Relevant bibliographies by topics / United States. Educational television programs Children's television programs Children's television programs

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Academic literature on the topic 'United States. Educational television programs Children's television programs Children's television programs'

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Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "United States. Educational television programs Children's television programs Children's television programs"

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Calvert, Sandra L., Jennifer A. Kotler, William F. Murray, Edward Gonzales, Kristin Savoye, Phillip Hammack, Susan Weigert, et al. "Children's online reports about educational and informational television programs." Journal of Applied Developmental Psychology 22, no. 1 (January 2001): 103–17. http://dx.doi.org/10.1016/s0193-3973(00)00069-1.

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Calvert, Sandra L. "Children's Attentional Involvement and Distractibility during Educational Computer Interactions." Journal of Educational Technology Systems 22, no. 3 (March 1994): 251–58. http://dx.doi.org/10.2190/8347-c3y9-frn1-aarb.

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Children's duration of attention to computer programs versus a television program was examined for two grades: kindergarten and third. Twenty-four children, equally distributed by grade and gender, participated individually in a twenty-seven minute session where they could interact with six familiar computer packages. A television program was played as a distractor task. Both age groups attended longer to the computer than to the television program. However, older children attended to the computer more than did the younger children who, in turn, were more distracted by the television program. There were no gender differences in attentional patterns. The results suggest that educational computer software provides an attractive alternative to television viewing and that attentional patterns to computer programs both increase and are more resistant to distraction with development.
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Potter, Anna. "Junk Food or Junk TV: How Will the UK Ban on JUNK Food Advertising Affect Children's Programs?" Media International Australia 125, no. 1 (November 2007): 5–14. http://dx.doi.org/10.1177/1329878x0712500103.

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The implementation of a partial junk food television advertising ban in the United Kingdom is adding to the woes of commercial broadcasters already under pressure in a fiercely competitive multi-channel environment. The UK free-to-air channel ITV1 recently announced the closure of its children's programs production unit and children's television production in the United Kingdom has been described as being ‘in meltdown’. The United Kingdom represents a crucial market for Australian producers of children's programs, who have traditionally sourced up to 80 per cent of their production budgets from UK partners. Australian cultural policy is adding to the challenges facing these producers, through the demands inherent in the ‘C’ classification. If Australia is to remain committed to the provision of dedicated children's programs, alternative sources of funding will have to be found.
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Potter, Anna. "Junk Food or Junk TV: How will the Uk Ban on Junk Food Advertising Affect Children's Programs?" Media International Australia 125, no. 1 (November 2007): 5–14. http://dx.doi.org/10.1177/1329878x0812500103.

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The implementation of a partial junk food television advertising ban in the United Kingdom is adding to the woes of commercial broadcasters already under pressure in a fiercely competitive multi-channel environment. The UK free-to-air channel ITV1 recently announced the closure of its children's programs production unit and children's television production in the United Kingdom has been described as being ‘in meltdown’. The United Kingdom represents a crucial market for Australian producers of children's programs, who have traditionally sourced up to 80 per cent of their production budgets from UK partners. Australian cultural policy is adding to the challenges facing these producers, through the demands inherent in the ‘C classification. If Australia is to remain committed to the provision of dedicated children's programs, alternative sources of funding will have to be found.
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Calvert, Sandra L., Jennifer A. Kotler, Sean M. Zehnder, and Erin M. Shockey. "Gender Stereotyping in Children's Reports About Educational and Informational Television Programs." Media Psychology 5, no. 2 (May 2003): 139–62. http://dx.doi.org/10.1207/s1532785xmep0502_2.

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Zillmann, Dolf, and Jennings Bryant. "Chapter 10: Guidelines for the Effective Use of Humor in Children's Educational Television Programs." Journal of Children in Contemporary Society 20, no. 1-2 (March 16, 1989): 201–21. http://dx.doi.org/10.1300/j274v20n01_16.

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Gabrelian, Natalie, Fran C. Blumberg, and Tracy M. Hogan. "The effects of appeal on children's comprehension and recall of content in educational television programs." Journal of Applied Developmental Psychology 30, no. 2 (March 2009): 161–68. http://dx.doi.org/10.1016/j.appdev.2008.12.009.

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Makukh-Fedorkova, Ivanna. "The Role of Cinema in the History of Media Education in Canada." Mediaforum : Analytics, Forecasts, Information Management, no. 7 (December 23, 2019): 221–34. http://dx.doi.org/10.31861/mediaforum.2019.7.221-234.

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The era of audiovisual culture began more than a hundred years ago with the advent of cinema, and is associated with a special language that underlies non-verbal communication processes. Today, screen influence on humans is dominant, as the generation for which computer is an integral part of everyday life has grown. In recent years, non-verbal language around the world has been a major tool in the fight for influence over human consciousness and intelligence. Formation of basic concepts of media education, which later developed into an international pedagogical movement, in a number of western countries (Great Britain, France, Germany) began in the 60’s and 70’s of the XX century. In Canada, as in most highly developed countries (USA, UK, France, Australia), the history of media education began to emerge from cinematographic material. The concept of screen education was formed by the British Society for Education in Film (SEFT), initiated by a group of enthusiastic educators in 1950. In the second half of the twentieth century, due to the intensive development of television, the initial term “film teaching” was transformed into “screen education”. The high intensity of students’ contact with new audiovisual media has become a subject of pedagogical excitement. There was a problem adjusting your children’s audience and media. The most progressive Canadian educators, who have recognized the futility of trying to differentiate students from the growing impact of TV and cinema, have begun introducing a special course in Screen Arts. The use of teachers of the rich potential of new audiovisual media has greatly optimized the learning process itself, the use of films in the classroom has become increasingly motivated. At the end of 1968, an assistant position was created at the Ontario Department of Education, which coordinated work in the “onscreen education” field. It is worth noting that media education in Canada developed under the influence of English media pedagogy. The first developments in the study of “screen education” were proposed in 1968 by British Professor A. Hodgkinson. Canadian institutions are actively implementing media education programs, as the development of e-learning is linked to the hope of solving a number of socio-economic problems. In particular, raising the general education level of the population, expanding access to higher levels of education, meeting the needs for higher education, organizing regular training of specialists in various fields. After all, on the way of building an e-learning system, countries need to solve a set of complex technological problems to ensure the functioning of an extensive network of training centers, quality control of the educational process, training of teaching staff and other problems. Today, it is safe to say that Canada’s media education is on the rise and occupies a leading position in the world. Thus, at the beginning of the 21st century, Canada’s media education reached a level of mass development, based on serious theoretical and methodological developments. Moreover, Canada remains the world leader in higher education and spends at least $ 25 billion on its universities annually. Only the United States, the United Kingdom and Australia are the biggest competitors in this area.
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Martin, Chris A., and Jean C. Stutz. "Southwest Home Horticulture: Using Video and the Internet in the Instruction of Nonmajors." HortTechnology 9, no. 3 (January 1999): 495–97. http://dx.doi.org/10.21273/horttech.9.3.495.

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A distance learning course called Southwest Home Horticulture was developed and implemented at Arizona State University using video and Internet technologies to give nonhorticulture students an overview of urban horticulture in the southwestern United States. Fourteen, one-half-hour video programs about topics in southwestern residential landscaping, plants materials and landscape best-management practices were produced in ≈800 working hours. The video programs are now telecast weekly, each academic semester, on the regional public television station and the educational channel of several cable television systems. We found that students who enrolled in the course were most likely to tape the programs on a video cassette recorder and watch them at their own convenience, one to three times. A World Wide Web (Web) site on the Internet was developed as a supplement to the video programs. The Web site was organized into a modular format giving students quick access to auxiliary course-related information and helpful resources. When asked, ≈90% of the students indicated that the Web site was a helpful supplement to the video programs. Use of video and Internet technologies in tandem has enabled nonhorticulture major students to learn about home horticulture in an asynchronous or location and time independent fashion.
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Goldman, Juliette D. G. "Sexuality education for children and pre-schoolers in the information age." Children Australia 28, no. 1 (2003): 17–23. http://dx.doi.org/10.1017/s1035077200005435.

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All children have the right to have sexuality education in order to enhance their self-understanding, their developing maturity and their self-concept. In the past, parents and some schools have provided this, usually as formal school programs. However, many children receive sexuality education informally from other sources such as peers, television, magazines and books. The technology available in the information age provides yet another source. The Internet has a growing number of sites specifically for sexuality education for children and pre-schoolers. Here, a selection of relevant sites is identified and presented for their developmental appropriateness. The opportunities these promote are almost limitless for children's enhanced personal understanding and knowledge-base upon which further development will occur in their teenage years and beyond.
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Dissertations / Theses on the topic "United States. Educational television programs Children's television programs Children's television programs"

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Malone, Caitlin E. "Changing Definitions of 'Educational' in Children's Television from ABC/123 to I Love You/You Love Me: The Unintended Consequences of the Three-Hour Rule." Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1218647261.

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Lisosky, Joanne M. "Controlling children's channels : comparing children's television policies in Australia, Canada, and the United States /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/6171.

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Schott, Tracy L. "A formative research study of the effectiveness of Animal rap a children's educational television program /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2000. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.S.)--Kutztown University of Pennsylvania, 2000.
Source: Masters Abstracts International, Volume: 45-06, page: 2810. Typescript. Abstract precedes thesis title page as [2] preliminary leaves. Thesis includes original television script written by the author. Copy 2 in Main Collection. Includes bibliographical references (leaves 63-68).
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Sandefur, Sarah Jo. "Beyond "Sesame Street": Early literacy development in educational television programs from Australia, New Zealand, the United Kingdom, and the United States." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187434.

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This study addresses the potential of preschool educational television programs to contribute to the literacy development of young children. Unlike the vast majority of television-related research undertaken in the United States, this examination is not limited to nationally-produced programming, but looks to other English-speaking countries for an international perspective on the problems and possibilities of literacy series developed for young children. Ten preschool educational television programs from Australia, New Zealand, the United Kingdom, and the United States are examined via a videotape content analysis to determine the literacy potential of these program "texts." The literacy potential of children's broadcast texts has been determined within a broad framework of holistic language and learning theories developed by such researchers as Cambourne, Dewey, Eisner, Goodman, Harste, Holdaway, Rosenblatt, Smith, Vygotsky, and others. By composing a narrative of each sample episode; analyzing each program's use of visual, formic, and linguistic codes; constructing an argument for the applicability of holistic theories to television texts; and ultimately examining each sample episode through a holistic lens, a view of literacy-directed programming as it presently exists in four English-speaking countries is developed. The findings suggest that holistic learning principles applied to television texts hold great potential in providing valuable literacy-focused television events to children. Elements in the sample programs such as thematic integrity, explorations of ideas and concepts through sign systems, emphasis on child participation, language and ethnic diversity, regular inclusion of print on the screen from a variety of quality children's literature, and frequent inclusion of literacy events with children and adults demonstrated holistic principles in the sample episodes and contributed to the literacy potential of preschool programming. Characteristics of the episodes such as randomness, isolation of language subsystems from language wholes, failure to present literacy demonstrations, and exclusion of children from the visual text suggested ineffective television texts from which children had little opportunity to construct meaning. Concluding remarks explore the development of a prototypical holistic television program for preschoolers and suggest the benefits of such broadcast programs for children, their parents, media researchers/producers, and educators.
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Books on the topic "United States. Educational television programs Children's television programs Children's television programs"

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United States. Congress. Senate. Committee on Commerce, Science, and Transportation. Subcommittee on Communications. Education, competitiveness, and children's television: Hearing before the Subcommittee on Communications of the Committee on Commerce, Science, and Transportation, United States Senate, One Hundred First Congress, first session ... April 12, 1989. Washington: U.S. G.P.O., 1989.

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Creating preschool television: A story of commerce, creativity and curriculum. New York: Palgrave Macmillan, 2010.

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United States. Congress. House. Committee on Energy and Commerce. Subcommittee on Telecommunications and Finance. Children's television: Hearing before the Subcommittee on Telecommunications and Finance of the Committee on Energy and Commerce, House of Representatives, One Hundred Third Congress, first session, March 10, 1993. Washington: U.S. G.P.O., 1993.

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United States. Congress. House. Committee on Energy and Commerce. Subcommittee on Telecommunications and Finance. Children's television: Hearing before the Subcommittee on Telecommunications and Finance of the Committee on Energy and Commerce, House of Representatives, One Hundred Third Congress, first session, March 10, 1993. Washington: U.S. G.P.O., 1993.

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United States. Congress. House. Committee on Energy and Commerce. Subcommittee on Telecommunications and Finance. Children's television: Hearing before the Subcommittee on Telecommunications and Finance of the Committee on Energy and Commerce, House of Representatives, One Hundredth First Congress, first session, on H.R. 1677 ... April 6, 1989. Washington: U.S. G.P.O., 1989.

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Sid and Marty Krofft: A critical study of Saturday morning children's television, 1969-1993. Jefferson, N.C: McFarland, 1998.

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United States. Congress. Senate. Committee on Commerce, Science, and Transportation. Subcommittee on Communications. Commercial time on children's cable TV: Hearing before the Subcommittee on Communications of the Committee on Commerce, Science, and Transportation, United States Senate, One Hundred First Congress, first session, on commercial time limits for children's television programming on cable, October 18, 1989. Washington: U.S. G.P.O., 1990.

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Fuller, Linda K. Community television in the United States: A sourcebookon public, educational, and governmental access. Westport, Conn: Greenwood Press, 1994.

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Davis, Jeffery. Children's television, 1947-1990: Over 200 series, game and variety shows, cartoons, educational programs, and specials. Jefferson, N.C: McFarland, 1995.

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Community television in the United States: A sourcebook on public, educational, and governmental access. Westport, Conn: Greenwood Press, 1994.

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Book chapters on the topic "United States. Educational television programs Children's television programs Children's television programs"

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Götz, Maya, Diana Iulia Nastasia, and J. J. Johnson. "Girls Building Androids and Robots." In Advances in Computational Intelligence and Robotics, 35–64. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2973-6.ch002.

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There is still a considerable degree of catching up to do in regards to fostering gender equality within areas of STEM (Science, Technology, Engineering, and Math). Children's leading medium, television, could offer role models of girls with competence in STEM areas, but unfortunately television programs often miss this chance. The children's television series Annedroids is a notable exception. This chapter provides insight into how children can be educated about gender equality in STEM with the aid of gender-sensitive media programs such as Annedroids. The chapter examines data from a reception study which was conducted under the leadership of the International Central Institute for Youth and Educational Television (IZI) with 6- to 12-year-old children in the United States and Canada (N = 301). The research is enhanced by a conversation between Dr. Maya Götz, Head of IZI; Dr. Diana Nastasia, a contributor to the IZI research; and J. J. Johnson, the program's creator.
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Hamburg, David A., and Beatrix A. Hamburg. "Media as an Educational System: Can the Media Help?" In Learning to Live Together. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780195157796.003.0018.

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The media, even in democratic societies, have been faulted for glorifying violence, especially in the entertainment industry. And we have seen how the harsh use of hateful propaganda through the media, by nationalist and sectarian leaders, can inflame conflicts in many parts of the world. The international community can support media that portray accurate information on current events, show constructive relations between different groups, and report instances in which violence has been prevented. Foundations, commissions, and universities can work with broadcasters to help provide responsible, insightful coverage of serious conflicts. For example, through constructive interactions with the Carnegie Commission on Preventing Deadly Conflict, CNN International moved to balance coverage of violence and strategies for peaceful conflict resolution. Social action for prosocial media may become an effective function of nongovernmental organizations, similar to their achievements in human rights. Research findings have established a causal link between children’s television viewing and their subsequent behavior in the United States and a variety of other countries (e.g., Australia, Finland, Israel, the Netherlands, Poland). Both aggressive and prosocial behaviors can be evoked, depending on the content of programs. There is no reason to assume that the impact of movies is substantially different. As early as age 2, children imitate behaviors (including violent behaviors) seen on television, and the effects may last into their teen years. Must violent content predominate forever? How can the media help to prevent deadly conflicts in the future? The proliferation of media in all forms constitutes an important aspect of globalization. Films, television, print, radio, and the Internet have immense power to reach people with powerful messages, for better and worse. At present, the United States is largely responsible for the output of film and television content seen by people worldwide. But advances in technology are making it increasingly feasible for media to be produced in all parts of the world—all too often with messages of hate, and they may become even more dangerous than the excessive violence in U.S. television and movies. Films have great, unused potential for encouraging peace and for nonviolent problem solving. They entertain, educate, and constitute a widely shared experience.
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Dryfoos, Joy G. "Introduction: Hypotheses and Theories." In Adolescents at Risk. Oxford University Press, 1992. http://dx.doi.org/10.1093/oso/9780195072686.003.0003.

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Many children are growing up in the United States today without a hope of enjoying the benefits that come with adulthood. They are not learning the skills necessary to participate in the educational system or to make the transition into the labor force. They cannot become responsible parents because they have limited experience in family life and lack the resources to raise their own children. The gap between achievers and nonachievers is expanding. A new class of “untouchables” is emerging in our inner cities, on the social fringes of suburbia, and in some rural areas: young people who are functionally illiterate, disconnected from school, depressed, prone to drug abuse and early criminal activity, and eventually, parents of unplanned and unwanted babies. These are the children who are at high risk of never becoming responsible adults. There is growing concern in this nation about the future status and work potential of these high-risk youth. This concern has been heightened in direct proportion to the awareness that at least one-quarter of future labor force requirements will not be met unless these ill-equipped young people are helped. We cannot say that their problems are being ignored. The press and television are full of stories dramatizing the difficulties of young people, and hundreds of local, state, and national conferences address these issues and make recommendations about amelioration. There are literally thousands of programs addressed to preventing or ameliorating various problem behaviors. In fact, each problem area (e.g., school achievement, drugs, pregnancy, delinquency, suicide, mental health) has its own specialized constitutency, meetings, publications, and “gurus.” One might well ask, if all of these resources are being used to combat the separate problems, why is the status of high-risk youth deteriorating? An array of explanations can be offered in response to this critical question. Success is elusive because the programs as interventions are too fragmented and weak to have enough impact. They do not create change either in the individuals who exhibit the behavior or in the institutions responsible for the environment in which the behavior is learned.
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Bilis, Pınar Özgökbel, and Ali Emre Bilis. "The Role of Locally Produced and Digitally Animated Cartoons in the Process of Acquisition of Social Values." In Handbook of Research on Children's Consumption of Digital Media, 195–208. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5733-3.ch014.

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Television channels for children contain many cartoons and programs. These productions reach the viewers via both the television and the channel's official website. TRT Çocuk, broadcasting for children as a government television channel, presents many locally produced animated cartoons to the viewers. A product of the modern and digital technology, these locally produced cartoons carry importance in terms of transfer of social values. This study focuses on locally produced animation cartoons that have an important potential especially in the transfer of national and moral values. Determination of values conveyed via cartoons that bear importance in the transformation of television into an educational tool allows the media and child relationships to become visible. This work aims to examine the relationship between media and values by defining the concept of “value.” After creating a corporate frame, the study brings to light the social values conveyed in locally produced cartoons aired on TRT Çocuk television channel via qualitative analysis method.
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