. ....._.— . I. .
V'"Mg‘?n

AN ANALYSIS OF THE SCHOOL CONTENT IN
MICHIGAN NEWSPAPERSAOMPARISONS WITH
A SIMILAR STUDY AND IMPLICATIONS FOR
SCHOOL-PRESS RELATIONS

Thesis far the beam of Ed‘. D.
MICHIGAN STATE UNIVERSITY
William Gregory Monahan
I960

I I! mu; MIMI]!!! MI 1" III I! III“ '

2 I

This is to certify that the

thesis entitled
A} ANALYSIS OF THE SCHO’JL C!“IuI'[‘I-CE~IT It“! I-HCI-FIGAI‘J
NFNSPMERS; COT-fl MEISCNS E'TITII A SI‘TLILR
STI’ITY AND IT?LICATIOPES FOR
SCHOOL—P PISS RELATIONS

presented by

I‘IILLIA‘f-T GRS'T’rORY I‘OI‘IAHATI

has been accepted towards fulfillment
of the requirements for

ETUC STIGIJAL

. R A.“ I\— E}

   
  

Major professor

Date Far 10, 1360

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A
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‘Tm~—nrm T11- (V 3‘7

AN ANALYSIS OF THE CHOOL CONILMI in HIVHIGAA
NEWSPAPERS; COHPARISONS WITH A SIMILAR
STUDY AND IMPLICATIONS FOR

SCHOOL-PRESS RELATIONS

by

William Gregory Monahan

DJ
1-3
“J

S IACT

AN A

Submitted to the School for Advanced Graduate Studies of
Michigan State University of Agriculture and
Applied Science in partial fulfillment of
the requirements for the degree of

DOCTOR OF EDUCATION
Department of Administrative and Educational Services

1960

,/

Mun. /</ {5

Approved

William Gregory Eonahan An Abstract

This study involved an analysis of the school con-
tent in eight daily and fifteen weekly newspapers in the
state of Michigan for the period September 1, 1959, through
November 30, 1959. The purposes of the study were (1) to
determine the quantity and quality of school news in Michi-

gan newspapers from a representative sample and to compare

k5

indings with a similar study conducted in 1953-Sh; (2) to
determine implications for improving school-press relations.

The school content was categorized into twenty
classifications; front pages were quantified separately
as were the number and type of school—related illustrations.
Reliability was determined for both measurement and classi-
fication of the content. The unit that was used for quanti-
fication was the column-inch. (One column wide by one
vertical inch.)

For the period of the study, l§,h60.§ column—inches
of school news'werearmlyzed in weekly newspapers, and
39,h67 column—inches of school news wemaanalyzed in daily
newspapers. The weekly papers in the sample had a circu-
lation range from 870 for the lowest paper to 10,325 for
the highest; among the daily papers in the sample, the cir-

culation range was 3,h77 to 59,3h5. hetrOpolitan daily

William Gregory Honahan 2
newspapers were excluded from the sample. These newspapers
provided a total sample of 818 newspapers with a total of
lh,382 pages.

Daily newspapers give slightly more than half of all
school content space to athletics and athletic illustrations.
Weekly newspapers devote a little more than one-third of
total school content to athletics. Other high ranking classi-
fications of school content were curriculum items, finance,
miscellaneous items (mostly dealing with the opening of
school), general illustrations, and student activities. Items
accounting for small amounts of space in both daily and weekly
newspapers were school operation, transportation, honor roll,
adult education, and safety.

When compared to a similar study conducted in
l953-5h and which used the same classification system, the
most striking difference is the amount of space devoted to
curriculum. In the present study, curriculum accounted for
7.5 percent of all school content; in the previous study,
curriculum accounted for less than .1 percent. In both
studies, athletics accounted for the most space.

In analyzing the quality of school content, it was
found that feature articles about the schools are generally
the best quality of newspaper coverage of schools. Edi-
torial comment was relatively rare but generally favorable

to the work and operation of the schools. The analysis of

William Gregory Honahan 3
current editorials about the schools led.the writer to exam-
ine editorial comment in three daily papers in the sample
for a three-month period immediately following the launching
of the first Rlssian satellite in 1957. This analysis dis-
closed that there was little editorial comment about schools
in relation to Sputnik. Those educationally-related edi-
torials that did appear in reference to Sputnik were pre-
dominantly favorable to the schools.

Some of the more important conclusions of the study
may be summarized as follows:

1. Newspapers in Michigan provide adequate infor-

mation about the schools and persons who have access to

newspapers can profitably utilize them to become better
informed about the schools.

2. There is an apparent trend toward increased
newspaper content dealing with the classroom activities
and learning experiences of children as well as greater
emphasis on academic matters.

3. Though some newspapers do an outstanding job
of feature reporting on many aspects of the schools, a
greater number do not take advantage of numerous oppor-
tunities for feature articles on a variety of school-
related occurrences.

he American Education Week receives wide and com-
petent coverage by both daily and weekly newspapers.

AN ANALYSIS OF THE SCHOOL CONTEET IN MICHIGAN
1737338113533; COI-IFARISOITS I'J'ITH A SII'IILAR
STUDY AND INPLICATIONS F R

SCHOOL-PRESS RELATIONS

by

Y

Jilliam Gregory Monahan

A THTSIS

Submitted to the School for Advanced Graduate Studies of
Hichigan State University of Agriculture and
Applied Science in partial fulfillment of
the requirements for the degree of

DOCTOR OF EDUCATION

Department of Administrative and Educational Services

1960

ACKNOULEDGKENTS

This thesis could not have been completed without
the COOperation of many peeple and the counsel and encourage-
ment of others. The writer is most grateful for the coopera-
tion of those newspapers included in the study for contri-
buting every issue during the specified period of the study,
and to Mr. Elmer White of the Michigan Press Association for
his helpful advice at various times.

The members of the guidance committee deserve a
special word of thanks. To the chairman, Dr. William Roe,
the writer is especially indebted for his unselfish atten-
tion during the entire course of the study; to Dr. Stanley
Hecker who was instrumental in the writer's decision to
enter Michigan State and whose help was far greater than
the sum total of discussions about this thesis; to Dr.
Malcolm MacLean for his patience with a neophyte in the
growing field of communication theory and his ability to
stimulate one's enthusiasm for the task at hand; to Dr.
Charles Blackman, not only for his counsel and advice but
also for the reassurance he offered throughout; to Dr. Leo
Haak for his confidence, encouragement and constructive

comments.

iii

In addition to the members of the guidance committee,
the writer has also grown through his contacts with other
graduate students in the College of Education and parti-
cularly appreciates the relationship with Herbert H. Hengst
with whom.he shared an office for an eventful two years.

Finally, the writer is most indebted to his family.
Without the cooperation, understanding, and patience of
Jane and the boys, this thesis would never have seen com-

pletion.

iv

TABLE OF CONTENTS

Page
A CK}; OTUJLED GI'TETT S o o o o o o o o o o o o c o o o o o i i 1
LIST OF TABLES O C O O O C O O O C O O O O O O O 0 Vi 1
LIST OF ILLUSTRATIONS . . . . . . . . . . . . . . . ix
Chapter
I . IIJTRODUCTIOII . O O O C O C O O O O O O O O 1
Nature of the Study . . . . . . . . . . . 5
Purposes of the Study . . . . . . . . . . 7
Assumptions of the Study . . . . . . . . 8
Definitions 0 O O O 0 C O C O I C O O O O 9
Limitations of the Study . . . . . . . . 10
Hypotheses . . . . . . . . . . . . . . . 11
Organization of the Remainder of the
TheSi S O O O O O O O O C C O I O C O O 12
II 0 RELATED LITERATLRE . O C O O O O O O O C 0 13
School Public Relations . . . . . . . . . 13
Journalism and mass I'Iedia o o o o o o o o 21
An Interdisciplinary Approach . . . . . . 29
III. QUANTITATIVE CONTEU ANALYSIS . . . . . . . 39
The Sample . . . . . . . . . . . . . . . 39
Selecting the Sample . . . . . . . . . . hO
Handling the Sample . . . . . . . . . . . h2
Measuring the Content . . . . . . . . . . M3
Classifying the Content . . . . . . . . . ldi
Reliability in Measuring . . . . . . . . hB
Reliability in Classification . . . . . . h?
Analysis of the Content . . . . . . . . . 52
Variations Among Newspapers . . . . . . . Sh
Front Page School News . . . . . . . . . 58
School Content as a Percent of the
"I‘TeIJS H018" o o o o o o o o o o o o o o 60
Topics of School News . . . . . . . . . . 63
Variations on Categories Among Newspapers 6S

Chapter Page

Quantitative Analysis of Photographs . . 7L
Comparisons with School News in 1953-Sh. 78
SLUHP‘laI’y o o o o o o o o o o o o o o o o 82
IV. EVALUATIVE ANALYSIS . . . . . . . . . . . 83
Characteristics of School Content . . . 8h
Routine Announcements . . . . . . . . . 9O
Reportorial Description . . . . . . . . 92
Interpretive-judgmental . . . . . . . . 93
Treatment and Coverage of the Schools . 9h
Syndicated Features and Wire Service

Iterls O O O O O O O C O O O O O O O O 95’
Releases and Authoritative Statements . 97
Emphasis of School Topics . . . . . . . 99
Front Page Tepics . . . . . . . . . . . 99
The School Page . . . . . . . . . . . . 101
Specific Topics in the News . . . . . . 103
The Annual Report . . . . . . . . . . . 113
sulql'vlary O O O O O 0 O O O O O O O O O O 115
V. FEATIRES RD EDITORIALS . . . . . . . . . 116
Feature Articles on the Schools . . . . 118
Treatment and Coverage in Editorials . . 120
Schools and Sputnik in Editorials . . . 122
Editorial Reaction to Sputnik . . . . . 12h
Summary . . . . . . . . . . . . . . . . 133

VI. SUHKARY, CONCLUSIONS, RECOHHENDATIONS, AND
IMPLICATIONS FOR FURTIER RESEARCH . . . 136
SUIHITIa I’y o o o o o o o o o o o o o o o 0 l3 6
Hewspaper Space Given to the Schools . . lhl
Conclusions . . . . . . . . . . . . . . 1&8
Recommendations . . . . . . . . . . . . 150
Implications for Further Research . . . 152
BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . 15h
AIPE.:DIX o o o o o o o o e o o o o o o o o o o o o 157

Vi

10.

ll.

12.

13.

LIST OF TABLES

Circulation and Average Pages per Issue
for Daily Newspapers in The Sample . . .

Circulation and Average Pages per Issue
for Weekly Newspapers in The Sample . .

Comparison by Circulation of Papers
Two Studies . . . . . . . . . .

in The

Comparisons of Writer's and Assistant's
Neasurements of Front Page Content . . .

Classification of Items by Panel of

School Content in Weekly Newspapers,
September 1, 1959 to November 30,

School Content in Daily Newspapers,

September 1, 1959 to November 30,

Comparisons of Newspapers Ranked by

Judges.

1959 .

1959 .

Circu-

lation, Total School Content, and School

News as a Percent of Total Space

Front Page Space Devoted to Schools
Daily Newspapers . . . . . . . .

Front Page Space Devoted to Schools
Eleel‘ily Newspapers 0 o . o o o o 0

School Content in The ”News Hole"
Daily TTeI‘JSpapers o o o o o o o 0

School Content in The "News Hole"
Weekly Newspapers . . . . . . .

Total Content by Classifications in

NeWSpapers, September 1, 1959 to
November 30, 1959 . . . . . . .

vii

in

Page

NO

N1

ha
52

53

ELL

S6

59

6O

62

62

63

Table

1h.

15.

16.

17.

18.

19.

20.

Total Content by Classifications in Weekly
NeWSpapers, September 1, 1959 to

November 30, 1959 . . . . . . . . . . . 6h
School Photographs in Daily Papers

September 1, 1959 to November 30, 1959 . 75
School Photographs in Weekly Papers

September 1, 1959 to November 30, 1959 . 76
Comparisons of School TOpics as Percentages

of Total School Content in Weekly News-
papers, 1953 and 1959 . . . . . . . . . 79

School TOpics on The Front Pages of Daily

and Weekly Newspapers . . . . . . . . . 100
Editorial Comparisons for Daily and Weekly

NeWSpapers . . . . . . . . . . . . . . . 121
Selected Data for The Three Sputnik News-

papers 0 O O O O O O O O O O O I O O O O 121'-

viii

Figure

1.

LIST OF ILLUSTRATIONS

Facsimile of Clipping-sheet for Classifi-
cation Reliability 0 O O O O O I O O O O

Routine Announcements . . . . . . . . . . .
RepOPtOI‘ial-description o o o o o o o o o a

Two Examples of Interpretive-judgmental
COl'ltent O O O O O I O O O O O O 0 O O O

Other Examples of Interpretive-judgmental
content 0 O O O O O O O O O O O O O O 0

Examples of Interpretive-judgmental Content

Contrasts in Reporting Styles of Two PTA
I’Ieetings O O O O O O O O O O O I O O O 0

American Education Week in The Headlines. .

ix

*r’
93
OT}

87

88
89

110
112

CHAPTER I
INTRODUCTION

Public education in America has probably faced as
many serious problems in the last ten years as in any pre-
vious period in its history. As a result of some of these
problems and the nature of their implications, we have

witnessed an apparent awakening of interest by the American

‘

public which snows no Sign of absting. On the contrary,
this revitalized concern with the schools shall likely be
intensified in coming years as schools, and the communities
they serve, become more dependent on each other within the
complex of rapidly changing social conditions.

This new public interest in the schools has created
problems; it has also been instrumental in the solution of
others. On this point, a publication of the American Associ-
ation of School Administrators points out:

An upsurge of public interest in the nation's schools
is taking place thruout America. Seldom have so many
peOple demonstrated keen and vital interest in the public
schools (and) along with this awareness has come a new
understanding and appreciation of what citizens can and
should do to solve (problems). This citizen interest, if
channeled constructively, may prove to be the most signi-
ficant educational trend of this generation.

1American Association of School Administrators, Public
Relations for American's Schools, Twenty-eighth Yearbook
(Washington: National Education Association, 1950), p. 5.

 

It was soon obvious to educators who worked with
citizen groups toward the solution of problems that there
were great differences in the degree to which peeple were
informed about the nature and function of the schools in
the society. Questions arising out of such observations,
as well as the growing importance of the mass media as a
vast educational system in and of themselves, demanded that
educators better inform themselves about mass media.

Consequently, in 195A, the National Society for the
Study of Education directed that its fifty-third yearbook
be devoted to the relationship of the mass media and edu-

1 Other educational organizations devoted annual

cation.
publications to this growingly important area and the National
School Public Relations Association began to exert a vigorous
leadership gaining new support and recognition from other
agencies. But perhaps most important, professional educators
recognized that responsible public participation and interest
in educational problems demanded new skills and new knowledge
from educators; thus, a sound research base in communication
and public opinion was recognized and encouraged.

Among the various media, the newspaper is still
generally regarded as the most important source for the

dissemination of information about the schools. Another

 

1National Society for the Study of Education, Mass
Media and Education, Fifty-third Yearbook (Chicago: University
ofiChicago Press, 195k), 290 pp.

 

fi

.3

yearbook of the American Association of School Administrators
indicates this to be the Opinion of educators. Its opening

olds that many people, ". . . get most of what

{3‘

statement
they know about their schools from what they read in the
newspaper . . . (it) is the chief medium of information in
practically every community."1 Persons in the field of
journalism would probably agree. One text states:

The newspaper press is the source from which the

public derives its knowledge of facts. The daily
journal goes into every home, office, and every work-
shon.2

Though this statement may be a bit over-enthusiastic,
there is certainly little doubt that the newspaper is a
medium of high exposure. In the United States today, news-
paper circulation approaches fifty-five million. This
presents a ratio of about one paper per home.

The schools and the press really have a great deal
in common. This may be demonstrated by a statement by the
Nutchins Commission on Freedom of the Press:

These agencies (the press) can facilitate thought

and discussion. They can stifle it. They can advance
the cause of civilization or they can thwart it. They

can debase and vulgarize mankind. They can endanger
the peace of the world; they can do so accidentally, in

1American Association of School Administrators, The
Superintendent, The Board, and The Press, Twenty—ninth Year-
boOk (Hashington: NationaIIEducation Association, 1951), p. A.

2George L. Bird and Frederic E. Nerwin (eds.), The
Newspaper and Society (New York: rentice-dall, Inc., 19h2),

I). 10).

 

h
a fit of absence of the mind. They can play up or down
the news and its significance, foster and feed emotions,
create complacent fictions and blind spots, misuse the
great words, and uphold empty slogans. Their SCOpe and
power increase every day as new instruments become
available to them. These instruments can spread lies
fasther and farther than our forefathers dreamed when
they enshrined freedom of the press in the First Amend-
ment to our Constitution.

Except for a portion of that final sentence, this
statement could just as easily have been made in reference
to the schools of America. It would appear that here are
two giant institutions of American culture--both media for
molding the directions that our national behavior may take
in the coming years.

What newspapers have to say about the schools is
not the only means by which the public is exposed to school
information; it may not, in some areas, be the most important
but it has been so regarded for a great many years. As
Peterson points out in the previously mentioned National
Society for the Study of Education yearbook:

Man can explore at firsthand but a tiny part of the
world of which he is a part. To know and understand
the world, man must depend largely on the printed word.
Tot only can the press furnish man with the information

he needs to formulate his own ideas but it can als
stimulate him by offering him the ideas of others.

 

1 .
Commission on Freedom of the Press, A Free and
Responsible Press (Chicago: University of Chi ago Iress, 19k7),
p. 3.

 

2National Society for the Study of Education, Op. Cit.,

p. 57.

S

The necessary support that will be required for the
schools in the years immediately ahead will depend upon an
intelligent and careful appraisal by the public. This can
only come about through an understanding of issues which in
turn is directly related to the information available to the
public about the schools. Nor can there be much question
regarding the assumption that the newspaper is the primary
source of such information in most communities. Studies
that attempt to ascertain the nature of the school content
in newspapers as well as the quality of it can serve a use-
ful purpose for guiding both school and newspaper personnel
in the develOpment of more effective bases for interpreting

schools to their communities.
Kature of The Study

The probleméand its background.

 

In 1953-5u, as the schools began to compete with
long established items for front-page space in the press,
editors and school administrators in Michigan evidenced a
concern for more effective COOperation with a view toward
better handling of the school news.

This situation prompted the organization of the
NICHIGzU COMMUNICATIONS STUDY. Begun as a cOOperative ven-
ture by the Michigan Press Association, Michigan Association
of School Administrators, and Michigan State University--later

coordinated through the Kid-west Administration Center,

.a

M.

6
University of Chicago--this study proposed to investigate
questions of importance, the answers to which would provide
both agencies with new knowledge and new techniques for
telling the school story.1
The Kichigan Communications Study was launched into

three areas:

1. A Newspaper Content Analysis. To determine the

 

nature and handling of school news in Michigan papers.

2. A Community Survey. To appraise the extent of

 

knowledge about public schools as well as what people think
and how Opinions are formed.

3. A Collection of Effective Procedures. For im—

 

proving the reporting of news and communication between the
schools and the peeple.

The Michigan Communications Study will be discussed
in some detail in the following chapter of this thesis. It
should suffice here, therefore, to point out that much has
changed since the school content in Michigan newspapers was
analyzed in phase number one of that study.

The data for the content analysis phase of the Michi-
gan Communications Study were gathered during 1953 and lQSh.

One of the values of content analysis as a research method

11 T 1 "1 ‘1' '
william Roe, Leo hear, and marl McIntyre, "Creating
an Informed.Citizenry: Michigan Communications Study,"
hichigan Education Journal (November, lQSh), 117-119.

 

7
is the identification of trends over tine. Among the numer-
ous events that have occurred since then was the launching
of the Soviet satellite, Sputnik, in 1957. This spar}:ed the
entrance of education into new dimensions of publicity and
though there have been many assumptions and generalizations
about the effects of Sputnik on education, there has been
little research to support them.

Obviously schools, and the communities they serve,
are much more closely related than ever before. It is
equally apparent that this relationsn-n will see intensifi-
cation in the coming years rather than the aloof separation
that characteriz: ed the relationship only a few short years

‘ O _.

Studies such as the mile Lgan Communications S u dy
are aimed toward the discovery of significant factors in
this school-community communications problem area.

IMorever, as Chang es become even more acc— lerated-—
a fact tiat the last few years' events clearly support-~and

Q

nterest in public

He

in light of wides read and revitalized

L
J.

1-

education, it is of paramount importance that the nature of

the public image of schools be continually researched.

f‘

Pu+noses oi the studv,
_‘ J!

 

The present study is therefore directed toward further
illuminating the characteristics of this image and it has the

following purpos s:

Q
U

1. To determine the quantity and quality of school
news appearing in Michigan daily and weekly newspapers and
the identification of trends through comparisons with the
content ana ysis data of the Hichigan Communications Study.

2. To determine iaplications for school-community-

communications.

 

*3
'J‘
(D
H
O
}..1
i4
9
i3.

1

2,
{D
m
L)
1'3
, 4

ntions were basic to the study:

. A
k, ..

1. Newspapers publish a measurable quantity of
school news and school related photographs.

2. Among the mass media newspapers rank high as a
source of information about schools and serve as an impor-
tant source to local communities. In other words, it can
be assumed that the manifest content is meanirgfnl.

‘ 3. In View of a similar study having been conducted
as a part of the Michigan Communications Study and in which
the sane quantitative categories were used, three nonths

was assured to be an adequate period in which to establish
trends over time.

h. The length of period of analysis does not need

to be longer than three months in order to conduct a quali-

3

tative analysi .

P

A

5. lactors, or criteria, can be established for the

purpose of evaluating the quality of school news.

\O

6. The quality of school news is related to the

effectiveness of the newspaper in the formation of Opinion.

Definitions.

 

A numher of terms are Lsed repeatedly in reportine

C1"

on the data of his study. To facilitate the explication
of these data, suc h terms should be made explicit.

School content -- School content refers to the news

 

of public schools which is the type of news being analyzed;

the term sclzool news 18 used synonomously With school content.

 

es served as devices into which

 

observed classes of phenomena were coded.

Classification -- One type of category; the most

 

often mentioned type of category in this study into which
all school news was coded. There were twenty classification
of school news used. Thus a classification is a category,
but a category may or may not be a classification. In addi-
tion to the classifications into which school news was
categorized, there were also categories for types of photo-
grap 1s nd for types of front page news items.

CCJlili‘fir—inp}; -- The enumeration unit in this study

 

which consists of one vertical inch of news space one column.
in width,

.ype- sAace -- That portion of a newspaper page on
which type appears; thus the total type-space on a page may

be 160 column-inches though the total space may be 330 square-

inch 3.

lO

"News-hole" -- That portion of a newspaper's total

 

space which does not include adveraisine.

U

Limitations of the studl,

 

The above discussion of the nature of the study
defines, somewhat, its limitations. The following six

statements are additional limitations which further define

t—‘O

the scepe of the investigat on:

1. The sample of daily and weekly newspapers a 0-
lyzed was confined to a total of twenty-three papers pub-
lished in the state of Michigan.

2. The content studied was limited to items and
photographs related to the public schools not including pub—
lic higher education. Adult education was considered a part
of the regular public school program.

3. Photographs examined were limited_to half-tones
used as news and feature materials. Though a considerable
number of these appeared as p-rt of paid advertising, these
were not included.

b. Each weekly newspaper and each daily newspaper
was examined for the period September 1, 1959, through

November 30, 1959.

\J'I

. Sources of data used in this study were limited
to (a) information obtained in the papers studied; (b) infor-
mation from a panel of judges for tests of reliability;

(0) informaeien obtained from a survey of the literature

11

school admiristration,

lds of public relations,

in the fie
communication arts, and social psychology.
6. No attempt was made either to determine or to

measure the effects of newspaper contert on a public.

i17po-

.-

I-Iyp. othe k.

033.
In pursuing the above purposes, the following i

theses were examined in this study:
That daily and weekly newspapers cover a variety

1.
of educational activities and functions de ll 3 with the

differences between

public schools.
2. That there are no significant

newspapers among various tepics of school news ranked by the

(Treating daily

amount of space given them by newspapers.
among

and weekly papers as separate classes.)
differences

That there are no significant

3.
newspapers when ranked and compared on the amount of space
(Treating daily and

given to each tOpic of school news.

weekly papers as separate classes.)
That there are no significant differences among

1+. .
newspapers when ranked by the percent of total apace given to
y papers

each tepic of school news. (Treating daily and weekl
cllsses.)

as separate
5. That space given to curriculum and teaching
in comparison to space given to

have increased
tudy.

U)

,e tepics in a previous

("-4
(‘3

Organization of The Remainder of The Thesis

This study has been divided into six chapters. Chap-
ter I has included an introduction to the problem and its
background. Chapter II contains a review of literature rele-
vant to the general area under investigation. Chapter III

‘

presents the research design and the general me m: dology of
the study as well as a report on the analysis of quantitative
data. Chapter IV contains an evaluative, or qualitative

.alysis of the school content in the sample of newspapers

"3

a
used in this study. Chapter V presents an analysis of edi-
torials and features written about the schools in newspapers
as well as an analysis of newspaper editorials in a sub-
sample which dealt with Spanik in the period immediately
following the advent of the first Russ sian satellite. Chap-
ter VI is the final chapter of the thesis and contains a
summary, certain conclusions derived from the findings, and
implications that the writer feels are relevant for better

school-press relations.

CHAPTER II
RELATED LITERATURE

Since this study is concerned with the nature of
space given to the public schools in newspapers, it has
been necessary to examine literature and reported research
in areas other than journalism and mass media alone. Obvi-
ously, the importance of public interest in the schools and
the nature of schools' response to this interest has resulted
in attempts by the schools themselves to incorporate community-
directed relations within their programs. Thus, literature
in the area of school public relations is highly relevant.
Also relevant--since school public relations programs consti-
tute another area of administrative responsibility--is liter-
ature in school administration. The importance of journalism

literature is evident.

School Public Relations
With one notable exception, there was little if any
attention given to the subject of school public relations

prior to the last few years of the 1920's.

lu

The exception was a study published by R. G.
Reynolds in 1922.1 Reynolds was interested in examining
the treatment of the schools in papers throughout the
United States. His study analyzed and classified school
news in twenty-five daily newspapers in seventeen states
and for a period of three months.

From this study Reynolds concluded that the schools
represent an important source of news of which not very much
was considered to be "sensationalism" or critically destructive.
Reynolds also concluded that too much space in the newspapers
was devoted to school athletic events.

In a study in which school public relations programs
were seen to be vitally needed, William Todd2 attempted to
determine what peeple know about their schools. His study,
published in 1927, involved interviews in 6,000 homes in
seventeen cities. The most significant conclusion of this
study was to the effect that citizens know only about half
of what they should know in order to give reasonable con—
sideration and exercise responsible action toward the schools

and toward school issues.

lRollo G. Reynolds, Newspaper Publicity for the Public
Schools (New York: Published by the author, Columbia—University
Press, 1922), 126 pp.

2William H. Todd, What Citizens Know About Their Schools
(New York: Bureau of Publications, Teaehers College, Columbia
University, 1927), 87 pp.

 

1'3?

/

Closely related to Todd's study was another that

came out of Teachers College, Columbia University in 1929.

l

Conducted by Farley this study was designed to find out

what people wanted to know about their schools. ,He con-
cluded that:

Patrons of the public schools are more interested
in tepics relating to the instructional program as
subjects of school news than topics relating to any
other phase of the public school program. The order
of interest . . . expressed by 5,067 patrons in 13
cities is: Pupils Progress and Achievement, Methods
of Instruction, Health of Pupils, Courses of Study,
Value of Education, Discipline and Behavior, Teachers
and School Officers, Attendance, Buildings and Building
Program, Pusiness Management and Finance, Board.of
Education and Administration, Parent-Teachers Associ-
ation, *xtra-curricular Activities.“

Farley felt that most newspaper editors ". . . have

A

the idea that this order should just about be reversed."J

LL

Rowlkes, in 1929, also attempted to determine what
peeple know about their schools. Examining responses to a
questionnaire submitted to 1&6 persons in three mid-western

to» 3, he found that school patrons are "woefully untutored"

concerning scnool affairs. He also recommended that some
type of information program be set up by superintendents of

5

schools to correct this situation.

 

lBelmont M. Farley, "What To Tell The Peeple About The
Public Schools," Contributions to Education, No. 355 (New York:
Teachers College, Celumbla University, 929),Tl§6 pp.

21bid., p. 33.

we. ,

/

Jlbid , p.

........

 

hJohn G. Fowlkes, "What Does the Layman Know About the
Schools?" The rations Schools (October, 1929), 86-90.

 

QIbid., p. Re

 

16
A somewhat different approach was taken by Walker
in a study conducted in 1932. In an exte-sive case-study
of demands and pressures on the schools, Walker concluded
that though these demands and pressures may be either harm-
ful or helpful, west of the harmful ones, ". . . are due to
the fromoters beim g uni or nis informed.":L Though
Walker's study was not primarily concerned with public

relations, he came out of it with an evident reappraisal

O

of he importance of this area of adminis Hrat vs activity.
His first six recommendations were comaentaries on tie im-
portance of an informed public or on the need for structured,
formal public relat io: 18 programs. So much committed to this
was walker that he f.ollowed the study a year later with a
small volume solely devoted to school public relations.
Though not entirely relevant at this point, the opening
statezc ent of the book is certainly interesting:

file years 1931 to 1933 showed clearly how little
many peeple knew about their schools--what they were
doing and why. Loud and long was the clamor in me 1y
communities gainst supervision, household and in-
dustrial arts, music, and "fads and frills" generally.
There was some justification for these demandsg but
many of them were ill—advis ed and destructive.

1 - .

J. Flint Wa].ker, Demands on The Schools (Unpublished
Doctor's thesis, TeachersICollege, CeIiucla‘Untvcrsity 19 32),
151 pp.

2J. Flint walker, Public RelatiO' for The Public

Schools (Trenton, New Jersey .Nailisn‘and Quigley 00.,
17.23), p. 9.

 

.‘
H
'2

 

17
Along lines similar to Farley's attempt to determine
what kinds of items about the schools are of interest to

patrons, is a more recent study by Jelineh.1

Jelinek confined his study to tepics of hign school
news but he sampled Opinions of school administrators,
teachers, students, and college of education people in
addition to parents. His findings indicate that there is

a tendency for agreement among educators and laymen as to

information to

7-.

estin\

what constitutes important and inter g

patrons. Also of significance was his finding that there

was little difference between various strata of educators
O 2 - o o

as to what is deSirable news. he did not sample opinions

of newsmen themselves however. had he done so, there is

indication from at least one study, that he might have

1

found consideracle difference of Opinion--if not about the

fie kinds of news items, certainly about

:4-

importance of spec

"ground rules' of relationships between editors and school

superintendents. The study referred to was conducted by

3

Gross and focused on tensions and strains in practices and

procedures for collecting school news.

 

1James J. Jelinek, The Relative Importance of Topics
of High School News (Unpublisned_Doct0r's thesis, School of'
Education, Indiana University, 1951), 287 pp.

21hid., p. 275.

 

 

3Ifeil Cross, The School and The Press (Cimbri
The New England School DevelOpment Council, l9Sh), 56

 

18
Gross' findings indicated that a minority of both
superintendents and editors were "very satisfied" with
procedures for handling school news. The major grievances
of the schools were found to be: (a) a tendency for the
press to overemphasize 'bad' news; (b) reporters assi
to the school 'beat' spend little time on educational news;
and (c) the press does not work to make si
about education interesting. Grievances of the newspapers

were found to be: (a) school people are evasive in inter-

H.

S

views; (b) educators have no real idea of what news

HO

and (0) school press releases are poorly written. It was

k-‘O

also pointed out n this study that the majority of edu—
cators and editors accepted criticisms from each other as
being justified. Also, there was relatively high agreement
between superintendents and editors on areas of school news
that required greater or lesser emph-sis, the type of school
news in which the public displays greatest and least interest,
and the relative adequacy of coverage of school news areas.
Since the depression years, the output of informa-
tion pertaining to school public relations has seen tremendous
increase. There have been hundreds of publications, including
articles, books, and monographs dealing with the subject.
The organization of the National School Public Relations
Association helped to give the area a somewhat more solid

and professional base. The National School Public Relations

(N

19
Association itself has actively encouraged school systems
to develop better press relations and has issued publi-
cations to facilitate this.

In an extensive analysis of research coverins the

I

(

entire area of school-community relations (which is much
broader than the scope of the present discussion), Jonesl
does not overlook the vital importance of school-press

relationships. This becomes evident by his discussion of

acceptable objectives of school-community programs. Among
these are: interpreting the schools to the public, informing
the people of the work of the schools, the gaining of public
support, the promotion of confidence in the schools, the
evaluation of the school program, and the develOpment of
educational leadership. Certainly, the role of school-
press relations is paramount in the attainment of any of
these objectives.

Jones concluded that there has not been enough
conclusive analysis of the relative effectiveness of the
various media in improving and facilitating greater coordi-

nation of school and community relationships.2

 

James J. Jones, An.Analvsis and Summapy of Sifnificant
Research Findings Concerning Some Problems and Issues of School-
Community Relations (Unpublished Doctor‘s thesis, School'of
Education, Indiana University, 1956), 3h2 pp.

2Ihid., p. 312.

 

 

 

Ironsl also alluded to media effectiveness in a
study concerned with superin endents' annual reports. He
strongly points out the need for an analysis and refinement
of techniques being employed by school public relations
persons in the use of various media.
The most notable research in which this was actually

attempted came nearly fourteen years after Irons did hi

.02

0 T1» 0 o o 9
dissertation at the oLWl chit of Pittsbur”. Rober Snidert
C)

a

analyzed photographic content dealing with education i

twelve evenine daily newspapers in Indiana.

k.)
Snider examined 2,h28 photographs dealing with

.0

schools over a period of ten months in 1959-53. 01 these,
90h photographs or 37.2% were devoted to athletics and
26.2% to graduation. With reference to cumulative per-
centages of photog amh in thirty-six subject-matter cate-
gories, Snider states

The listing . . . mak es a number of facts manifest.

It can be seen that over three-fourths of the 2,)!128
naotocranau examined were found in five subject—matter
categories, i.e., athletics, graduation, faculty, music,
and miscellany. In other words, fewer than twenty~five
per cent of the pictures considered here could be classi-
fied in 31 of the 36 cats cries Even more trlnqu is
the fact that of the 2,h2o photob raphs, 1,5LO or 63 per
cent were pictures of athletics or gra.luation activities.3

1H. S. Irons, The Development of Characteristics n
qwherirtendents' innraI Reports to The hoard and to The Iéfblic
(Unpublished Doctor's thes:is, University 0: Pitts sourrn, 1L-2),
21M rp-

 

 

v of Published Newspaper Photo-
in In? isra C7: Lpu‘clished
on, Indiar La Uni iversity, 1956),

 

AL
graphs scaling with ublic Sc
DoctorTs thesis, School of neuca

 

21

He concluded that newspapers fail to publish photo-
graphs that illustrate a wide range of school activities
and do not therefore provide readers with an accurate por-
trayal of the schools. Noreover, neither superintendents
nor editors, on the basis of interviews, give enough atten-
tion to photographs as a medium for conveying information
to the public. Finally, among his conclusions Snider pointed
out that there was more mutual understand 2n3 between e‘iuor
and superintendent in communities where both exp ressed hi

intere t in 303001 photon raphs. He said of these

0)

Newspapers in such communities consistently print
a relatively lar3er number of s hool photographs
covering a wider range of school activities.

Journaa lis m and Mass Yedia

n
L

Keasuring the contents or newspapers is not a parti-

cularly new research procedure. Bird and Kerwin point this
out as well as the nature of the quality of early attempts:

As early as the last decade of the nineteenth cen-
tury, efforts were being made to neasure the contents
of rers.apers Som times the purpose of these attempts
was to dete flmixe 'he reading habits of subscribers, and
at other times it was to mea muse the influence of the
press. The mea s1r ement in both cases was an awkward
and inaccurate eans to the end in view. . . . to date
no study has been completed that is not Open to criticism
for the patent flaws of ethocolosv In one the sample
covers only one day; in another the Sunday edition is
omitted, and in others the classes into which the items

75
of news were thrown create much conf1ssion. a

 

 

libid., p. 157.

I)

‘Geor3e L. Bird and Frederick E. Merwin (eds.), The
Newspaper and Soc:iefy (New Yorw: Prentice-Xa11,Inc., 1942 ,

 

v. 1 r"‘ _.i
I“! . n‘) ‘- .

i
A.

22
There has been sore research in the treatnent of the
schools in the Trees conducted by students of journalism.
Snider refers to two such studies. One cordec God by

W4.

Fo”fsinjer in 1929 and, of more recent v: nt age, a study

by Glenn in 12h2. The fornc:r exarined the contents of five
paners for a per; iod of one school year and concluied that
not enouga space was being devoted to curriculum and school
administration. He felt ttat school men were not living up

.04.
L;

to a responsibili r for keering the newspaper iniorned.of

3
educational Hatters. Glenn on the other hand concluded
that school men felt inadequate in Hatters of newspaper
procedure to present the scl:ools unH<er tano‘u“'v and that
newsrapermon felt sir‘.ilarl y about the schools.1
T? e Gross study mentioned preJiou sly attetnpted to
investigate this factor of the relationship between the
school and the lress. In the Introduction to the publis zed
study it was pointed out that the public will, ". . . evince

more interest in the schools in the years ahead and it is

an ooligation of the schools and the press to see that they

’3
are so informed."“ That this oblir ation requ: res a high
degrse of cooperation should be evident since th existence

of strains and tensions in the school-press relationship will

undoubtedl 3 affect the kind and quality of school ner rresented

Snid ’02' it., pp. 27~28.
f‘
Ln51nmq 05“! C: ‘ I

-A. 45..., .. J - 1., F. «1..

P J
kn)

Those who decry the lack of research being done by
persons actually c" ”“ed in the tusi ess of P“7Iolp" news—
papers have cause for Optimism in two directions. First,

the publishers the mselvc7 through the American Iews paper

Publishing Association (zoolerated with the Advertis ir3
Resear ch Foundation in a THOPUI al readerslfi p survey

covering a period of eleven ye::s.l

Though this study

was completed in lQhZ, it provided additional impetus for
both newspapers and racazines to continue to do studies of
realersnip and it is not uncomxion for many newspapers to
engase in this :ind of research with a i.'Mum of outside
research consultants. Another direction of cause for
optimism has been the growth of a group of professional
academicians tIo lave blended tack3rounds in social research

1.

methods with practical experiences in the mass mecia. Such
peeple have formed the core of staff for Colleg s, Schools,
and De: nartne nt of General Communication Arts nd are nald
n1ajor conti ihutions to a 3rowin3 quantity of empirical
research i all phases of communication and mass media

These ten have the ability to tak theoretical concepts in

«70

social psychology, sociology, interpersonal relations, and

U)

philOSOphy and assimilate these in structural relationship

5

ti
or

o
I
1

11;

t-

l , . 1
The onertis1n3 Researcn Foundation, The Go;
Study of IWe spaper Readin3: l38-Studv Summary Kev

- E
The n(VLriioin” ResearCh Foundation,l7517,‘36 pp.

CT?

 

W33

}-q

 

’9

to more normative data gathered in interviews, surveys,
content analyses, etc. The result has been that more and
more is being learned about the effects of conrunication
on the attitudes and behavior of those who participate in
it as well as the nature of values, attitudes, opinions,

A".

and behaviors of those who act as sources Oi communication.
he Continuing Study of Newspaper Reading mentioned
above deserves some expansion here. There have been few
studies in any field that have approached its breadth. The
sumnary of this research reports on 138 studies 0f daily
newspapers with a combined circulation of 11,107,379 and
included papers .hat ranged in size from 16 pages to 96
pages. Conclusions of the study were based.on more than
60,0CO interviews with men and women above the age of 18.1
Some of the findings of the continuing study are
noteworthy; (1) The median readership for all types of
pages is 60 per cent for men and 70 per cent for women.
(2) There is very little difference in the average reader-
ship for the first and second sections of a newspaper.
(3) Front pages obtain the highest readership from all
readers, and picture pages rang second. Sports pages rank
third among men and society pages rank third among women.
(A) There is no significant difference in the attention

lI‘Dido, p. 70

paid to left and ripnt hand panes and the very sli ht

differences that exist are in favor of left-hand pages.
Though no attempt was apparently made to determine
the degree of understanding with which content was "read"

‘

_O
in tn

(3

se papers, nor to th extent that content was re—
tained (or if, indeed, it was even read in the newspaper
at alll) the fact remains that the study has made a useful
contribution to our knowledge of newspaper reading habits.

The efforts of researchers in the general field of
communicaJion represent the most noteworthy contribution
to a growing knowledge of social behavior and therefore
are of utmost importance to practition rs in all fields
of public relations.

To review these contributions is not the purpose
of this study and any such review would encompass many
volumes in itself. Investigation has covered the entire
range of human communication and includes highly theoretical
works like those of Kurt Lewin to the more familiar Opinion

polls of Gallup.

—_——

1The methodology in the Continuing Study of Newspaper
Reading involved interviews with about hSO persons on the day
following publication of the paper to be examined. Informants
who reported having read the paper were then requested to
indicate on a fresh, unmarked copy, exactly what they recalled
having read on each page of the issue. An effort was made to
stratify the sample of respondents as to age, occupation, sex,'
and area of circulation of the paper involved.

Po
(‘2‘

A technique often evyloyed by communication
researchers is labelled content analysis, and since this is
the technique of research that was employed on this study,
it deserves additional ccnnent here.

It has been noted previously that content analysis
is not a recent innovation.l In a sense, the literary and
music critic who has been with us a considerable number of
years, employs a kind of qualitative content analysis. As
a method of scientific r-search, the most authoritative

and recognized methodological work descriptive of content

analysis is Berelson's Content Analysis in Cornunication

 

Aesearch. This book is an ,xpansion and fuller treatment
of articles that appear by Berelson in other worms.3
Berelson derives his definition of content analysis
by critically analyzing definitions used by a number of
other researchers and th eoris 3. By narrowing these various

interpretations of it, Eerelson comes p with the following

definition:

1

O
‘4.
Ci"
0

Bird and Merwin, joc.

‘Pernard Berelson, Center. Analysis in Comwunication
Research (Glencoe: The Free Pre ess, 9527, 255 pp.

 

3Bernard Berelson, "Content Analysis " in Gardner
Li ndzey, Handboo“ of l ocial Psycholoéy (Cambridge: Addison—
i'esley Paulisblh Co., 1934), pp. hJo-S23; and Bernard
Eerelson, "Content Analysis in Communication Research,
reported in Leon Festinger and Daniel Katz, no? let
in the Behavioral Sciences New York: Dryden‘II ress, 19537,

pp. 223232.

 

 

 

Content analysis is a research technique for the
objective, systematic and quantitative description
of the manifest content of communication.

This definition implies certain assumptions and
certain qualitative generalizations. Berelson lists three
such assumptions as being important: (1) assumes that
inferences about the relationship between intent and content,
or between content and effect, can validly be made, or that
actual relationships can be establishet; (2) assumes that
the study of the manifest content is meaningful, i.e., that
what it means to the analyst is what it was intended to mean
by the communicator; (3) a third assumption that is important
in quantification holds that descriptions in terms of quant-
ities is also meaningful.2

Qualitative generalizations on the other hand have
to do with inferences made about the perceptions of the
communicator. These generalizations may be in terms of
relative importance of certain items; examples of such
considerations are location——front page, inside page, tOp
of page or bottom, left or right; treatment--direction or
position of the communicator on an issue.

A most important factor in qualitative analysis has

to do with reliability of inferences. This merely raises

Perels n, Qp. Cit., p. 22.
21bid., p. 28.

R)
CO

the question as to whether one is relatively accuate in
establishing that wnat the content means to one person is
essentially that wlic h it means to another.

Empirical evidence discloses that content analysi LS
has been utilized for a great variety of purpos=s. On this

p.01 int ge rels on lzas this to s y:

The method of content anal} rsis ias been applied to
so large and diverse a group of materials, with respect
to so large and diverse a set of problems, that it is 1
not easy to order the uses in a single class fication.

Berelson identifies at least seventeen types of uses
for the method but is qu uick to point out that these should
not be viewed as a "listing" but rather as a system oi
classification. By this, he means that, ". . . there is no
claim that the uses form a los ically coimer nt orga n:ization
or that they are classified on a single dinensional hase."“

The classification that Berclson presents orders

content analysxs us aje under three major eacin s: (l)

n
.1.

communication content; (2) causes or

O
p. .1
}_l
p:
’3
so
0
('2‘
0
*3
H0
in
d‘
[not
0
I!)
0

content; ar. d(3) consequences of content. The study re-
ported on in this th is is concerned with factors associated
with the first of these classifications.

The relevance to communication of tritings and ideas
of various theorists in the behavioral sciences is another

area of growing importance.

—— *—

lBerrard Berelson, "Content Analysis," in Gardner
Ya

nmoo' of Social Psycholjgy, Op. Cit., p. M90.

 

211-151., p. use.

An Interdisciplinary Approach

(9
m
'3'
f

:3

One of the more interesting of recent new

r»-
0
LT‘
x—‘.
C)
13
{,3

attempts to appraise the school-community corsun

problem was the T'chi“°n Commvnicat1ons Study.l This study

n recent years.

9
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Ho

The Michigan Comnunications Study was conceived from meetings
of the Michigan Association of School Administrators and the
Michigan Press Association. In the neg nning, school adminis-
trators and newspaper ea-tors sat down tog ether to look at
mutual problems, but it didn't step there. Writing of the
beginnings of this study, Roe and others say:

. a comrnittee w‘s created, composed of three

0 O
editors from thei1ch1san Press Association and three
superinte 1dents from the nichisan Association of Sch cool
Administ1ators, to appraise the possioility of conducting
a joint study which would answer some of the questions
raised: "Jhat does the public Iznow about the sch col 3?"

"”hat should the public know?" "EWO do you get an
informed public?" "”1 -at is the bes t and surest wa ay of.
CO‘111“111111cattT.n:-‘; wiyh the jublic ‘2" "What is he resecnsi~
bility of the new sraper in this process of communscatwor9"
"Uhat is the responsibility of the school?" " :at are

the steps in the formation of public Opinion?"

It can be seen from this statement that the Michigan
Communications Study approached an an bitious scepe of invest-

gation. It was organised into three specific areas including

1See Chapter I, p. 5.

2William Roe, Leo Haak, and Earl hclntyre, "Creating
an Informed Citizenry" Th 'chijan Vdrcatlon Association Journal
(November, 19,u), p. 11?.

30
a content analysis of state newspapers, a community survey,
and the development of a series of effective-procedures
handbooks. The study was d re ected by E arl IIcIntyre,
Professor of Journalism; its associate director was
m~1 liam Roe, Professor of Educational Adrvn stration;
Leo Haak, Professor of Social Science, was research di—
ector and coordinator. All were from Michigan State
University. Thus, this study involved sociologists and
journalis s as well as educators. The fact that the study
receive d financial assistance t-rough the Mid—west Adminis-
tration Center, University of Chicago, is additional evidence
of co.cern for the areas it proposed to research.
The findings of this study may be generalized under
each of the .pe ific areas of investigation.

I. Content Analysis.

 

(A) Average daily paper devotes 36.8 inches to

school news, and average weekly, h5.7 inches.

A
{U
v
,1...

st paper among dailies averajed llO incl1es
per issue; the lowest averaged only 12 inche .

(C) Of all scl 1001 news ,QBZ was devoted to athletics;
18§3 to student activities, and less than .1% to curriculum
and teaching method.

(D) The outstate towns over 2,500 pop lation seem
to be the most successful in school Space, averaging 63 inches

per issue which is almost a half more than the state average.

31

(E) Greatest average school content is found among
papers with larger circulation rather th n with 'thickness'
of paper.

(F) Treatment of schools in newspapers is less
adequate than is desired.

Conmenting on the quality of the school news, Luck
states:

Most of the stories would be of real interest only
to a reader who was personally involved, but this should
not be over-criticized. Justifiable criticises of these
articles are, however, that they tend to: (1) be written
in a routine style; (2) lack attractive headlines; or
(3) are given poor position . . .

. . . One cannot study the typical papers without
the feeling that marvelous Opportunities for publicity
are lost every day by Michigan schools.

Though Luck's analysis tends to empiasize inferior

qualities, there were examples of excellence mentioned.

He classified these under articles civen '

U

'prominent display,"

and those that "aroused interest" in terms of well written

headlines.2

In analyzing the quality of school news, the Luck
study examined a sample within the sample; i. 6., each paper
in the total sample was not snecifically scrutinized criti-

IL

cally for quality. Regarding this, Luck states:

lDavid Luck, What Michigan Newspapers Tell About the

 

T‘

Schools (East Lansing: Murcau of Business Research, Michigan
—""“"|:"""—". - N r" ..
State College lgyh 2a ,o.

.2 2 . 9 J.

¢

'1\

32

Front page items from the lSSIBS of all the ese papers
(8 dailies and b2 weeklies) over a month were studied.

Also full months were scanned of 3 dailies and S weeklies,

selected because the quantitative analysis found them
to be outstandingly high or low.“

Since this qualitative study was based on comparative

 

study of these newspapers, it has some validity tl:ou:h this
begs the question of accuracy. If each paper was only
scanned, it is likely that headlines were the cue for
classification and if this were ndeed the case, it is
equally likely that many items were mis-catejorised in the
quantitative analysis. This would be more true of weeklies
than of dailies since the author's study of weeklies dis-
closed that many items of different subject-matter content
were grouped together under a single heading. Close analysis
of these might result in their being classified among several
categories whereas a cursory scanning technique would liaely
result in their being classified as misc cellaneous.

This implies another weakness in the Luck stud‘,

viz: the sample was too large for the length of time the
study was pursued. Berelson points out that:

Since there is so much communication content and
since content analysis is so time-consuming, sampling
procedures are particularly appropriate. In the
large majority of cases it is possible to devise a

representative and adequate sample which is economical
of administration. For most purposes, analysis of a

lItid., p. 8.

33

small, carefully chosen sample of the relevant content
will produce as valid results as the analysis of a
great deal more--and with expenditure of much less
time and Cl fort.

The implication here is that a large and awkward

sample can result in a tendency to ex rcise less care in

a

classification. Of cours sample size must always we
apprOpriate to the t s: at hand and if the categories them-
selves are less extensive, a larger sample would perhaps

be less of a relevazt q1w1stion. For example, if a study

contemplated the comparisons of s ace devoted to "education"

and to "foreign news" there would be much less time involved

in differentiation than betwe on such categories as "teachins

U

Q"

metE1,o and "curriculum." In the Luck study, these two

latter categories were only two among twenty, but th sample

Q;

used included H2 weekly news; a'ers, 8 ailies, and one
metrOpolitan daily w1ich were ana yzed over a period of
one complete year. One could hardly say this was an easy

sample to administer.

II. Community Surveys.

 

In that phase of the study dealing with community

urveys, the following findings were presented.

(.0

(1) Citizens are not well informed about their

 

/‘

,l
E

311
(2) Nany citizens have no opinion about s,hool
problems.
(3) A survey stimulate scommunity leaders to action.
(h) The greatest single source of information is
the teacher who is a friend or accuaintance.

(S) The best informed are not always the most

Findings and discussion of this ph ase o.f the
research project are contained in an unpublished report
by haak whicn treats the data in great detail.”

These surveys were conducted in six mido le- sized
Michigan comndnities and ,he findings deserve sore addi—
tional consent her . Perhaps the most notable of impli-
cations has to do with the teacher as a source of informa—
tion, the action-stimulation effect of a survey, and the
fact that the best informed are not always favorable.

Following a p1 H10 ~comrunity survey in St. Johns,
Ii ichigan, content about schools nearly doubled in the
local newspaper. This newspaper ranked among the first
three in total school news in the quantitative content

analysis. Moreover, the survey became a topic of conver-

sation and w~s 1sed as a basis for discussion at faculty

Roe, Haak, and Nclntyre, On. It., p. 118.

 

"J

*Teo Kaak, The ”ffoc iveness of chool—Commrn ty

J—o J _

1

Conwunicet 01s (D11ucliphci cyi,~ritien report, hicnigan
Suave U111. V61” 81.5?) (95,5) 325 hp.

.L

 

\o

S

meetines. Also, the school 3 em hired a fart-time ruhlic

relations person to coordinate better press and cor mrunity

. l
relations.

Of equal importance was the finding that the teacher
is an important source of information. Though one might

assume that

U!

taff r ersonz .cl arc eravs a source of infor~

ration in any enterprise, it was nest revealing that nore

tLan one—half of persons interviewee said that they had a

friend who, either a teacher or an ex—teacher, provided

Lg

them wit n information aeonc the schools. It would appear
that the image of a school in the minds of its patrons is

very largelv dependent on the cowrtnication behavior of

teachers. This in turn nay be Very much affected.by the

nature of tie interpersonal relationshifs amonv

.3 staff
Fembers.

In the comzunity surveys, which were primarily

kJ
3
p—‘c
1'
('3
C ?'
r—'0
O
H
y—J
3
1' ‘5

desi :ned as an conmrnication effects,

D

rcsyorderts were asired a series 01 questions about their

schools and on the haCLS of the r replies, were divided

‘I 0

into three "informed grouys: (l) was informed; (2) aver-

age informe ed; (3) least well—irformed.

 

 

 

1T1:\i.(3. Po be
I"
L’. o - o o
P r an ex3ancled treatn<nt of this, see: William G.
Honahar, ?’3 af T'orale and Conmmrication," Nichifan Secondary
Princirsls Jorrra‘, 1:2, 19(0

 

 

A notable findin5 was tha t the best informed citi

~ 0 ‘A “ J‘- 1 ‘ Y
are not necessarily tne nose iavcrallw Ls

*‘l.

1.}.

-n5 these tnree
lactors of in aforKation, opinions were surveyed in a nunter
of areas aKong which was "genera 1 evaluation of schools."

The follow? n5 table is reproduced from On Unnuxl-srec pre-

. . l
Cereral evaluation of Scrools

Prerortion who responded

 

very not very
favorable favorable favorable Total

( ) ( ) (35-)

Best in orzred 35 3e 29 100%

Avera3.e M3 35 22 100

Least well- 58 28 lb 100
informed

It can be seen from this table that the "less
well—informed" are the most favoraole in theli r general
w.aantion of the schools. When these findings are com-
pared with income of respondents, it was pointed out that
90% of the "least well-informed" group come from low-income

strata. One might infer from this that there is a rela tion-

sLip between favoraole1neess and

O

pnosition to increased
taxation. In other words, low ir CO”O “or: one may be more

favoratle because tl1ev realize that better schools are more

Leo EaeL, "Th.e Nature of tie School Public Rel atio
Frotlem" ('T:‘717T7«lis-,no Kireorr 111 rerort, T is”; 7 an COT-'D’TT'TII. a
StUdv, Kichi5w State University, July, 19 b7, d pp.

,'

37

I stin: to note that readersnip of

cf
[—10
U)
m
H
U1
0
4
O
*‘3
CD

the local ewspaper was found to be closely related to
knowledge of the elm M11 Eaak rep orts nat only lOfi of

the best inforKed indicated they did not read the local

1ereas 3’. of the least well-informed indicated

"'1

EU? e l" W

H

non-reading.

The third phase of the Lichi5an ConKunications
Study was concerned with the collection of effective pro-
cedures for inproving communications between the school
and its pu1lics.

III. Effective Procedures.

 

Following the research, salient findi 5s were

presented to newseaper men and to school public relations

A.

‘

persons. Throu~h worLsnogs , conferences, .nd personal

interviews, these research data were, ". . . tetrered with

the knowled5e of and 'know}:ow' of the rre ctitioner so

action prorrams for improvement will be h sed on practice

k

"2

as well as theory.

After critical review of a number of rilet publi-

')
as issued.“ It was diVided into

 

cat:iens a final handbook w ° ' °
two sections; Part I was mtitled, "For Educators," and
l .
Ihld., p. 8.
2
Bee, Haak, and Kclntyre, On. Cit. p. 117.

silliam H. Roe (ed. ), Schools Are New a r
Bureau of Educational Research, Liehl.an‘lt te U-iversi y,
lan), 103 rp.

I / I

 

Part

50
JK/

II, "For Editors." Edited by William Roe and contrin

buted to by a number of nationally known school public

relations peoyle, the booklet has received favorable comnent

from newspaper men as well as school personnel.

It is ap ropriate to end this chanter with a state-

.L

Q 0 H ’ .. v-
the orenirq naraeranh of Schools Are tows:
Cs ’- A. \J ‘-

There may he no blood involved in the superin—
tendent's relations, but it is still a fact that the
schools are part of a community family with obli—
gations and relationships that cannot be ignored.
Whether a school has relations or not with its local
newspapers is not the qu stion. Every school has
them. The question is, "Are they good or bad?"

The superintendent who told his local weekly
editor with great satisfaction, "You mind your
newspaper business and I'll mind mine," didn't end
his relations with the paper. He just made then

poor relations.

lOtis Crosby and Sylvia Ciernick, Ibid., p. l.

CHAPTER III
QUAFTITATI L COTv TENT ANA "Q :IS

The S a'rrml e

A

The sample for this study consisted of fifteen
weekly newspapers and eight daily newspapers in Michigan.
The universe that this sample repr eser mied included all of
those in the state of Nicnisan.

In comparison with the sample of newspapers used
by Luck,l t1 :13 study employed a smaller number of total
papers. Again this number was selected in light of the
expenditure of time and effort required in handling and
in terms of Berelson's statement reca" rding the validity
of smaller samples in content analysis.

To insure random selection of the sample of news-
papers used, nimbers were assigned to all weerrlv and daily
newspapers, excepting the Detroit metrOpolitan papers; the

sampling frame in this case was the 1959 edition, Micnzsan

3 Tell About
3 Research,

 

 

’ewsrnn.r FatehooF and Conrtv Market Data.1 Using a table
a O 0 O 2 1
of ransom numbers in a standard statistics text, tne

writer selected the sample according to efined statistical

procedures.“

r?“

-.i-C S

ple of daily and weekly newspapers with

f‘

circulation data an ad average thiclness of a single issue
as selected by the above sampling procedure are presented

in Tables 1 and 2.

TABLE 1

“IY””IA“TC AND AVERAF JE P2XGE‘S PER ISSUE
103 DAILY IEISPAI’EI S I}: SAI-‘IILE

 

 

Paper Circulation Average pages per issue
A 59,3b5 39.7
R 36,029 31.7
C 13,223 15.0
D 12,710 18.8
F 6,39 12.6
G h,783 10.3
1: 3,147? 7.2
Total lh3,988 1&8.h

 

I

lfiichigan Press Association, iichfl:3r Newspaper Rate—
rs and Ccnntr VaW et Data, 1959 Edi Tina (AdSI—L¢MQIIL:
{ionigan Iress As sociacion,’I9§9)

.r

 

 

2Wilfrid J. Dixon and Frank J. Hassey, Jr., tnirc~wc+ on
to Statistical Analysis (Few York: HoGraw-iill Book C0.,1937)
hbb pp.

 

 

0 . -
JIhld., p. QM.

 

Ln.

 

 

 

 

 

TM LE 2
CIRCULATION AND AVEHAG EACES FED SSUE
FOR WEEKLY NE”S APE? IN SATFLE
Paper Circulation Average pages per is csue
A 10,323 lh.é
C 3,h7h 10.0
D 2,000 15.0
E 2,310 16.3
I 1,938 10.6
J 1,71h 19.0
K 1,708 7.5
L 1,6'13JQ" 902
N l,h56 3.h
C ‘.7O ’40?
Total u2,06t 180.2
JCIUdl n: the Detroit met Opol itan dailies with
circulations around 500, 0C0, the da 11y newsp pers in the
above table seem to be adequately reH>re entative of daily
newspapers in ”icl ligan. The same is also true of weekly
nCWIg pagers although the group with circulation between 500

and 1,000 might have been more adequately represented.

When compared with the sample use ed by Luc ca, the

newspapers in the present study asai n appear to be com-

parable. These two samples of we 0 m1 Les are compare. in

Ta‘r'le 3 o

 

 

m 7'1
lABLh 3
awn, w 1‘? tr , - v 7‘1 mm
CO.“ AR I230...- Bl CIiCULATI 1.1. Of TAP; \Q
17 mTr-fi V} TT ‘ "fig
I: {LL 3J0 STollgu
.‘ .1. . T - T O
CircrlaJLou lo. 01 papers ho. OL papers
iv Ta'p " (sh. it“ TY} 11 ’h;\‘. i“ at in“
.hLA. 5L1. .J L.) U {(45} ....A... C -xI‘L U$LU \) Ulla ‘

 

”U- 1,000
1,001- 2,000
2,001- 3, COO
3,001- 6:000
53 0J1“ 7)§00
7, )CO- 10,000

 

HHHWNH

t can be seen from this tatle that other than the
firSt CIPCUlathH cateLorJ, the sample in the present study
is similarly representative of the Luck study. Since both
of these 0angles were selected randonld, hon»; MV r, represent—
ativeness is a quality of the sampling procedure itself and
hot 11 were used for generalizing to the uniVerse. Since
th re were no mitil ar data prescated by Luc& in daily news-
papers, no comparison among Cailies can be made here.

The locations of tnc newswcpers used in the present
study are plotted on the map in Appendix A.
Vanclin;_the sagple.

Reading, me asur:ing, and analyzing thu school content
in 818 nevsyafers with a total of 1h,3 82 p ges necessitate
a decision at the outset with reference to the sheer effort
of haniling the papers thewm “v s.

113
This decision lay between two alternatives; either
clipping all school items or devising some method for
retaininn tne entire issue of each paper intact. Since the
latter offered the most convenience it was decided to retain
the total issue. This was facilitated through building a

O

nine a number oi issues of newskapers to a
wooden bar an i hangingt Hie e over t1 1e rack.
,he researcher to analyze each

2700

(D
'1)
{1

paper without the fressure of a day

0
Q,
E:
O
i-J
{— o
J

3
50
’73

which could have detracted from the analvsis.

Measurini tne content.

 

Certain measurine procedures were determined at the
outset of the study. These nay be summarized.as folloqs:

l. Keasurements would be recorded in the column-
inches unit (one column wide and one inch vertically).

2. He surement would be made to the ne aIe st half-
inch. Kore precise measurements were deemed to be unnecessary

since consistency in measuring was the more imr ortant cons ider-

tion. Accordine ly, an item of content that measured SlX and

go

one-half inches was considered as occurri15 in a space of six
and one—half inches whereas an item of content measuring s’x
and three-quarter inches was considered as occurring in a

space of seven inch 3. Content that measured between quarter

units was considered as occurring to the nearest half-inch

unit.

JO

hh
Every item on th schools
would be measx

bearing a headline
ired and cla

ssified.

The same proce dure would
anrlv for every illustration with a caption.
h. All front page items were measured twice; one
time by tie writer and again by an assistant. This was
done for the nurpose of e.tablishin5 measurement relia-
bility, nd for sgecific

front pa? e quantification.

 

5 tie cortert.

To facfl ate comrarisons of tLe present study wits
that of Luck, the s'ne content class
In these clas

ificati ions

were used.
13.0 ation" ), readLJl’
illustrations.

matter w‘s separated from
The classificaimi one and the definition of
each as employed in this study are as follows:
1. Adult education.

and pr05ra‘.ss

Those educational experience
conducted eitter ior

3
credit or non-credit

des:i5ned for adults and conducted, administered, and other-
wise or5anized thrOU>n the auspices of the local public
)chool system. This does not include higher education.

2. Illustrations u, other. General illustrations
with captions relating to the scnools and not classifiable
inder social, suudent, or athletic illustrations as else—

where defined anon; these classifications.
3. Editorial conlent Thee e items of content that
an be distinctly classified as editorials wherein the or
the news‘aper's personnel acre

tated regard?

h. Social news. These items relatin5 to the social
activities oi students when it is apparent that the tehaviors
reported are gate nnt y related to the schools such tha "stu-
dent behaviors" Would be distinguishable from personal
behaviors.

5. cial illustrations. These illustrations with

Liens which depict students behaving in social situations

fied under four (h) above.
6. Student activities. These school-connected but
e:<tra- curricular activit? es of students usually of an
informal nature includin5 such experiences as clubs, dramatics,
student 5evernnent and others of similar nature.
(. Student activity illustrations. Thote5raphs of
extra- curricular activities as described above and includin5
the illustra tion ei preparations of class or organizational

projects, cannai5ns, and similar activitie .

who have achieved

L’)

8. Honor roll. Listin5s of pupil
certain scholastic standards as defined by the schools and
which are usually referred to as "Honor Roll." Also included
in Hh s cate5orv for purposes of this study, are items that

point out other scholastic honors accruin5 to pupils.

‘_._..__

ecia l is used here and in the preced .in5 classifi-
cation in its more pede stria an sen se; i.e., havi in5 to do with
enterta:innent, recreation, pepula rit; contests, and similar
activities of students under the auspic s of the school.

N—g
.r.‘

inane 6. Items haVLng to o Witn matters of

a fiscal nature are included in this cate5ory and in whim

P‘ ‘ ‘ ‘ ’ ' ‘ s . 1 ‘- . . “*- ' ‘ :3 ‘9 " ‘
1L. fichocd.:1oarv. i_osezzitems .niVing_iA) co VLLLH

Lhe deliberations, res ” PCTOPth ECtiVit 163,

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(3’
[—30
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be

and neetin5s of the hoard of fiducation

ll. School oreration. Tteus havin: to do with
the care, Laiqu”“PP“, and o;eratiou of he so hool platit.

12. TeaCEL.” net” as. Its s yrinarilv concerned
41th the tecinisnes of ieichia“ either a" cirect renortc

or as reports of res earch, ideas, orinions, or other

l-io

tatenents of persons ; also included in th s cate5ory are
items that discuss human rrowth and developrent in terms
of arplic ation to lea~a‘u

.L

13. Conference and insL

re
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C.
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(D
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1 A. -_ 1‘ (1 w ’ _ L _0 3'1
and SFOLUOFUHLD of the schools or as representaLives Oi

'izati01s.

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lb. erriculun. Items that concern content—

related experiences of pupils under the direction and

 

o .9
nreoraumed rather than how sucn tninfis are, or Will be

 

done. The latter would he classiiied under "tcacninj

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Reliability in Classification
-—~ Y

C't'
ca

(

equellj ihportunt to the reliafi’li of the resultn

r
y

.0 _w 1‘ 4.1 1-. . n L“ 1 - .' .0 J t- - 0 _,.1
reported in tnis study, Him the CBLCTNlndQL on of the writer's
,1 m ' -— 4» ' ~ 3- .,—...-° -. "— .. m. 4-7. 1
-.7ili J to ClaSSifT tees couuirtentlJ. lo1eoxe1, UJG 3100a-

' : ~ 3 "ow-ma ~ 3. - . L . - . 1' ~,-._.. .
‘bilitJ .l dille;eieeu l; tea he; tho or 1019 :ereo

‘. ’ “\ ‘ ‘ ' . 1‘ ' ‘.‘ ’fi“ *" "
txjsif”r a IUMJLCK‘ oi‘_itenr3 LS 1&UU-1§ rexltep.

To tea t 01a:

*3.

fication reliability, 3 panel pro-
cedure was followed. Three persons were presented with

.°L-.\ ° 2.. no.1- 20...“! 1.. -1...
uritt~n (e initione 01 tie Cl SS ications ano MSPC LACL

0 *fl

' “. " w 3" ' ' -‘ xx
asked to CIQCSLfy a ccwve(c ta Lve gentle e-

.3 '--.* 1-: x. - ‘ ~ . ,- . 3
A grefessor oi Leucstioe, an Instructor, and a braeuete

- J. . ‘ “ .. W p ‘ -1. I «f “‘ ’3
Assistant scPVcd as t;* pane; LOT Luis excrc Lse. Laos 01
.L. '. L . c . 1 9 - V 1.1 . 1 ° 0 - _, ‘ , 9
these LLree ners\ns stuoi,d tee ceiiz1tiozis and WdS set1s—

. ‘A Y ' ' ‘ -. “ rs. fl .-
fied tiuyt they VflHTBIhcaniLgiLLL. 1”-or”"1u on cwxiflwe bees—
I‘I ‘ ‘r 'V ' ‘ ' 3 ' ’\ - v‘ r‘ WV' 1
LTOULd of ti; panel mar he fornu -n “gregsii R.

tems w s selected byl L st referH‘i;:

«~4-

mfi \ 3
"Le °,ample of
J— ’2 - 1 . (V ‘ « 1 . ‘— 1. - (w .
to who category sheets that were uses dLPlng the asaljszs
period, From these, several papers were so

‘- ~1- ‘ ‘ .-‘-- 3 1- -
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amen g the several categories for tLese specific issues.
Two such papers were selected and all school news items
with -Xception of afiLlCLLCS were cliyped frim these sec

.1

< Q « ’ . ‘ - — .- ‘— . --— . -|
moanteu usens to cseu Cligfifit,

" .' ~ 'r ‘ ‘ ’5 ’n ‘ 2 r‘ " L ' I“ 4“ ‘. , '\ t ‘\ r"‘
a hummer was glcced which CO3PCCNOHLod to tht clirgipp.

Tip ,1 w; » "ntvn et“"l"'7""‘ 'V‘w 7:1?“ ti 1": “ ““‘w’a 0“
“QC-s; i-’€I‘SO-1’ “in 6* \3 yhlk I.) ....-~-‘—\ J..-{/ (I! ‘A. $.51; O- C); Ll‘Jb Cut/e"

:ories and bringing his own jgdgmcnt to be ear 1pon then,
tgcn classifizl the seugle of iteus by placing the number

1

p 4~ 1.x -. \v‘,‘ \ (In -? ‘11 ‘ P“ w .. . v”... . -. 4— . ,
01 1143‘Lte1 plcxflgte tne (u;te crr 1r1vaiieh 1L,1-n1s to be

classified. A lacsimule of one of these sheets Witl
Ml ppin~s mouwted is inclddec in Illustration 1, page ;1.

 

1' “ § : . "Y‘ . ‘ "‘. Y
A17 of the atilctic 1tLLs and illtstratuons be“-
‘ , L ‘ '1‘ h ’1 0 ‘ J-" 1, o - o 1 o _ 1 1
LOU clii Cu 2 are Lucee were oovLouulj 1n‘Lcateu as being
. ~v «- ‘Va ‘v x v -. 3‘ ‘ .3 . r
athletic neds; .eversl eugmyles bore inclvuee sue 1t u-s
assuage tLet tuis would suffice for adequate classification.

 

It's a Family Affair

 

Helping. the Beginner
to Add and Subtract

Iy Garry Gevehad Myers. PhD.

Some children entering the first
grade don't know the meaning of
asymhollikeewhenitisseenor
head. So the teacher spends
much time having all the children
count numbers up to to or higher.

Even in the second grade. these
children may be kept counting
things as they practice adding or

 

Immbersliketpiusloriminus
2.

i

When these children are in the
fourth or fifth grade. they still
may keep on counting out num-
bers as they add or subtract.

As a rule. children in the begin-
ning of number work are kept far
'too long at counting. When help-
ing the child with simple addition
or subtraction. parents may urge
the child to count. indeed. the
cot supposes she is helping the
child reason.it out. That's not
reasoning.

it doesn't take much practice
for a child to see that the numbers
he adds stand for things he can
count. As soon as he gets this

 

idea. he should learn by heart the;

basic facts of addition like 6 and 3
aretiand'lare li.2aodlare
10.

these combinations. he will need
to use them all his life. Later. he
can memorize the in basic sub-
traction facts.

l d learn

subtracting the simple solace!

i
Although there are only 1” of

'had learned before.

A good way is to buy or make
cards with the whde combinations
-such as 5 plus 7 are l:—printed
ion one side of the card. and only
:the 0 plus 7 on the other side.
jHave him say over and over. "0
fend 7 are 13." until he is sure he
iremembers it. before testing him
on the other side.

Most parents err by urging the
child to attack too many cards at
a sitting and by testing him on,
,combinations he has not mastered:
The secret of success is accuracy

A child will tend to hurry
guess and thus make many m'
ltakes. By being very calm a
persuasive. induce him to go sl .
ly and carefully. Speed will i?!

 

'care of itself.

par- When. for example. he .
hersthat‘landlarelino ‘

ineedstohurryhim tosay it qui _
iy. Butifhecountsoutthesenuni
hers. he can't answer quickly fl.
matter how hard he tries. if you.
child pauses before correctly as-
swering. you can be pretty sure
that he has counted.

Dm't have your child practi '
combinations of subtraction
addition the sense evening. i

Parents who count objects
,they live and play with the child
,three to five. and who encourag
?him to count things up to to. have
'this child so ready for number
~ entering school that he.
will . .

You may help « t' t
these facts of ation by “Vi“.mmm k or no prac ice . .
him ' ' ' or four; '

e-ineev'nn have I

& l l Dedicate

New Junior High
in S.L. Nov. 30

Dedication ceremonies for ‘t
new Spring Lake Junior Hig
School will be Monday. Nov.

and will 'include open

houses f

3 to 5 p.m. and 7 to 8 p.m.
A dedication program will f
low at 8 p.m. with the speaker

yet unpicked.

 

  

ILLUSTRATION 1 .

  
   
 
    
  
    
    
 
  

Bay PTA

ith 50 members attending.

on the membership co
In! with I00 per cent.

umhcr of members stand
32. The kindergarten won
mm count award for most
his present.

Matters discussed concern
A project for the school.
Imitation Program Dev
ents" and "School Financial
ation."

The program consisted o
uanel discussion on "Pornogra
tended hy l-‘sdward Perkett.

‘illlllef and James- t'uhh of th
'hamher nf t'nmmerce. .\ir.
stressed the importance of
magazine retailers heepinz

tionable publications off of
hhelres. Mr. Perheti cave ft
as to great increase national
complaints about porimgrnphit
verial coming throush the
addressed in children and
users. The prosecutions also
Raining rapidly. according to
local postmaster. who urged
resident to bring in at once
material on the questionable

.vn- ...—...._.

 

Bensie-Leelanau

LMBA Group Meets

HONOR—The annual meeting of
the Bensie-beeisnan ssh-district of
the Michigan Educstion Association
was held at Honor Monday evening
with 50 teachers from the two coun-
ties attending the session.

Following the dinner served at
the Honor church sub-district.
President Titus Mendeli of Benson.
is gave a tail on continuing con-
tact. closer cooperation of school
faculty members and their school
boards. encouragement of hatter
press coverage of school board
meetings and school activities. and
better public relations between
school and community.

Sten Larson. of the Frankfort
school gave a report of the MIA.
regional council meeting at Trav-
erse City.

At Amundsen. field representa-
tive of the M.E.A.. spoke on “Con-

tinuing Contracts and Tenure."

as October Meeting

Elsi Ray School PTA held
toher meeting Monday eve

The first grade of Mrs. Ms

 
   
 
 
  

  
  
 
   

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fl - n ,
.rex1cr' 1.01.1:31- :10;

i. 109 C LLHYUI—irmfltes $cfl1ool Iqet-r. as $1
of total Shace of school news 5 of total syacc

 

p
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(D) in circulation was the I
of its total space devoted to school news; waile the first

rankiig paper in circulation (A) was la:

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catEjorie? to fillgh LO space was :lven, those categories

tied for lost; however, the; were not 31- given a rank of

"G" * .1- , .° .. *. -- .° ‘1 J \, - ., . .. -m _‘
4d" out more 388l“h0d ine uloele ran; among the tcrec.

0
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1 cute Tn?* was lmhlieo f‘ec every'lnmqsyaper
,1po )damrfl 27 31’) nurrrqod P T’ u n u 1- 11”» 0" w t1‘: 1a a CV
U..J.v 4. ¢ .s‘: k-L e L) L>.\J . .~ 0.. eaCJ.L (IOLIAL-L1. UL¢LC8 1.4.81 v bLlu

V
I

consid-rable opportunity foe error both in assigning rungs
(one for each of 100 cells for lolly newsyeoers, and 300
cells for weekly newspuyoes) and in confutlng the sums of

‘ v . 7- 4‘. . _,‘ fl , p - ~
the columns, a coetl was mace on tLe acctsecy o; sumnlnv

‘ . "A nu
ranks uglnw txe focHUla:

"'~ ‘. 1‘\ ‘. f ‘ " ' V V "\ v' : "" “ '. "‘
wile; LS ecoal.tm> {lh, wLen T: _s tLG suo of a Slnwle
‘0 .. -
co inn. '

r'1 . .o .11 ° «L1 ~ ,..' .' L- w 3 a,“
lhese (xxnfijtatLone wmnw3 mien etfimxtltucec1-n1 tLe

}_.J

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:ormu a for'xn below:
i

2

0
l.

—

’-_‘.

 

Sluce the statistic is comwuted the sam may for

- ' 1 V ‘r ‘ |' " "‘I‘ 2 1' “‘0 V\ "~ ‘ ‘v’ "‘ J” 4' 1 “‘
bot; taco .lar and tell” lei-«ere, t-1e coupucauons are snown

r“ . . fl ‘ "‘ 171“. ‘VW \ . " . 'r ’1'. H ‘a " 4“ .
for dallLGo only. lge a gllc-tloa of this statlsclc

.L

3

bu
L)

1- H ,1 . 4. 9., 4. «2-..\ .- n _.,,.9 .L'.
(cu; r ec.a-e) to she first tittesion oi variation

. " r -l- . . - A v ‘ 3 . ~ - ’\ 4 ’w
fresen e} as fClluLS for tally news;aje:s.

 

 

 

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1?. £6"fo L.CJOCV '10 l; ( i‘CRL UL? bilal: L_t/'Ol
-J--r -/ :’ fur—I .. ,- ‘ ' .. q r‘ ‘ ,a
pa 9 was at .u; Level, or Jl-J at ~4
at; r1 J’:)’— A", l‘-'~TI)~| O C": *rr‘f' ‘0‘ '
la ' ‘ 7'? hrs;- tr‘ €391. (DJ. is.“ -1... lLanCG.
_/l_./ 9.. ’//\_ 0-—/' ..J
K) r—’ -\ q r-’
lleu: l" win-L
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T5 1 r «4 LCLLQJ l8 imicn tlwmater, {anecCICMfe
J) .L’hh/ . ‘. v- V’
reject no.
1"? 99?
IJ’ "'J

.‘

IL the a“ove statistical analrr: i:, the null hypotn esis
being tested was to the effect that there were no differences
in the war: catQ oxie" of St hool net rank from one news-

- .. L"- . ..J M’.‘ ‘._ 2 pr:- 0
~a er to bfle neat. ine value of tne'Xr coeiiiCient in this

case is so much fireater tLaa that required for significance

\.

aat ticse can we no doubt that daily newsgapers di

greatly in the afiount of space given to 01 ifferent t;*m» s of

The Value 03; the computed X142

(Anal-1

on this same imension of vaiia tion ma as 1M5. 9 indicating the

same conclusion for the weekly newsyapers.

70

m - 1 1 - n .. : L. r- r -1 . 1. .9 ,
ihe eccoat Ii -~nrica o- Var at;Ou aeLs LgG question:
.6 J'I\ : . '3." Q ~ L (a I "1' . “ 1 . ‘2 ' *“ ' ‘I’. "J—
Lorrc;o on» Luneierent,:tq1ers zine: LU.IWLMLJ:OIl ix) u1c au1221t
n 1, : , 1. 1.12 - . \ ,.. - :- 1
01 space eacn 3-"): b0 tnese thent; cate cries oi ecnool

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the twenty cat erjories of school

 

 

 

 

meneion of Van‘stion fen Cailv new””lF°"" 'Ollow:
’3
{T9 {Lo "‘ W t: h }
- F
17 I“ 1 111% o” c : :1
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Jl / , /
ff} l /' I
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H ‘ ”fir-I .r {—- ““ In)“. 1* 1)
llQ l_;,.2./_Q x1} “ — in. { n+4.
12': 7.1,“.(“3

'5‘», f ‘ /.

kv' 1103 -- "71'?" ('7’) (20*? Ho.) ”..“(n)
;_’I) f) ”_‘) -— _{vt ‘;,/\")‘O / - (\J /
,."-— C-,.\.;._! ..L.,.._‘,.p
.1 4/ ‘5
lbw 11,2):
2. »' r firxr) r-J _ A» 4 Pad {41(17 ff} ’
1..-—’10, l.,~-,L—-O—;.‘ '— o(»'\.)—Q (IL,‘,110Q‘V - 3:}‘j
__. f F" r?" :J (‘1
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0"", I" I ./V
X 2 -- 45’
.. f“ h \/ .\
-‘ o '1" r)
Legect L C I

O
of si nilixxwace ane
C 1 1

Conclusion: reject Ho

(D

In a sense, this is the saIe question tliat was test d

refarding he thi kness of a newsyaper in re ation to school

finnYfi' 1301'C‘r01" tins C‘JOC‘LWOH “..n 16146 Mei-hr:- Faber? 1711 +‘mV‘oW‘c O
L; 51"": , - . .. ~u V ’ [Lit] ‘l-L. ‘1 L‘ -.1 *0 L: J. l l- ,1. 5. it) ..i ..- n'vJ. Lt... =

n 1

.l ‘L - ‘ fl "1 ' V ' " v V\ 1 “
eace cape 0:3 Oi scnool news aid eac_ heqefa4er retiler tlan

 

 

1.. . .9 V ,. . m . .0 . 1,. : ‘ \ . '

on tesal news ln all Cate OPLBS. nus, ll a pater wlth a

- A\ as - \ n‘m -\ K. v? 4 ’n r ma , 5-4 f‘ , . ‘ . 1 ’~ . . - J ,-
la? 6 huupcc l avera s ra as 4;? lCLHC macs not «ovate
v;- Van (NV-nan 4- fist—\"b" n ,‘\(3 1(7)! 0 at r“ ‘9 (1 t} r) 7*\ 7“
.-. m V .; ‘g-I-'V L'O ‘:J\—‘ -‘~.'. - -'— UAA~J Ji.~ LOIlL) C“ e ‘OPLCU AilQ’sn a I 51-“J'er

'. 1 . 1.“ '-"1 y 1, \ " ." r‘ . -‘ —

w; n_cxu181¢olmLflv loss ;Umeoc ol Ix; QR, ILo could Ins con—

‘ :7 w" 11." V ’ - ?
olaHoJ Lass UJCKC are no d;

v v- ' A. V V‘ ..2 P. a - 1- - a -
somraoln, the same statlstls lor Hassly ya yrs
n

7‘1WA ‘1 1 I‘ C: /V n H _ «LIA "I 4— V' ‘ V
l”owned a'Xn of no.(. Po».~ values for ole StatlStLC on

o 0 w' : ‘ 1 N fi‘ w" . 4 - 1. _
sallles and we0all s are mun: larMO? snag tgc valxo reoulrsd
. 'n 61. raw! f'.('\01'1"’3 ? +‘fil‘j P X2 . chn9‘ 3 '30 7 n x
s - ~~ u. 1,a“ob _n a Vasle 0* J olsu-loutl0hs, taus We
- 3 4n- r- 4.: ° 1‘ .1. w 0 n V V
Lust r'onst she 11*: to 41:03ls t;-3.u tool‘s are no d LfLCI’ChCOS

. -, A- .-‘l . 1 .n V
ahoo: nonspajors rauaod by space devoted to oacn Ol toe

generally to sac? category of school news.

"It asszmo thau chore are also d’flerenaes among tae
-. v v '7‘ - ~ fl -( ., ~ -.~ \ ..- -- . — a, -".‘ \
‘IaInLOLus ruehsn-agnxrs) Lil-ULJQLI’ :Cdlgj.1;f3 or1 t~-e V'; oa
W Y"! a 31-" *0 ”Aw-7‘" of horror—an’w’vno' i o in" a “or. W) w?"h 3
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V , _q"? -, .51 - '3‘ .‘ .5 V,. . . ,Q ‘ . " ." . v- » - f‘ , ,., , . ‘ .’ w
lapse naaoe: ol ya-os 1o? 19319 -oss sevotc more S“&Cc so

 

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tLe varlous cabsvo-les Loan a Payer Ulbfl consl
A

L

orably loss

,
x

1 , . .M ‘. ‘ . ‘ 1. 1 \ '\ ' i’: if ‘n A ‘
nhnber 0* p3 cs )9: lssae, snoulol't ta~ laxqor mayor also

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devote a frcauor psy:enta¢e of nae total school content to

sacs category.

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total amount of school nova, tkcre LS an oroerly rattLPn

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.9 u1L.Lr"e “'X'lCF.

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dovotLd to the vavLoHS oato“orle" froviro a reasonably
good criterion Lor anocrtalnidj fine kind: of amylasco thafi
meagre pgfs flats on r “““t‘oz. -Ei: does not lfi“l" tl't

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yafov Ls, Lac Kore 1143;; 1 l: as «L.oLo ,L‘ator LoLal

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blavc to Lao Cooools, Lug: LvTC vaCenta;es 01 not; brace

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Quaoiit”tLv Analysis of 1?;oto r phs

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illustrations by col:1rm—Lr:c?.s_s according; U0 the four

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schools ptfilisked in all nevspapcrs in the sanple.

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contcnu, there appeaged to be five catefories into which

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PIA

The Elementary P.T.A. teach-
ers reception will meet at 8 p.m.
Thursday evening, Sept. 17, at
the High School gymnasium.

P- TA Invites i
Public To
Meetings i

Plans were completed at a
Tuesday noon meeting of the
executive board for the October
20 meeting of the Parent-Teach-;
ers Association, to be held at}
8:00 p.m. in the auditorium. The
board met in the school cafe-

. teria.

The by-laws of the St. Louis

, Junior—Senior Parent-Teachers 5

‘Association state, in part, that

any person interested in the ob-
jectives of the National Congress
of Parents and Teachers, and
willing to uphold its policies and
subscribe to its by-laws may be-
come a member.

With this in mind the board
members decided that the meet-
ings this year be planned to be.
of interest to all parents, hoping
that through complete under-:
sanding and cooperation bet- I
ween teachers and parents. the

students will receive the great-

. _-

est benefits from the present,
school facilities. ‘

Speech Therapist William Wal-
lace will talk about the new
speech program in the St. Louis
Schools; and the High Schooli
vocal group will sing at the'
Tuesday night meeting.

All parents and teachers, as
well as interested citizens who
have no children in school, are
invited to attend the meeting.
advises P-TA President Fred
Carter.

ILLUSTRATION 2 .

School safety
patrol organized ‘

A Safety Patrol has been or-
ganized at the Fuller Street a
School. i

Boys are poste at Woodard's
Service Station rner, Durkee

St.; at the sch corner and
M-79, and at _ ove and M-66
corner. The‘ . are on duty
mornings and a r school.

The following boys are mem-:
bers of the patrol: Bruce Hig-i
don, Frank Spidel. Ronald:
Cross, Bobby Blake, Jlm Ellis.
ton, Donald Suntken, Sidney
Green, Jerry McElvaine, Steven
Douse. Dennis Smith, Steven
Graham. Alan Hunt, and Cap-
tain Jerry Gray.

Parents should urge their boys
and girls to obey safety patrol
members. i

 

   
    
 

To Meet on, m‘ursday

The opening of the school
year was the signal for the Wil-
liamston Education Association,
‘ocal chapter of the Michigan
"Education Association to start
r.n active program under the
leadership of Mrs. June Stover,
president.

The annual fall picnic spon-
sored by the organization was
{held Thursday, Sept. 10, at the
Memorial School. This event for
teachers, their families and
lother school personnel was well
sattended despite the unseason—
able weather.

The first regular meeting will
be held Thursday, Sept. 17. In
addition to a business meeting,

here will be a review of sum-
ctivities of the member 1

Routine Announcements

Okay Chan-fiatj
In Schools’

Fire Alarms

Installation of a new fire
safety program which would
tie in the school fire alarms
with the City fire alarms.
was approv by the Board
or Educatig at its meeting
Tuesday.

The act ollows a Fire
Departmen r mmendation
that "the h fire. alarms
when sounded should also
sound in the fire station."

Fire. department. and school
authorities have estimated
the cost. of installing such a
system within Highland Park
at 330691.34. Of this amount.
325.935 85 represents the. cost
of installation within the
public schools.

The City Council has ap-
propriated an amount to
cover 50 per cent of the cost
to the schools. The remainder
will be paid by the School
District. which has author-

d appropriation of a sum
no exceed $13,000. ,

Disc Jockey Dance
To Begin Fall
Activities At P.H.S.

Fall activities at Portland High’

School will start with the Kick-off
Hop in the P.H.S. gym Saturda
evening. Sept. 12. from 8 to 12.
Gene Healy of WILS, Lansing will
be guest disc jockey. Admissionl
will be 50c pe person.
The cheerleiers, sponsors o.
the dance, urg you to get your‘
date and ' tkbe school years
activities 1 a ev ning of dan.
ing to the no es c ‘63, M.C.‘d
y one of :- fa e disc joc-
eys.

   
 
 
  

eader sponsor, Mrs Ruth French.
Both reserve and varsity cheer-
eaders will be chosen, according
0 Mrs French. and in keeping
ith a new policy, those chosen
' i be cheerleaders for the whole
ye "“

owo’ooowumv' ‘

AAAA.

7": ‘
l
The Sexton acapella choir. under.
liri-ction of Frank McKOWen gave
in assembly Monday at the high
school. Ft'illllrt'll Wt'l't' the Inuili'iiznll
group of Hi singers". and Miss lliir‘li-f
.;!'.| (lovmis. who played an original
minim ('i)lll|lt):i'l(ln. Mrs. Sandra
l".llll (l‘l'i't‘lo‘tl the singing of the
.\'.l':tll|.!~‘ (‘Al't't'th in iwhrch the local
‘llltlr also took part. Rupert ()tto
[\i.i_\‘i'il the piano accompaniment.

laingsburg Votes
For Bond Issue

$350,000 Proposal
Approved Mondoy

A $350,000 bond issue to fi-
nance the construction of a new
elementary school was finally
approved at Laingsburg Mon-
day after similar propositions
had been turned down by voters
twice in the last year.

The bond issue Monday won
by a wide margin, 316 yes to
164 no. with six ballots Void.

O .

A FIVE-MILL tax increase
{or four years also passed. 3:19
yrs to 183 no, with sew-n bal-
lots void.

Money raised by the tax in-
crease will be used ior opera-
ting purposes.

Work on the construction of
the new, H-room elementary
school at the northeast educ
of the city is expectrd to De-
g.n as soon as possible

0 .

CLASSES ARE now on a half
day schedule for the iirst six
grades because of lack of space.

A portion of the bond iswe
money will be used to complete
and repair present school fal-
Cilities. /"

ILLUS'RATION 3 .
Tepertorial-descriptive
content

'Aduli Edutaiion
Advisory Group
Holds Meellng

Seven members of the advis-
ry council on the Adult Educa-
on Program in Williamston met
ith the director of the pro-
ram, Leon Alger, Monday night
nd discussed several matters
oncerning the setting up of the
rogram.

Members of the council are:
l'lenry Kennedy, Mrs. Andrew
Kleiver. Lester May, Bob LeWis.
Mrs. Robert Wolfe, Mrs. (“harlcs
Langdon. and Mrs. Wayne Gors-
me.

The group discussed 3 am-
munity survey to determine
'hethnr or not the adults in the
res are interested in such a
rogram of adult education and
‘ so in what fields they would
e interested in studying.

If the results of this survey
re favorable to the program
hey hope to start classes the
melt of October 12 The survey
hmild be completed by Septem-
er ll. according to Alger.

, Fnances for the program were
also discussed at the meetincl
which was held at the high
school. and it was estimated ”1?

    
  
   
  
 
   
 
   
 
   
 
    
 
 

it would probably be self-so
porting.

4 New Teachers
Added to Stall!

M Alho School

FOUr new teachers '
are in-
c'udcd 0n the f
Alba Public awn” 8‘ ”‘0.

'Superinten
on said tha Mr and M "
W‘illis Bog-iii gen of Menomij
rice, Miciii a are teaching5
economics, rev

 

   
  

spectively.
.Robert DarbeeI of East Jar;
can islthC coach and wil
teach history. He is teachinj-
under the Ford Foundation pro--.
gram out of Central Michigan‘
UniverSity, Mt. Pleasant 9

Mrs. Hazel Moore of .Mancea'l
iona has replaced Mrs. Ernesh
Holmes, who retired last year'
Mrs. Moore is teaching kinder:
gage}? artid first grade. i’

er eac

as last year.hers are the same

EDITORIALS . . . . .

Only recently the legislature of Michigan passed a
law making school board meetings open to the public.
The law was necessary because in some communities the
meetings of the school board were not public, and the
public was even actively held from the proceedings.

Left: Example of
Editorial item.

We in Nashville have been fortunate in this respect.

Our school board meetings have always been public, and Below: Example of a re-
any citizen who wished to sit in on a meeting was more port: of an "au-
than welcome. Yet few peeple have taken advantage of thoritative-

this opportunity to see their board in action or to ac- statement."

quaint themselves with the problems of that board.

It is not fair to any governing group to simply elect
them and then forget them. The board is YOUR board;
they were elected by you and they deserve your support.

The legislature was concerned enough with this to
pass the law. The people of the school district should be
enough concerned to attend the meetings once in a while...

'GOOD MARKS TOO EASY' f tested objectively, and the re-

; fusal to trust him to do serious
work on his own time.

American SChOOlS Fail \ "The British system, which

has its own failings of course,
is to trust the student much
To Challenge Students more- by swing a... newer

specific assignments and long-
er vacations. It emphasizes
not the mere amassing of in-
formation but the development
of mental skills and habits
which will equip the student to

Brilliant or merely above-.courses frequently seem de-
average students too rarelyisigned to complete the train-
reach their potential in the ing in citizenship begun in high
American educational system,-‘school or to provide the equip-
says Michael Millgate, an Eng- ment for answering general .
lish educator .who recently-knowledge quizzes. 31:96:“an evglifitemxztgafon.
taught at the University of ‘ y e _

. . u _ a poem, an historical document
Michigan. THE INSISTENCE on stu a syllogism _ with which be

His views appear in the cur—dents studying subjects quite
rent issue of The Michiganlremote from their major fields may be confronted.

Alumnus Quarterly Re vie wfmay be admirable in intention,
published at the U-M lbut in practice usually means “MOREOVER the large num-
o . ,that they emerge with a use- her of scholarships available
“IF A TALENTED student 1“. less smattering of many sub- to British students enables
determined to get good marks,!jPCts and a competent know- them to avoid the necessity a
they are too easily within ledge of none. great many American students
reach." says Mitigate. “All “This may be adequate for are_under, 01, working full-time
most universities the student those who need nothing beyond,durlng vacations and part-time
who is.at all bright. can get a ready supply of cocktail con-‘dunng term 1“ order to keep
consistently high grades with-,versation. but no one shouldthemselves at 0011989-

out serious effort and has little pretend that it is a university “Working one's way throug
incentive to develop his abil- education. college' doesn’t quite squar
itics to their fullest. extent. ' ‘ with that other popular slogan

“Graduate courses are oftent “THE ABLE student is fur- ‘making the most of college.
of high standard. comparable ther discouraged by the tend- however much it may be in th
to university work anywiici'etency to emphasize the memor- authentic American tradition,’
in the world. but undergraduate .ization of facts which can betMillgate contends.

 

ILLUSTRATION 4 0

Two examples of interpretive-judgemental content

"It's a Family Affair

Word Games

 

Can Help

to Make Learning Fun

By Garry Cleveland Myers. Ph.D.
Some while ago I advised that
when you help your child. in the

first grade. to learn the names of.

the different letters of the alpha-
bet. you should dwell first on the
consonants. They are easxer to
learn than are the vowels.

With but few exceptions. each

consonant has only one sound

whereas each vowel has several

different sounds. Besides. most

words begin with a consonant.
Here's some good home fun:

Draw or cut out from old mag-
azines or newspapers groups of
pictures of things whose names-
begin with the same letter and
sound—car. cat. cane, coat; bug,
bag. box, bird; pail. pig. pan. pen.

Let the child paste these pic-
tures on a page, one group to the
page. Then have him name the
pictures in each group and listen
for the beginning sound of each
name.

This is the kind of a thing a
youngster may like to do even
before beginning school. It could
give him a total of many hours of
useful fun at finding such groups
of pictures. cutting them out and
pasting them on a sheet ot paper
'or page of a scrapbook.

; After the child. say in the first
grade. has learned his letters you
Should type or print under each
picture its name Then as he asso-
ciates each name-word uith its
picture he can be let to see the

Iletter at the beginning of each

word in its group and to listen for
flits sound as he says the word.
' After the child has had much
:practice with pictured words. each
of uhose beginning sound is that
of only a single consonant like
it‘. h. p.~introduce him to pictured
.words beginning Wllh a sound
made by two or more letters to-;
gether—sled, skate. broom. l
[ Help him find groups of pic-
ltured words to cut out and paste
ion a sheet of paper. one group
:to the page.

f Here are some samples: Trac-
tor. train. trap. trunk; bridge. hri-
dlc. brush. broom: stool. Stork.
stove. star; crane. crib' .crow.
crab.

After he has practiced on groups
. like these. of pictured words. lead
fhim on to say aloud groups of
.words not pictured but beginning
?with sounds made of two or more
letters: trip. try. trick. This he
gwould do best aiter practicing on
the pictured group of tractor.
train. truck.

In like manner practice him on
saying non-pictured words he sees
tollowmg each other grouping of
pictured words.

Almost any parent is smart
enough to direct this kind of home
fun \rith phonics. Such practice
may also help the child of the
third or higher grade who has
trouble \‘llll sounds in words. And
no matter \\ hat the teachers
methods are. this should not hin‘

ILLUSTRATION 5 .

Left: Example of syndi-
cated item

Below: Example of wire-
servicee item.

Uniqn leader Says
Schools let Down

DETROIT LD—Lconard Wtuitl-
cock. vice president of the l'nited
Auto Workers Dunn. said today
that schools should be freed “from

primary dependence upon property

taxes tor support."

In a speech prepared for the
D e t r o l t Teachers’ Institute-
Woodcock. who is a member ol
the board ol governors ol Wayne
State University. said such de-
pendence "is now politically
dangerous."

He declared "the incipient tax-
payers" revolts are instinctive re-
actions against unfair systems of
taxation."

The solution. Woodcock said. “is
greater state aid through revenuesi

collected in a lair and equitablei
lmanner and. most necessary all
.all. federal aid to education in all:

its forms."
FALLING DOWN

: Woodcock said "America is fall-f

ing down on the job" of education.
of its youngsters. He said less
than l per cent of the nation's
gross national product goes for
education as aganist an estimatec’
10 to 15 per cent in Russia,

Other examples of interpretive-judgemental content

:CLNTIOV‘RSIAIT MATTER
'More Teachers Allow

Pupils Plan Studies

More and more teachers are

What do the critics have to

permitting students to take say? “They maintain that let-

part in planning the content3

and activity of their social
studies classes, says W Scott
Westerman (Ph. D.), Univer-
ty of Michigan assistant pro-
fessor of education.

Whether pupils should enjoy
this privilege is still a contro-

versial matter among educa-,

tors. “But there are signs that

teacher-pupil planning is being?
increasingly accepted a n d‘
;is too difficult and stresses pu-

used." Westerman says. “It’s

being more widely used and;
used at various grade. intel-i

ligence and course levels, Cri-
ticisms have diminished."
0 0

WESTERMAN HIMSELF is
optimistic about letting stu-
dents share the planning load
with their teachers. “If the
teacher attends to preparatory

pils, successful teacher-pupil
planning is apt to be assured,"
he asserts.

bate According to Westerman.‘

 

.Cial attention to pupils’ inter-
ests and deed Pupils are
better motivated and partici-
pate more generally and with
jgreater efficiency. This results
.in an increased variety and

quantity of learning experien-'
ices and a better quality of,

learning
' 0

i “THOSE IN favor also point
:out that teacher-pupil planning
resembles democracy in ac-
tion. It provides significant

practice in citizenship. It den
Rilelops the skills of self-govern-;

ient and decision making."

Examples of interpreti

ting pupils help run the show
impairs learning," Westerman
says “They feel that pupils'
interests are frequently shal-
low. whimsicwal concerend with

lthe immediate and unrelated
lto their fundamental needs.

FIFRTHER. THE c r 1 ti c 3
charge that when pupils pick
the course content. it is either
not sufficiently challenging or

pil concern to the neglect of
wider social concerns.

“They feel there is also apt
to be a lack of continuous

.learning, and a few pupils

have a tendency to dominate
the situation. They also say
it's a time waster because
the teacher doesn't have a
chance to guide efficient learn-

activities including the estab-'ing
iishment of broad frameworks:
'within which he may guide pu-lis completely supported by re-
search studies.” Westerman
iconcludes. "But the voice of

‘Neither of these positions

the critics is getting fainter

But the idea still stirs de-. and teacher- pupil planning is

now well accepted and w ell

“Those in favor of teacher- pu-ldefined. "
pil planning say it gives spe-.

r33
0

Left: Another example of an

”authoritative-state-
mentfl'

Below: Example of inter-
pretive content in
straight reporting

Mad Fad Hifs School

--And Meefs

High heels??. Dressy dress-
es??. Suits??.

What is this mad fad going
around St. Louis iiigh'.’

Dress.up day at St. Louis Higl.
School seems to have been start-
ed as a practical joke but has
caught on throughout the high
school.

It all began Friday’before the
Corunna-St. Louis football game.
when a few Jun‘ior girls showed
up at school in dresses and high
heels. Rumor has it that this
was in honor of the opposing
teams funeral.

The first Friday not many stu-
dents carried out the original

ILLUSTTATIC’N 3 .

ve-judgemental
content

Approval

plan. but as the weeks pro-
gressed each succeeding Friday
found more and more student;
decked out in their "Sunday
He st , even the boys with suits,
liesmand polished shoes.

This practical joke met with
.aculty approval and now Fri-
day has become unofficially
‘dress-up day" for all St. Louis
High School Students. Faculty
and students agree that this-
was a good innovation for this
school

TownspeOple relieved at the

absence of jeans and slacks
add. “Me Too”.

 

 

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l] C‘

Baldwin PTA Hears “
Automobile Club Talk

“What Does Father Know Mrs. Ray Ritter, president.
About Safety" was the pro— introduced new officers.
gram at Baldwin School PTA's * * *

311;?“ draijetelcegningf. the year 'Ith e y .are Mrs, Rolland
Joseph Zabelski of the Au- anm, ,V'Ce ”Fwd?“ D°"'
tomobile Club spoke. ald Frericks, father Vice pres-
- ident; Mrs. Edith McKee,

l" teacher vice president; Mrs.
5 Jack Harroun, recording sec-
l; retary; Mrs. gust Johnson,
. corresponding secretary; Mrs.

George Larson, treasurer and
Mrs. Nicholas Morris, histor-
ian.
' t 't *
Council delegates are Ray
Ritter, Mrs. Harry Wallace.
Honor PTA . Mrs. Larson and Mrs. Harvey

HONOR .-- The we“ 0‘ in~- DTnlsficiglelhndfif. followed the.
creased enrollment on the school business meeting.
was discussed by SUD!- ROW"

_ H Hostesses were Mrs. James
Lone at a meeting 0‘ the onor Scott. Mrs. Conrad Burlison,
PTA this week.

Mrs. Raymond Ellsworth, Mrs.

Mr. Lone “0‘9“?“ 0‘" that "t Walter Pointer. Mrs. Reul Bak-
turther building is not done in the er and Mrs, Herbert Slaght,

near future, the high school pro-
gram will be adversely affected.

Further discussion of this mat-
ter will he held at the next PTA
meeting. October 5. at which timel
it is hoped that a decision can be
imade about additional rlassroom
ispace. . g
I

 

 

 

ILLUSTRATION 7 .

Contrasts in reporting styles of two PT-A meetings.

"'1

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‘20:»

One“

P\on
\“ou‘ive d

SchO°\

ducati

School

Highlightinn

Mecosla School Will

Hold .3.“ linen House
\p‘u'tse 0“

Ipwsmnou 8.

American Education iieek
in the headlines.

..r rhil<l\‘ llu‘ |.-'. .
"‘ ”:0 vi Amviit‘an ponpli-

Dedication,

7' ‘ .‘ '.‘ I i
,5. Olrlvt- iiiulgd Assnt'iaftglli
-.1 ‘ urali .
Congress 0! 3:1,???"
.5

flJfiméovf‘i
ov. 8 - 14 American

on Week

nl'mnn that a shockiniz‘

*4

'EdUCation
Week In
Sch”! Plans

Th

‘5 y
ninth ”" mark,
lnnu the
~1an Eda!“ ob thiny.

0

5’”

- nm-slcally

Pen House

praise

.‘Praise and Aporaise Your S-chools'

‘Visil School During Education Week

i \\‘in you visit your child‘s school] lation that n shocking percentage
A

tiring Anti-hum Education “'00 _
uvombor iii-H?

The Michigan Education Asma-
‘tion reveals that 26 million udult!
visual their srhools throughout the
Milton (luring AEW in 1958_ in
Mit-hiizan. 70.000 tenchers and 16
million students have extended this
invitation to M'Prynnn: "Won't 0U
Gimo to our School?"

This year's theme is “Praise nnd
Apprmse Your Schools."

i-‘ormnd in 1921 American Erin.

oi merzcnn peopl. were illiterate

physically unfit. Papresenta-
tives oi the National Education As-
wclatim and the American Le
glon entabllshed a plan tor "se~
curing [or America a progrdm of
education Adequate to meet the
n 5 he century, and
which will give every boy and girl
that training and equipment which
is rightfully his under our demo-
cratic governmen

From 1922 on. the observance
U S

cmmn Wonk arc-xi" out of the rcvo- has been cosponsored by the . .

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4.

CHAPTER V
FEATURES AND EDITORIALS

Feature articles and editorials project a more
personal point of view into the news. On this basis, one
can say that these kinds of items require a more creative
effort on the part of the writer than would normally be
required in a routine announcement or in a reportorial
description. Features could usually be described as
'human interest' since their purpose is seldom to report
'news' but rather to make an everyday-type of event into
a meaningful and news-worthy occurrence.

It follows that features and editorials about schools
are not only indications of public interest but in many
cases also provide insight into the nature of the relation-
ship between the school and the newspaper. This is more
true of features than of editorials since the writing of
a feature almost always necessitates some measure of co-
operation and communication between persons in the schools
and persons from the newspaper. Editorials on the other
hand may require this cooperation in a few situations but

by and large editorials are in the form of reactions to

 

peOple and events.

117

In terms of readership, research discloses that
editorials receive less readership in daily newspapers
than do features, or human interest.1 Editorials receive
higher readership in weeklies than in dailies but again,
human interest ranks higher for both dailies and weeklies.
Though there has been no research into weekly readership
that approaches the scepe of the continuing study of daily
newspaper readership conducted by the Advertising Research
Foundation, Schramm and Ludwig compared the findings of
twenty-four different readership surveys in order to synthe-
size the various conclusions on readership in these studies.2-
On the basis of this investigation these writers concluded
that, ". . . local editorials are better read on the average
than half of the other content categories in a weekly."3
And that, "Human interest ranks higher in readership than

LL

general news." In that study, human interest items ranked

fifth among sixteen categories for both men and women. Local
editorials ranked ninth for men and tenth for women. This
research alone suggests that school administrators should
encourage increased use of features on various aspects of

the schools.

——_‘—— ‘—

1The Advertising Research Foundation, The Continuing
Study of Newspaper Reading: 138-Study Summary (New York: The
AdVertisIngfifiesearEh Foundation, I351), P._T2.

 

 

2Wilbur Schramm and Merritt Ludwig, "The Weekly News-
paper and its Readers," Journalism Quarterly, 28:3, 1951,
pp. 301-31, 0

31mm, p. 3011-.
uIbid., p. 311.

 

118
Because features and editorials represent an im-
portant aspect of the school content and since it is estab-
lished that these receive comparatively good readership,
it was felt that the nature of editorials and features

deserved unique discussion in this thesis.

Feature Articles on The Schools

Although weekly newspapers devoted more space pro-
portionately to editorials, daily newspapers printed more
feature articles on the schools than weeklies. During the
entire course of the study, a total of nine feature articles
appeared in weekly newspapers and five of these appeared
as a series in one paper. Daily newspapers on the other
hand printed a total of thirty-six feature articles not
including syndicated copy. Among those printing features,
three dailies contributed more than half. Paper "F" did
an interesting series in which a reporter, "Goes Back to
School." This series covered thirteen weekly articles and
provided a reader with a description and interpretation of
the activities that involve pupils from kindergarten through
high school. Paper "A" ran a number of unrelated features
at relatively regular intervals, and it regularly ran a
series in which specific students wrote essays under the
title,"What Education Means to Me." These were specifically
written for the paper and were always accompanied by the

pupil's photograph.

119

All of the other dailies with the exception of paper
"H" ran at least one feature article. These covered a broad
range of school affairs; paper "A" for example printed a
feature about the school lunch program with the unique head-
line, " School's Lunchrooms Serve Education With Food."
The article pointed out the ideas of the system's dietician
on balanced diets and how children must be taught to eat
prOperly. Paper "B" did a fine feature under a by-line
about the experiences of a substitute teacher. Titled,
"Substitute Teacher Has Life of Riley?" The article was
excellently written and pointed out both the work and satis-
faction inherent in teaching school.

A feature article which exemplified a careful and
competent attempt at explaining the importance of art in
the individual's intellectual growth was one--in this
writer's view--which appeared in paper "B" under the
heading, "Today's Art Educators Frown on Coloring Books."
The theme of the piece was contained in a quote by the
supervisor of art in the school, viz: ". . . it is our
attempt to teach children to be original thinkers--creative-
ness in the arts has common attributes with creativeness
in the sciences." This article was accompanied by thirty-
four column-inches of photographs; was located all across
the upper half of the first page of a section, and ran a

total of sixty-four column-inches.

120

The treatment of schools in feature articles in the
larger daily newspapers invites speculation regarding the
roles of the education editor and the school public relations
person. Just as the education editor is a person familiar
with the purposes, function and operation of schools, there
are people in the schools themselves who could play a simi-
lar role from the other 'end.‘ That is, for newspapers not
large enough for the inclusion of an education editor, some
person in the schools could likely be found to perform such
a function to the complete satisfaction of the newspaper.
The very high quality of most of the feature articles found
during this study suggests that this is an area that de-

serves greater attention from both schools and press.

Treatment and Coverage in Editorials

During the course of analyzing the school content
of newspapers included in this study, a total of sixty-
nine different editorials with a combined space of 558
column-inches appeared in both daily and weekly newspapers.
Very few of these editorials could be viewed as unfavorably
critical; most were highly complimentary to the work of the
schools and urged a greater public concern on behalf of
education. Many of the latter appeared in connection with
American Education Week, November 8-1u.

Critical editorials were concerned with the need

for program quality without additional outlay of funds,

121
calling for greater efficiency in economy of Operation and
with criticism of specific programs like driver-training

l A few others

and in the case of one paper, athletics.
were not critical but favored additional science and mathe-
matics training.

Favorable editorials ranged all the way from tri-
butes to successful athletic teams to praise of a new high
school which was not in the district primarily served by
the newspaper.

Editorials were about evenly divided between weekly
and daily newspapers. Since the daily papers are issued
six times as often as the weeklies, it must be concluded
that weekly papers devote a greater proportion of attention

to schools editorially than daily papers. Table 19 presents

comparisons of weekly and daily newspapers.

TABLE 19

EDITORIAL COMPARISONS FOR DAILY AND
WEEKLY NEWSPAPERS

 

 

 

 

Papers Column-inches Percent of total
of editorials school news
Daily newspapers 283.0 .7 %
Ieekly newspapers 275.0 1.6
Total 558.0 .98 %

 

 

1This paper ranked fifth among dailies in the amount
of space devoted to athletics and athletic illustrations.

122

Though the editorials that appeared were predomi-
nantly favorable to the schools, the small overall percentage
of editorials written about the schools suggests two possible
inferences. First, one might assume that newspapers are
relatively well satisfied with the schools otherwise edi-
torials would have been more frequent and more critical.
Second, one might infer that regardless of favorableness,
newspapers are neither satisfied nor dissatisfied but are
merely apathetic. The first of these inferences seems the
more likely; if newspapers were apathetic there would not
have been as much Space devoted to schools in other sections -

of the paper.

Schools and Sputnik in Editorials

The limited amount and nature of space given to
schools in the form of editorial comment seems to refute
a pepular myth among some educators today to the effect
that education is treated often and critically in the com-
ments of editors. Furthermore, such generalizations tend
to trace increased school publicity to reactions by editors
following Russia's launching of Sputnik in 1957. During
the period of this analysis, there were no editorials which
related education with the space-race between this nation
and the Soviet Union.

In order to gain some insight into the nature of

editorial reaction to Sputnik as this event was seen to

123
affect education in this country at the time, the writer
decided to examine editorials in three daily newspapers
for the period October S, 1957--the day that the news of
Sputnik was first announced--through December 31, 1957.

The quantitative content analysis served to guide
the selection of the three daily newspapers for this pur-
pose. The three newspapers were selected on the basis of
total content given to school news during the three-months'
analysis period. One paper was selected because it ranked
high in total content; another because it was at or near
the mean total of content, and a third because it ranked
low in total content.

This phase of the study was not a rigorous attempt
at a detailed analysis of the Sputnik reaction as reflected
in newspapers. Now, and during the last two years, there
has been a general tendency for public pronouncement to
the effect that educational academia is a front page story
as a result of Sputnik. This study certainly indicates
that school news having to do with curriculum and teaching
method occupies greater space than perhaps ever before;
the writer was therefore curious to know how certain news-
papers, within the sample used in this study, treated the
advent of Sputnik and more important, what had these papers
to say about the schools in relation to that event. The
purpose was therefore one of exploration only. For this

reason, the editorials of weekly neWSpapers were not examined.

12k
The newspapers whose editorials were examined were
papers "A," "E," and "G." The following table presents
some data for these three newspapers which may serve as a

point of reference of the discussion which follows.

TABLE 20
SELECTED DATA FOR THE THREE SPUTNIK NEWSPAPERS

 

Paper Circulation Total School Total Curriculum

 

News News
A 59,3u5 9,566.5 col.in. 5M9.0 col.in.
E 8,0ho 5,259.0 h71.5
G h,783 3,257.5 86.5

 

Editorial Reaction to Sputnik.

On October A, 1957, the Soviet Union launched the
world's first earth satellite made by men. .The event was
purportedly to be expected not of the Soviet Union, but of
the United States. The United States had.made an announce-
ment close to the start of the International Ge0physical
Year that it would launch an artificial earth satellite
before that international scientific observance drew to its
close in December, 1957.

As one editorial stated, ". . . had the United
States done this instead of the Russians, people would have

not been surprised. It is the kind of thing that had come

125
to be expected of us." The implication is both obvious
and valid; it was ESE expected of Russia and it did come
as an over-whelming surprise.

It would be folly to even guess at the amount of
actual newspaper space that in one or another way has been
given to Sputnik and its followers. Nor even in this
minute exploration was any attempt made at quantifying
space given to Sputnik throughout the newspaper. For many
weeks after the first beeps of the tiny satellite's radio
were heard, it was a continuing news story. After the
event itself faded, its implications and the political and
military events it motivated were major news stories. Since
then, the trials and tribulations of missiles and men and
of space and the moon have been notable and newsworthy.

The little Russian moon signalled the start of a
great race. It is oddly true, however, that the United
States only became aware of its participation in that race
after its opponent had this great headstart.

The race itself and its many ramifications absorbed
the attention of editorial writers if these three newspapers
are representative. In a period of three months, these
three newspapers printed a total of forty-three different
editorials related to Sputnik, or in which Sputnik was the
essential motivation for the piece. Of this total, only five
were related to education. These five appeared in two of the

newspapers; three of them in one paper.

126

During this three-month period from October 5, 1957,
through December 31, 1957, there were four major events in
what one might label, the Sputnik cycle. First there was
the launching of Sputnik I on October h; secondly, on
November 2, the Soviet Union launched Sputnik II--a much
heavier vehicle which carried a dog and appropriate instru-
ments for testing its reactions (this one was sometimes
called "muttnik.") The third event in the cycle was the
much heralded but dismal failure of the United States'
Vanguard on December 6. The fourth event was the success-
ful launching by the United States of the Atlas Inter-
continental Ballistics Missile (ICBM) on December 17.

At least one, or all of the newspapers reacted
editorially to all four of these events. Not at all re-
lated to Sputnik but by coincidence of timing, another
event occurred almost in the middle of this three-months'
cycle. This was American Education Week. It was in ob-
servance of this event that four of the five editorials
appeared in which education was related to the satellites.
Though the third newspaper also gave editorial space to
the observance of American Education‘Week, it did not
relate the event to Sputnik. The nature of editorial treat-
ment of Sputnik in each of the three newspapers follows.

Treatment of Sputnik in newspaper "A."--Newspaper

 

"A," the largest of the three papers both in circulation

127
and average thickness, printed a total of sixteen edi-
torials related to Sputnik. Ten of these were written
during October; three were written in November, and three
more in December.

The first editorial in newspaper "A" was some-
what congratulatory and merely speculated generally about
the fact that a satellite was launched. On October 7,
another editorial appeared with the general theme that
we must admit that Russia can do something. This was fol-
lowed by eight other editorials during the remainder of the
month which seem to fall into three categories of comment:
(1) editorials of reassurance; i.e., the satellites pose
no great threat to peace and "we are not awed" by them;
(2) editorials critical of services rivalry and secrecy;
and (3) editorials of explanation for our lag in space
science as well as implications of Sputniks.

These three categories seem to hold true for all
three newspapers. Editorials related to education would
fall into the third of these categories. Paper "A" was
mostly reassuring in its editorial treatment of Sputnik.
This point of view is typified by an editorial that
appeared following the United States' failure with the
Vanguard on December 6. It was to the effect that the
failure was "not important" and though possibly humiliating

in some few respects, it should be remembered that our

128
scientists felt ". . . the hot breath of public expectancy
on the backs of their necks." Next time, the editorial
pointed out, we would be more careful and we would succeed.
Again there was the reassurance that these satellites are
not weapons and that the United States is in no jeopardy
from them.

An editorial of fourteen column-inches during
American Education Week urged citizens to visit schools
and become acquainted with educational problems. It made
no reference at all to Sputnik or to space. i

There was only one editorial in newspaper "A" that
was critical in any sense of the word- This piece merely
commented on a report of the National Science Foundation
which was critical of the secrecy which prevented trans-
lation of Russian scientific journals. These purported
to openly explain many things about Sputnik. The editorial
suggested that even though secrecy was necessary and to be
desired, this report by the National Science Foundation
deserved careful and thoughtful consideration by our
statesmen.

Editorial treatment of Sputnik in newspgper "E."--
Although newspaper "E" was not as Optimistic as paper "A,"
it became more reassuring and confident during the last
two months. Its early reactions, in the form of five

editorials during the month of October, were critical of

129
United States Intelligence agencies for not better.informing
us Of the Russian's progress, and speculatively anxious
about the effect of the Russian success on the prestige
of the United States among small nations. Interdepart-
mental rivalry among the Army, Navy, and Air Force also
incurred.some rather sharp criticism from this newspaper.
Following the Soviet launching of Sputnik II on November 2,
this newspaper assumed an attitude of grave concern. Under
the heading, "A Must Program," an editorial of November 5,
urged that the‘United States missile program be geared to
top efficiency and that the paramount objective be just
to "catch up."

Four days later, following President Eisenhower's
announcement that Dr. James Killian of the Massachusetts
Institute of Technology, was to direct the Scientific
Defense Program, an editorial appeared entitled "Reassurance."
The point of view was optimism and this optimism was main-
tained during the remaining months.

On November 13 and in observance Of American Edu-
cation Week, this newspaper printed an editorial commenting
on shortages of teachers and facilities in public education.
The editorial pointed out that "recent Russian attainments"
had prompted criticisms of our educational system to the
effect that we do not place enough stress on science nor

provide adequate Opportunities for the above-average student,

130
and then it posed the question as to whether or not current
deficiencies in education might be caused by public apathy
rather than ". . . by those who head up our educational
programs." It finished by suggesting that the crucial
questions are: what does America expect of its schools,
and are we willing to pay the price?

On December 28, another editorial appeared that
had some comment about education. Titled, "Let's Not Grow
Hysterical," the writer labelled as 'hysterical,' a
Pennsylvania proposal to mandate a six-day school week.
The editorial writer pointed out that our educational pro-
gram very likely would see some changes as a result Of a
renewed public interest in scholarship but to increase
the school year by more than twenty percent ". . . merely
for the sake Of a crash program would appear to be putting
the cart before the horse." The point was made that regard-
less Of the length of the school day, little could be
accomplished without better facilities and better teachers
and these cost dollars.

Editorial treatment of Sputnik in newspaper "G."--

 

A predominance among editorials in newspaper "G" were con-
cerned with the arms race and with the implications of
Sputnik prepaganda purposes, thus the converse effect on
the United States' prestige abroad. Again the reassurance
theme was apparent. An early editorial following the

announcement of Sputnik I pointed out that "he who is first"

[t1 ‘Illly

131
has nothing to do with "he who is best." Missile secrecy
came in for some criticism, the point of view being that
it was no longer an advantage and might actually be a
barrier to cooperation with other free nations.

_Following Sputnik II, a somewhat solemn piece
appeared under the heading "Score, 2 to O." The writer
pointed out that the launching of a much heavier satellite
had more serious implications for the United States and
suggested that only spectacular developments in Our own
space program could counter-balance the effect of this
latest Russian achievement on the neutral and tremulous
nations of the world.

In reaction to the Vanguard failure, an editorial
appeared advising that equally bad is our tendency to "talk
too much." The point in this editorial was that even though
three out of ten attempts to launch a satellite fail even
for the Russians, they keep their failures a secret and
we broadcast ours to the world.

This failure was seen as "our greatest test"--the
test Of our faith in ourselves. The writer was reassuring
that our scientists would succeed. Following the success-
ful launching of the Atlas ICBM, an editorial followed
which said, in effect, I told you so. This Optimism held

for the remainder of the month.

132

Newspaper "G" printed three editorials related to
education in connection with Sputnik. The first of these
entitled, "Soviet Education," presented some of those now
famous, early statistics about the number of Russian
graduates in specialist fields and the number studying in
institutions of higher learning. The point of view was
to the effect that this nation's schools need not attempt
to match the Spartan aspects of the Soviet system but,

". . . if we are not to fall seriously behind in science
and its vital applications to industry and defense, many
thousands Of youngsters are going to have to dig in harder
on the science subjects."

Interestingly, this was followed in two weeks by
another editorial entitled, "More Research Needed," which
pointed out that in our society, scientists can not be
dictated to, and that the scientist's training in the
United States, ". . . intense though it is, must be set
in a broad frame of humanistic studies. Thus he will have
full grasp Of the human values men cherish, and will be
able to serve . . . all humanity in any additional capacity,
public or private, for which.he shows talent."

A third editorial related to education appeared
in newspaper "G" on December 20. Entitled, "Another Side
Of Soviet Science," this piece recalled the earlier editorial

about Russian graduates and suggested that the former

133

editorial was hasty. A Wall Street Journal report was

 

quoted which pointed out that we do as well prOportionately
as the Soviets and even better in the percentages Of our
students who get into college and the percentage of those
that eventually graduate. It was also pointed out that
many Of the so-called higher educational institutions in
the Soviet Union were little more than slightly advanced

trade schools.

Summary

Editorials and feature articles require greater
effort in writing than routine news items. For this reason
these kinds of content--whether written about schools or
anything else--necessitate some measure of creativity in
composition. It follows therefore that editorials and
features bring a more personal point of view to the sub-
ject at hand and on the basis of this it was felt that
these kinds of content deserved unique discussion in this
thesis.

It was pointed out that research indicates feature
items get higher readership than editorials and that edi-
torials also get higher readership than half of the other
kinds of content in weekly newspapers. Weekly newspapers
give more space proportionately to editorials about the
schools than do daily newspapers; on the other hand, daily

newspapers give greater emphasis to feature articles. In

13h
daily newspapers that have education editors, one would
expect more frequent features; this in turn may be a com-
petitive motivation for other daily and some weekly news-
papers to also give more attention to the feature.

Editorials that comment on school matters constitute
a small proportion of space but those that appear are pre-
dominantly favorable. The relative lack of editorial space
should not be construed as lack of interest since the total
amount of space given to school news throughout newspapers
indicates that this represents an important area of news
in the view of newspaper editors and publishers.

The small amount of space and the very limited amount
of critical comment about schools in editorials in addition
to a tendency in recent years for educators to assume that
editors are rather fond of talking about education led the
writer to examine another aspect of editorial treatment of
schools. Since the assumption referred to above is usually
based on the premise that Sputnik sparked an editorial re-
action which included much comment about the role of the
schools, the writer decided to examine editorial reaction
to Sputnik for three months following the advent of the
Russian satellite in October, 1957. Though this represented
merely a phase of this study and was not designed as a

rigorous analysis, there is indication that newspapers did

135

not relate Sputnik to schools in more than a token sense.
Moreover, those editorials which did relate them were pre-

dominantly favorable to the work and purposes of the

schools.

CHAPTER VI

SUMMARY, CONCLUSIONS, RECOMMENDATIONS,
AND IMPLICATIONS FOR FURTHER RESEARCH
Summary

This study was concerned with an analysis of the
school content in Michigan newspapers. The purposes of
the study were:

(1) To determine the quantity and quality of school.
news appearing in Michigan newspapers and the identification
of trends through comparisons with a similar study.

(2) To determine implications for improving school-
community communications.

In pursuing the purposes outlined above, the fol-
lowing hypotheses were developed and served as a basis for
the research:

(1) That daily and weekly newspapers cover a wide
variety of educational activities and functions dealing
with public schools.

(2) That there are no significant differences
among various topics of school news ranked by the amount
of space given them by newspapers. (Daily and weekly news-

papers treated as separate classes.)

137

(3) That there are no significant differences among
newspapers when ranked and compared on the amount of space
given to each topic of school news. (Daily and weekly news-
papers treated as separate classes.)

(k) That there are no significant differences among
newspapers ranked by the percent of total space each paper
gives to each tOpic of school news. (Treating daily and
weekly newSpapers as separate classes.)

(5) That space given to curriculum and teaching
method will have increased in comparison to space given to
these topics in a previous study.

In eXploring various methods of approach to this
problem, it was necessary to consider published research
and literature in a number of areas of inquiry seldom inte-
grated in the general body of educational literature.
Subject-matter areas explored in an effort to provide a
conceptual framework for this study included: school
administration, school public relations, journalism, and
general communication theory.

Prior to 1920, there was practically no literature
published which related specifically to school public re-
lations. Several early studies established that the schools
represent an important source of news. Others attempted to
define the extent of what school patrons know about the

nature and function of their schools, and still others

138
attempted to determine what kinds of information about the
schools peeple expected newspapers to provide them.

The conclusions of these studies were varied but
there was general agreement that newspapers give undue
emphasis to certain aspects of the school program while
other school activities are relatively ignored. Research
in later years indicated that the public is provided little
information about those aspects of the school program that
it would like to know more about.

Students of both education and journalism have also
examined what is actually being published about the schools I
in newspapers. In a large proportion of such studies, the
actual quantity and quality of the school news was determined.

More recently, an analysis of newspaper photographs
and an interdisciplinary approach to the school-community-
communication problem were attempted which represent new
approaches to research in this general area.

The technique of research used in many such studies
is a method known as content analysis. This research method
was used in the present study and its methodology was dis-
cussed.

In pursuing the purposes of this study, school con—
tent was analyzed in eight daily and fifteen weekly news-
papers. This sample was randomly selected by accepted
statistical procedures and represented the universe of

news a ers in the state of Michigan.
C

139

Twenty classifications were used into which various
school news items were categorized. In addition to these
classifications, school content was also categorized by the
number and type of items appearing on front pages and by
the number and type of photographs printed. These pro-
cedures constituted what has been defined as quantitative
analysis.

The reliability of the writer's classification of
school content as well as reliability in measuring and
quantifying the content was established in two ways. First,
an assistant and the writer separately measured all school .
content appearing on the front pages of all newspapers and
then compared these quantifications; secondly, representative
samples of school content were submitted to a panel of three
judges together with definitions of the classifications and
differences in their classifications were noted.

Variations among the various newspapers in the
sample were great. Some of these variations were plainly
evident from the tabular presentations while others were
statistically analyzed using the Spearman rank order (rho)
correlation, and the Friedman two-way analysis of variance
test (xre).

The quantification of the school content was pro-
ceeded by totaling the number of column-inches of space

given to each of the twenty classifications; totaling the

luO
number of items by topic for all front page space given
schools; and determining the total amount of space available
in each newspaper by multiplying the page size by the number
of issues in the three-month period. The number and type
of school photographs were also noted.

A qualitative analysis was also presented. This
analysis attempted to categorize school content by charac-
teristics and treatment and also involved inferences based
on the quantitative data. A number of illustrations of
representative content were presented in connection with
discussion in the qualitative analysis.

Feature articles and editorials, due to the nature
of the more creative effort involved in the writing, were
discussed uniquely in this study. This led the writer to
investigate the nature of editorial Space given to schools
in relation to the launching of Sputnik by the Soviet Union.

Three daily newspapers were selected for study of
editorial comment following the advent of the Soviet
satellite in October, 1957. These three newspapers were
visited by the writer and editorials were studied for the
period October S, 1957, through December 31, 1957. The
attempt here was to ascertain the nature of editorial com-

ment about schools in relation to the news of Sputnik.

1’41

Newspaper Space Given to The Schools

Within the limits established by this study, a total
of Sh,827.5 column-inches of school news was analyzed. Cor-
relation by rank order between the circulation of newspapers
and total school content indicated a weak relationship for
daily newspapers and no significant relationship for weekly
newspapers. Correlation between the thickness of a news-
paper and total space given to schools indicated no signi-
ficant relationship for daily newspapers but there was a
high positive correlation on these variables for weekly
newspapers.

When newspapers were ranked by thickness and also
by the percentage of school news appearing on front pages,
and a rank order correlation computed, it was found that
there was a significant negative correlation; that is, as
newspapers increase in thickness there is a tendency to
print less school news on the front page. Daily newspapers
printed a smaller number of items about the schools on the
front page than did weeklies, consequently daily newspapers
printed nothing of certain categories on front pages to
which weeklies devoted numerous items. Among weekly news-
papers, athletics accounted for the greatest number of front
page topics, while among daily newspapers, financial tOpics

accounted for the greatest number.

1&2

An important consideration here, however, is the
fact that the front page constitutes a great majority of
the total news-hole among weekly newspapers; i.e., the
chances of any item of news getting on the front page are
much greater for weekly newspapers of small thickness than
for other larger weeklies or for dailies. In addition to
this, weekly newspapers depend more on area and local news
to fill the paper since most of these do not have access
to wire services. Also, the weekly newspaper prints one
issue to every six for the average daily newspaper and
therefore items that mean front page importance even to
the larger weekly new3papers are relegated to the inside
pages of dailies leaving the front page for national, state,
and international news items.

Both daily and weekly newspapers devote proportional
attention to the same kinds of school news. Athletics and
athletic illustrations accounted for considerably greater
percentage of total space among daily newspapers than among
weeklies, though the weeklies gave more attention to ath-
letics than to any other category of school news. Among
daily papers, athletics and athletic illustrations accounted
for 53.2 percent of all the school content; these two cate-
gories accounted for 36.7 percent of all school content
among weekly newspapers. General illustrations, curriculum,
finance, and miscellaneous school items accounted for another

35.9 percent of the school content among weekly newspapers

1&3
and for 25.h percent of the remaining school news space in
daily newspapers. Together with athletics and athletic
illustrations, these categories accounted for 72.3 percent
of all school content in weekly newspapers. Three other
categories accounted for notable amounts of space; these
were general illustrations, PTA, and student activities.

There are a number of probable explanations for
the dominance of athletic content but certainly an im-
portant one has to do with the regularity of athletic con-
tests throughout the year. Added to this is the fact that
the competitive nature of athletics necessitates that some
information be printed which informs the team follower of
the activities of other teams. This certainly is not true
of a school board meeting. Yet school board meetings are
also regular events and though they do not occur as often
as athletic events, they are regularly covered. Moreover,
forty-three items relating to school boards appeared on
the front pages of both daily and weekly newspapers. Only
five other items appeared with greater frequency on front
pages.

There were great differences in the amounts of space
different newspapers gave to different tOpics of school
news. However, this was a difficult conclusion to reach
by examining rankings of each paper on each category since

this presented the analyst with a two-way table of 160 cells

1M4
for daily newspapers and 300 cells for weekly newspapers.
This problem was solved by submitting the ranked data to
the Friedman two-way analysis of variance test (Xrg). The
hypothesis that there were no differences in the ways cate-
gories of school news rank from one paper to the next was
rejected on the basis of this statistical analysis.

There were also great differences in the ways the
newspapers themselves ranked by the amount of space given
to each of the various categories. This examined whether
or not a paper with greater average thickness (number of
pages per issue) gave more space to various school topics
than papers with less thicknesses. On the basis of the
Friedman test, it must be concluded that there are signi-
ficant differences in this respect, thus a thicker news—
paper does tend to give more space to most of the cate-
gories of school news even though there is no significant
correlation between thickness ranks and rankings in total
school space. Thus several papers, by giving more space to
certain specific topics of school news affected the total
school space such that a rank-order correlation indicated
only a weak relationship between thickness and total school
content. The Friedman test, being a more powerful statistic,
disclosed that when each individual topic is considered and
this used to compare each individual newspaper, there is a

general tendency for significant differences.

116

When school news was looked at as a percentage of
the total space available and newspapers were ranked in
this fashion, it was concluded from statistical analysis
that there are no significant differences among the daily
newspapers and among the weekly newspapers. Thus, though
there were great differences among the various newspapers
in the amount of space each devoted to the various cate-
gories, there were no significant differences in the way
papers ranked in the percentages of total space devoted
to the various categories. To further illustrate this
finding, it was pointed out that daily neWSpaper "F" which
ranked sixth in average thickness, ranked first in five
categories of school content as a percent of total space
whereas daily newspaper "A" which ranked first in average
thickness, ranked first on only one category as a percent
of total space.

It should be pointed out here that among the daily
newspapers analyzed in this study, newspaper "F" was the
most outstanding in its treatment of school news. Paper "A"
was also notable for its handling of the school content.

Among weeklies, most of the newspapers deserve
credit for their treatment of school news. Papers "D," "M,"
"B," and "K" were especially noteworthy.

One of the notable findings of the quantitative
analysis was the percentage of total space given to our-

riculum. When comparisons were made with a similar content

lhé
analysis conducted in 1953 which employed the same classifi-
cations, it was noted that space given to curriculum had in-
creased from .2 percent to 7.5 percent. Though some of this
increase may be due to differences in definition of what
constitutes curriculum news, this would not explain so
great an increase. The logical conclusion is a more acute
interest by the newspaper in matters relating to the child's
scholastic experiences in response to an awakening interest
throughout the nation. This finding supports one of the
original hypotheses of the study, moreover it was felt that
this increased interest is traceable to the priority being
placed on education primarily as a result of events during
the last few years which.have seen increased intellectual
and cultural competition between this nation and the Soviet
Union.

It was partly due to this thought that an exami-
nation was made of editorial comment in reaction to the
launching of Sputnik and the events of the few months fol-
lowing it. Consequently, editorials were examined for the
period October 5, 1957, through December 31, 1957, in~
three newspapers.

Of a total of forty-two editorials that appeared
during this period, five were educationally related. One
of the three newspapers did not relate Sputnik to education

even though editorials about education appeared. The other

11;?
two newspapers were not 'crash' critical of education nor
did they blame the American syStem of public education in
any fashion for the failure of the United States to beat
the Soviet Union into the sky with a satellite. On the
contrary, editorial comment relative to education and
Sputnik was reassuring and rational and pointed out that
our scientists need training within the humanistic tradi-
tion; also, that our schools and colleges compare very well
in proportional comparisons with the Soviet Union by number
of students graduating in higher education and numbers
attending such institutions. Educators cannot blame the
press for harmful criticism if these newspapers are repre-
sentative. This is a fruitful area for further research
not only for its educational implications but in order to
determine in greater SCOpe, the nature of editorial re-
action to Sputnik.

The best written school content appeared in the
form of feature articles on various aspects of the schools.
Daily newspapers printed a greater number of features than
did weeklies. Another impressive quality of writing about
schools was apparent in several syndicated features.

Current editorials accounted for a small percentage
of the total school news; in daily newspapers, seven-tenths
percent of the total space was occupied by editorials while

in weekly papers, editorials accounted for one and six-tenths

ma
percent of the space. Though a small proportion of the
total space, editorials were predominantly favorable to
the work and purposes of the schools. The relative lack
of editorial comment may indicate that newspapers are fairly

satisfied.with the job being done by the schools.

Conclusions

The findings of this study, based on an analysis
of the school content in daily and weekly newspapers in
the state of Michigan, provide an empirical basis for the
following general conclusions:

1. Though there are great variations in amounts
of space given to school functions and activities, news-
papers in Michigan provide adequate information about the
functions and activities of schools and persons who have
access to newspapers can profitably utilize them to become
better informed about the schools.

2. Both daily and weekly newspapers give notable
and disprOportionate emphasis to athletics but whether this
is harmful to the general image and interpretation of schools
must be decided by additional research.

3. There is an apparent trend developing which will
see a continued increase in newspaper content dealing with
the classroom activities and learning experiences of chil-

dren as well as greater emphasis on academic matters.

lh9

h. Newspapers through editorial and reportorial
content reflect a concern for the effect on education of
the present disquieting financial problems in the state of
Michigan.

5. Among various kinds of school content, the
least informative were items dealing with parent—teacher
organizations, a majority of which were reports of meetings
in the form of mere listings of names. In many cases, the
subjects of and guests at these meetings deserved better
coverage.

6. Though some newspapers do an outstanding job
of feature reporting on many aspects of the schools, a
greater number do not take advantage of numerous oppor-
tunities for feature articles on a variety of school-
related occurrences.

7. American Education Week receives wide and com-
petent coverage by both daily and weekly newspapers.

8. Newspapers often miss opportunities for good
material by failing to follow-up certain professional
activities of teachers in connection with conferences and
institutes.

9. There is indication that newspapers were not
critical of the schools following the launching of Sputnik
in 1957, however, the nature and scope of the investigation
of this suggests that a more penetrating research would be

both needed and valuable.

Recommendations

As an outgrowth of the study reported in this thesis,
the following recommendations are offered as potentially
valuable avenues for improving the process through which
schools are interpreted and communicated to the communities
they serve:

1. Students of school administration as well as
teachers in the public schools should be more exposed to
study in the process of communication and its implications
in the school-community relationship.

2. Editors and other newspaper personnel need to
continually study the objectives and function of the school
program in order to more capably perform their role in
adequately and responsibly interpreting the schools to
their readers and to their listeners or viewers.

3. School administrators or other persons assigned
the task of working with the press need to become better
informed regarding the problems and function of the press;
to become more familiar with the 'ground rules' and to
responsibly adhere to them.

h. Persons in related educational agencies like
parent-teacher organizations who are responsible for press-
relations should become familiar with basic public relations

skills like writing press releases and the use of photographs.

151
In-service programs or workshops for such persons would be
a valuable service.

5. Colleges of education should continue to stress
the importance of and need for the development of good school
public relations. As education faces increasingly perplexing
problems there will be a continually growing need for public
understanding and support. Newspapers are in a unique posi-
tion to complement and supplement that understanding; they,
can also thwart it.

6. As the need and importance of better communi-
cation between schools and communities will surely increase
in the years ahead, colleges of education can also provide
a service through the initiation, staffing and organization
of training programs in the process and effects 6r communi-
cation for both teachers and school administrators--in-service
and pre-service.

7. Feature articles represent one of the best
vehicles for presenting many aspects of the school's story;
moreover, research indicates that such articles receive high
readership. Though features examined in this study were of
high quality, they were too infrequent. School administrators
who are interested in opportunities for improving the com-
munication of school information to the community should
give attention to ways of encouraging greater use of feature

articles about the schools.

152

Implications For Further Research

The very nature of a content analysis of newspapers
with the problems it poses for handling the newspapers them-
.selves dictates certain limitations at the outset. Among
these, the scope of the investigation must be carefully de-
termined which thereby eliminates potentially valuable
areas for further research. During the course of this
study, other areas were identified which offer fruitful
avenues of research but could not be explored within the
limitations of the present study. The recommendations which-
follow are therefore derived from this study.

1. What are the effects of similar kinds of school
content on readers of weekly newspapers as opposed to
readers of daily newspapers?

2. How do editors of newspapers or those persons
who handle the 'school beat,‘ compare with school superin-
tendents or school public relations persons on certain
attitudes regarding the schools?

3. Is it possible to predict the nature of the
interpretation of schools via local newspapers through
testing theoretical constructs of interpersonal relations
between school personnel and newspaper personnel?

u. what can be learned about the nature of schools

from an analysis of 'feedback,‘ as exemplified in

153
letters-to-the-editor about school matters, in newspapers
in various parts of the nation?

5. Could the emphasis given to athletics by news-
papers be determined as harmful or not harmful through a
comparison of school systems by success of athletic teams

and success in the passage of school bond prOposals?

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APPENDIX A

NAP OF MICHIGAN SHOWING LOCATION
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158 MICHIGAN

 

 

 

 

 

 

 

 

 

 

 

 

 

MADE IN U. s. A.

APPH‘IDIX B

PANEL OF JUDGES USED FOR RELIABILITY OF CLASSIFICATION

160

Dr. Fred W. Vescolani, Associate Professor of Education,
Michigan State University.

Dr. Herbert R. Hengst, Instructor, College of Education,
Michigan State University.

Mr. Burton D. Friedman, Graduate Assistant, College of
Education, Michigan State University, presently
on leave of absence from the University of
Puerto Rico.

APPENDIX C

UEWSFAFERS USED IN THE STUDY WITH CIRCULATION DATA

ZUQ'TJFJUOWP

oZRquHmeMUOwb

DAILY NEWSPAPERS

Paper

Pontiac Press

Bay City Times

Holland Evening Sentinel
Traverse City Record-Eagle

- Niles Daily Star

Grand Haven Tribune
Three Rivers Commercial
Dowagiac Daily News

WEEKLY NEWSPAPERS

The Highland Parker

- Clinton County Republican
- Grand Ledge Independent

Northville Record

Grandville Star

Pigeon Progress-Advance
Portland Review and Observer
Flushing Observer

St. Louis Leader—Press
Nilliamston Enterprise
Marine City Independent
Imlay City News

Nashville News

- Mancelona Herald
- Brooklyn Exponent

162

Circulation

 

59,3u5
36,029
13,223“
12,710
8,0h0
6,381
b.783
3,u77

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APPENDIX D

CONTEI‘IT ANALYSIS CATEGOILY SHEETS

CLASSIFICATION SHEET 16h

ustrations -
torial t

 

165

Photograph categories

Athletics
IUVS

,.- —nersonne
u.)

8P8

    

num GP

83119.

Front page categpries

(Write the classification in the blank space provided and
note the number and size of items in that classification.)

Ho

Classification Talley of tens Column—inches
i 5

i 11*11 1A

 

 

 

 

 

 

 

 

 

Total

 

 

 

 

 

 

 

 

 

"‘IIIIINII“