Home-School Differences in Political Learning: Television's Impact upon School Children's Perceptions of National Needs. Final Report.

Institution	Foreign Policy Research Inst., Philadelphia, PA.
Titel	Home-School Differences in Political Learning: Television's Impact upon School Children's Perceptions of National Needs. Final Report.
Quelle	(1974), (113 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Civics; Elementary Education; Family School Relationship; Intermediate Grades; News Media; News Reporting; Political Attitudes; Political Influences; Political Issues; Political Socialization; Politics; Program Content; Social Science Research; Social Studies; Television; Television Viewing + Suchen Sie Ihr Suchwort? Staatsbürgerkunde; Elementarunterricht; Mittelstufe; Nachrichtenwesen; News report; Reportage; Political attitude; Politische Einstellung; Political influence; Politischer Einfluss; Politischer Faktor; Politische Sozialisation; Politik; Programmgestaltung; Social scientific research; Sozialwissenschaftliche Forschung; Gemeinschaftskunde; Fernsehen; Fernsehtechnik; Fernsehkonsum
Abstract	This study examines the relative impact of classroom and nonclassroom sources of political information on the political awareness of students in grades 4, 5, and 6. To this end, (1) the sociopolitical content of a classroom source of political information, the "Weekly Reader," is analyzed and compared to the content of evening network news; (2) the media habits of a sample of 346 students, as well as their parents and teachers, are explored; (3) the perceptions of national needs and priorities expressed by the students are examined and linked to their use and evaluation of news sources; and (4) the development of political awareness over time is considered. Data show little overlap between issues emphasized in the "Weekly Reader" and television news, and analysis of media habits shows that most students view television news irregularly or rarely. No differences are observed between viewers and nonviewers with respect to how students in each group would construct civic agenda, and children are found to draw their political agenda from both classroom and nonclassroom sources of information. Based on the findings, a number of proposals and considerations for curricula reform and future research are discussed. (Author/ND)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01