children 8 to 12 years old with the joys of science. The show is scheduled to be on the air by the fall of 1979. (GA)

Suggests that independent school teachers and administrators need to know as much as possible about television and that they can and should influence the role television plays in their students' lives. Critically evaluates television programming and its impact upon parents and students. Also gives some TV guidelines for parents concerned about…

Describes a project which utilized children's interest in television to focus on integrating media and language arts skills. Field trips, classroom activities, and print resources are described, and some results of the project are discussed. (CLB)

Notes that to succeed in television both the audience and what is trying to be achieved with them must be known. Also important is a knowledge of what appeals to the audience, what their needs and interests are, and how the educational objectives planned for them can connect with these characteristics. (Author/AM)

Details Piaget's four stages in the cognitive development of children--the sensorimotor period, pre-operational stage, concrete operational stage, and formal operational stage--and discusses their implications for the planning and design of programs for instructional television, and possible effects on mental development and the cognitive…

Education's effective utilization of electronic technology--especially microcomputers and wall-sized, interactive television--will require emphasizing five "techno-basic" skills, including computing, perceiving (comprehending what one sees), auditing (developing appropriate listening skills), articulating (presenting messages through…

Describes the development and evaluation of a pilot television show on nutrition issues aimed at the general adult audience. (MA)

Susan Futterman, a former teacher and early childhood specialist for Action for Children's Television, comments on changing formats for children's programs, as well as on the role of educators in using television as a learning vehicle. (Editor/KC)

Discusses factors that influence learners' preconceptions of television, the mental effort they invest in processing a video-based lesson, and their achievement. The effects on mental effort and achievement of characteristics of media, the task, and the learners are addressed; and recommendations for future research are offered. (Contains 42…