DOCUMENT RESUME

'ED 113 741 CS 202 327

AUTHOR Yagle, Pamela D.TITLE Journalism Tache4 Training.IN$2ITUTION . Journali'sm Education Association, La Crosse, Wis.PUB DATE Nov 75NOTE 12p.; Distillation of author's thesi, See ED 105

675AVAILABLE FPOM Sister M. Rita .1.e.anne, Secretary/Treasurer, JEA,

Sisters of Perpetual Adoration, St. Rose ConventeCrosse, Wisconsin 54601 ($2.00 members, $4.00nonmembers)

EDRS PRICE MF-$0.76 HC-$1.58-Plus PostageDESCRIPTORS *College Programs; *Course Content; Course

Descriptions; Degree Requirements; Higher Education;*Journalism; National SurveySi Program Evaluation;Secondary Education; *Teacher Certification; *TeacherEd ucation'

IDENTIFI17PS *Journalisin Education

ABSTRACTThis /study examines the quality of the education

programs offered by colleges and universities preparing high schooljovnalism teachers. Following a lengthy review of the literaturedatang to the 1920s, the results of a questionnaire Surve,y onjournalism education are reported. The questionnaire was mailed117 persons associated with journalism education and high schooljournalism instruction. The total number of respondents was 104.(89percent) of tile 117 who received? questionnaires. Some of theconclusions were that 54 high schools (51.9 percent of the 104responding) have departments or schools of journalism that offer onecourse in high school journalism and advising, the most common numberof credit hours-avaAable in high school journalism-publicationsadvising is three semester hours (five quarter hours) , the majorityof schoolt surveyed do not offer summer workshops in high schooljournalism-publications subjecjts, and'more high school orientedjournalism course' offerings are4beingplanned by many of the collAesand., universities. (PB)

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JouinalisTeacher.

(4,t- 4

c-) Training

by PAM YAGLEMorgantownWest Virginia

VS DEPARTMENT OF HEALTHEDUCATION &WELFARENATIONAL INSTITUTE OF

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Boolde.t price: .

rPublication program - freeJEA members $2.00Non-members $4.00

Publicationsy Program.

. issued NOvember 1975as part of the JEAPublications Program

JciurnalikmTeacher Training*by PAMELA D. YAGLE

REVIEW OP LITERATURE

Some university journalism teachingadvising pro%graing'in the United 'tates have implaed greatlysince the 1920's, but it has taken the last 25 yearsto convince college administrators in general thatjournalism deserves to a department or schoolseparate tram English

Charles T. DunGlu, dean of the Uhiversity ofOregon School of Journalism in 1961, questionedthe slow degree of improvement in journalism edu-cation programs by that year. He recognized athreat to job opportunities for skilled journalistsin some media managers' policy of hiring unquali-

journalismcommufileations employees who 'never took a

ournalism Lourse in their lives, to Say nothing ofhaving majored in that field.'2 Duncan,voicedpartio* concern that inexperienced personnel'generally sensed no handicap in journalism occu-patiOns even though they lacked such professionaltraining.

The same weaknesses that occur when hiringuntrained persons for media jobs can prevail incollege. To prevent these weaknesses, the collegeshould select farmer high schoolcjournalism teacher-advisers ,w teach the courses that prepare-instruct-ors for journalism teacher-adviser positions.

Duncan's dismay about employers hiring 'aimost

The author, a' former English and joilinalism In-structor, possesses a BS in English education and aMSJ from West Virginia University. During fouryears at Keyser and Morgantown (West Virginia)high schools, many of her newspapers earnedAll-American and Medallist ratings.

Mrs. Yagle researched this topic because numea,psstudent teachers had admitted to her that they wereabout to be graduated yet doubted their ability to

'teach journalism or advise publications. Thesefuture educators felt idadequately acquainted withjournalism fundamentals after completing onecollege course 'in High School Journalism.' Theywere supposedly qualified to teach journalism,however, according to many state and collegecertification requirements. .

This JEA publication is a distillation of the fullthesis, Journalism Teaching-Advising Courses atWest rirginia University and 103 Other Schools,which was presented-to the faculty of the graduateschool at Weft Virginia University in 'May 1975.,.Persons wishing more complete information onthis manuscripi should refer to the ERIC listingvia the December 1975 Research In Education

I

.anydne' for demanding journalism bears notice atjournalism scliobls throughout the United States,

Recent Significant JiEd StudiesJohn %V. %Vindhatiser. Colorado-State University

instructor, and J. W. Click, Ohio University profes-sor; have tried to piopel the improvement of Jour-nalism teachingadyi$ing programs. In 1971, theycompiled data from' 39 of 51 members (76 percent) of the Association for Education in Journal-ism (AEJ) secondary school division and surveyedsupenntendents of public instruction in the 50states and in the District of Columbia. The teamthen discovered that Journalisrh certification guide-lines in only 40' per cent of the states requiredpublication advisers to complete a journalism minor'(.24 to 40)hours .3 Additional data points outthat 78 per cent of the 39 college AEJ membersrecommended an undergraduate jourrtalism majorfor prospective secondary school journalism teachers,,68.5 per cent of the 39 AEJ members agreed thathigh school journalism instructors should have at -,

least a journalism minor.. Nearly all believed that

vi1'TABLE OF CpNTENTS

1. Review of Literature

Recent Significant J -El Studies.Early Proposals to Improve J-Ed Teaching

Teachey Training

Continuing Need for High-Caliber J-Educators,

Method

3. SurveyResponses from Instructors ofJournalism Teaching-Advising.Courses

Course Content AnalysisProfessOr Evaluation of Student AbilitiesProfessor Evaluation of College High School

-Journalism Instructor Abilities and PastExperienCe

4. Appendices .

A - Comparison of High School Journalism, ,Certification- Requirements 1965 and 1971

B - 'teacher Certificatioil Program ProposedSkills

C - Teacher Certification Program Major:Recommended Hours

ivumallsin educators quamications should includeprotessional -media experience arid tea...Ling ability, -The 1.11 membe4... pointed to recommended coin.

hecond teacslutig mal0:1, in tads,nglisti. and m speech 'subjects judge., most

essential-4.)r .3 future secondary school journalism "

teacher. in order ot -need; were copy editing. newswrtring, a, nu,. communication and soci-Jty, newspapej inake,ap te4ure writing and photo-graphy 4 .

Instructor standards in 14-1 reflect more de"manding teacher prepatution ti yn it, 19(15, whenRobert J Cranford accentuated the kittenquate awareness and tr.ruung 01 formulism teachers.

,Cult-fiudggenerally was disturbed by the, misleadingimprissions that uncfualifitid adtisers could createui disns'sing, journalism' careers To ( Milford'sdismay. advisers 111 i )(15 did riot need to 'meetspecial requirement.t Thirty of 45 (6o,'" per cent )): the state's siut'oed in that year still had iern-fication4imes requiring tett er than 15 hours otfournalism credit for teachers - adviser' "rt. ot 1971.

or (49 per cent i ot the 50 states) and theDistrict of ( tdUribli .till di I not -require a journal-sm nutter or 111111of tau (lame teachers Only .1')

per ,enr ot the states and the Dr\trict otolumhia demanded that high school iournaltsm

teachers earn a loimulism Major or minor tor'cerlitiation

Comparing 1965' and 19-'1 data. W,indhauser andClick could identify only a less tmprovementsamoncertitiortion requireMents, content of highschool journalism courses surveyed, the number_of majors and minors Milo had become journalisminstructors. and slate of journalism coursesrecommended for future ,sponsors

( lick and Windhauser note that the majoritytot

the 490 high schoolioucnalisin teachers responding .in a 1972 -survey of Ohio. Indiana and Pennsylvaniaheld that the main goal of high school journalismis to prodire publications!' llowever. C.Ilik,41f141Windhauser acknowledge that other journhsin stu-dies completed by..(iretchen Kemp in 1957, theIndiana Committee on High School Journajtsm.ifis1965, and Laurence R. Campbell in 1971 /concurwith 89 7 per cent of the AEJ secondary school 1-1

du hum members who, concluded in 1971 that the ,

twin purpose of such .rcourse in the '70s is 'tomake high school students intelligent consumers ofthe mass media:8 -

Windhauser and Click have urged, additional re-.search in journalism education by st,atum

,Several writers have indicated that the lughschool curriculum must and will undergodrastic revision 'Beyond finding ()lit-whathim school journalism is like today, leadersand o'thcrs interested in it should-work toconceptualize and implement -the secondaryschool tournalism or mass communicationstudy appropriate for the I980's.9

Dr, William Dean. director of student publica-tions at Texas Tech University, similally has ,.empliatized the implidance of educating,high

:school journalisth teachers to 'writ. eclitt.-and ,ga-.

,ther news.' I () I laving surveyed 100 high clLooljournalism teachers...87 high school principals, 54college jimrnalisni dearts and/or department chair-nen, and 74 newspaper editors, Dean recognized

2

two possible preservice training programs lot sec.un-day school journal teachers (a) a teacher cer-takdrion program to ,11\iSi college students v.lohate a (01.1(rialtsQl manor or nurser teaching field.and a lint fed courses approach, to expose rititi-journalism Majors in other teaclang, programs tos.eteral tournalism

111,1ri:tors slut ey ed by Dean w ere greatly alarm,ed oy the iiilinber ot 'unqualified' ads ISCIN a, 01I972 pfust) teachers responding who had begunlournalisill education careers air 'un'qualified. advisershighly recommended requirecrcertification for ad-%bets Dean thus created a program and said

It would.leem to he in order to recommendthat all states need to deteiop a definiteteacher certtficatum program for journalismteachers and fiublwanons advisers. - Schaolsshould not be permitted to merely give thisresponsibility to an unqualified person justas they Would not he permitted to have anunqualify4person teach chennstn or mathor direct the SCIION c hmr I 2

6 1.Early Proposals to Improve J-Ed 'Teacher Training

Despite this writer's emphasis on recent studiesabout journalism education. Windhauser. ( lick andDean were not, the first to kopose purposefulhigh school journalism courses and bonafide train-.ing of fournalism teachers.

Joseph S. Myers, chrectoi of the Ohto StateUniversity Department of Journalism in 192o,saw the need, for improved instruction as he 1.1-beled college journalism teachers 'mostly men withcomparhti'Vely little, actual office experience.' With-out condemning them..he noted

7eache6 of journalism should combine mproper proportions practical experience innewspaper win-k, knowledge of teachpractice and inspirational qualities.. . 13

In 1928, Allen S. Will suggested that future,college journalism professors (whir would train fu-ture high school journalism advisers) 'be requiredto have, live years of versatile experience of ai 4newspaper in newspapers of high standing I

liealso acknowledged that textbooks could , ot cop-pensate or substitute for unqualified teachers.)

George IL Gallup in 1928 recognized tke rapiddevelopment of high - school publicationsom theMidwest and on the West Coast during the seconddecade of the 20th Century. Gallup. however,attributed the great number of faults in these newnewsp5pers'10.pom supervis m (untrained teachers)and called for newspaper p oduction to occurwithin a classroom atomp phere. lie said

Journalism has found a place m the highschool curritiliun. flt is there to stay, inspite of those why still believe that It shouldhe entirely exageurricylar. During the ear7v ,days of )sigh school journalism, the work wasentirely extraidurricular, licit,,tins plan hasbeen abandoned because ,It does not work , . .*journalism/work, to be .4' value to students,must be carefully supervised. This is im-possible in the case of extra-curricular purn-ahsin

, . . ,Supervisors haven't the time outside theirregular classwork to Instruct students in thevarious pffases of fournallyn, Students won't

i.4

take the time to learn these ththisthemselves.(extra - curricular) publication, instead of

being the product of many students, is theproduct of three or four and, in not a fewcases, of the supen'isor alone Publicationsput out under this plan are sloppy

. a course of thus kind is necessary toflirect the efforts of the high school staffMany schools have added courses journ-'alum wnting.

. T,x7ne class . ,moreover, is open Onlyto the students who have received the high-est grades in previous English classes.Those who would undoubtedly profit muchby learning to wnte in a clear and conciseway are barred

Perhaps it would be a wise plan tourge all high schoiols to require a one-, t% u-or threeyear course in the essentials ofwnting. journalistic Writing, or call it what

will

Out of the course in Journalistic wntinghas conic the course in journalism, which isfast finding a place in the curriculum of thelargest and in some of the smaller highschools The fears of college pmfessors,that lugh schools were. stealing all of tlieirthunder. have been proved groundless. 16Gallup then issued perhaps the first plea for

reorganizing college journalism education teachinggoals.

. . the school or department of journalism,if it is to make the most of its opportunities,must go beyond the mere practices of journal-ism- it must deal more in ideas and less mtechniques. l7

The Continuing Need for High:Caliber J-EducatorsDespite the logic of the above statement, journal

ism schools have not demanded. the best studentsand the best faculty members.long enough. Aslite as 1953, 40 of 115 journalism instructors atteachers' colleges adniitted to Louis inglehart, nowa Ball State University journalism- professor, thatthey were not qualifielloto leach journalism.' Sevenamong the 115 confided that they. had no training

.background whatsoever for their positions.I8Allate as 1972, according to Frank Deaver,

only 207 of 553 junior colleges (37 per cent) employed journalism teachers with the equivalent ofcollege journalism majors (considered 30 semesterhours in Deaver's survey). At least 112 other jour-itilism instructors among the 553 sc-hoots (20 percent) had had no academic training in journalism.The latter figure included 011)y-those faculty mem-bers who ?pacified no hours of training. Thosewho left the answer blank would have increasedtire percentage if they had 'been cotinted.I9

/Advisers, by nature, are destined to cope withchange, and u seems reasonable that increased soulsearching followed the 1960 era of student pro-tests, underground newspapers; and censorship courtcases, such as Tinker vs. Des Moines IndependentSchoollDistnct in 1969. 20 From this. case, ad-visers and administrators became aware that

. . students in school as well as out of,school are persons under the Constitution . . .

(and) do not shed their constitutional rights

3

to freedom of speech or expression at theschoolhouse gate. 21

Journalism teachers 'thereafter became morevocal about sharing their problems and concerns,and press askictation-sponsored 'help hotlines'.encouraged an open, wnsdentious attitude towardjournalism teaching problems.

Certain, sponsors have learned to preventfrequent student-teacher clashes, and Robert LTottingham, University of Wisconsin at Madison,has labeled thein 'catalytic' advisers. Such personsactivate reactions among-their staff members with. ,

out entering too much into each publication de-cision and are understandably rare. Although itis difficult fotiteginning advisers to know how tobe catalytic (i.e: when to let students expenmentwith their own ideas), more high school journalismteachers each -year are learning to delegate editorialresponiibility, to their students.

.

METHOD

Four 'major experiences led this researcher tobecome more curious about college courses offeredfor future journalism teachers-advisers throughoutthe United States four-years of teaching highschool English and journalism, supervisiOn of fivestudent teachers, reading scores of maga4ihe articlesabout the task of sponsoring high school eublica-tions, and serving one year as a graduate teachingassistant in 'High Shoot Journalism' at West Vir-ginia University.

A questionnaire was mailed to 117 personsassociated with journalism education and/or highschool journalism instruction in the country. TheJanuary 1973 Journalism, Educator 23 and the 1973Newspaper Fund Guide to College and GraduateCourses Especially for High School Journalism ,Teachers andPublications Advisers tpgether provideda list of schools presumably offering practical courses for future and current advisers. This writersays 'presumably' because several respondents ad-mitted that courses in the two guides have beendefunct for years.

The total number of respondents was thus 104(82 per cent) of the 117 which reportedly providedhigh school journalism-publications advising courses.

instructors (48 per cent) responded to theJune 28, 1973 mailing of a three-page questionnaireby the first deadline, July 25, 1973. Thirty-sixadditional instructors inc- teased the response to 92(78.6 per cent) by the second 'deadline, Angust22, 1973. Twelve other instructors answered thesurvey by the fihal deadline, January 25, 1974.

Tabulation of data from the questionnaire was.'completed by using the Statistical Analysis Systemon the West Virginia University computer.and multiple-frequency calculations' were analyzedby forwarding input control cards to SAS. Thesecards determined.which variables.were to be anal-yzed and in which fashion. The resulting statisticsallowed this researcher to report the status of highschool journalism couyses today at the '104 schools.

C

SURVEY RESPONSES

.Ite)Ildcuis in 104 colle.ges andiumversmes whocvaluai cx1 !lei:0 reasons for Lkaving or not havingmidi school- joi.Lrialisni courses represent 3' statesand the District ot onunh.ia 'Calitorma leads with

1 ` schools Texas tolloccs with 9 and Indianaand 01.1aho... ina,vvith o tact)-

lityl0tlf 14.1100IS (c1.0 per cent 01 jhe 104 res-spondin.have departments or schools of nnunal-ism that otter uric cotrrse m high school journalismand advising-. twenty-three (22 per cent) providetwo such -courses. while twelve (I I 5 per cotottered no courses in the subject during 1073-74 .

\ (;;\ O per cent) schedule 'three ,:ours& eachyear. while one provides tour, Surprisingly, fivedepartments have fire or more courses.

The most common number ot credit hours avail.aide In loch school journalism-publications advisingcoursovork at 01 schools responding is three sem-ester hours or the quarter hours (All creditsbased quarter ht1Ul sv stem are converted inthis study Ivo stNiestet-hotir equivalents.)

leading ur the- nutnher01 credit hours in town;Astir education at one school 4, a college in Okla-homa. which scheduled 32 hours in 1973-'4Other schools, listed by the maximum number ofhours, uttered in their .respective states are Florida.17 hours. ficlogan. lc. Iowa. 13 Wisconsin, 12:low a, 11 I. Arkansas. 11. Minnesota. 11. and Miss-mahil ' All ,ether schools reported two to tenhours in their high school journalism advising seq ueitces ,du ring 1973-74.

The majority of "schpols surveyed do not offersummer 'workshops. I fifty -five colleges or univer-sities (62.c per Lent 01 88 responding) do notschedule such events, while 33 schools (37.5 pert.ent 4.onsider them worthwhile. 'Sixteen instruct-6rs did not comment on the subjeci.

Among rim -X8 schools acknowledging at leatone course in high school journalism or advisingduring the regular academic .),ear, more ,than oneIitlll have 10 to 20 students in a class. Fifty-nine,(67 per cent) of the schools thus have a reasonableleather-pupil ratio. Seventeen schools (19 percent) list one to nine students per class. threesbols, 3'1-40 studen1S, eight schools, 21-30 stud-ents. and one school 41-50 students. Sixteenscliools did not specify the average class sue.

With a 101151 of 84 schools responding. the mostpopular hook in departments -or schools of journal-ism using only one text- is Scholastic Journalism byLad English and Clarence /lad) While six schools(7 per cent) prefer this book alone, 41 schools (49per cent) use a number of _texts and referencebooks. Among ihese, are Sholashe Journalism,Press Time by Julian Adams and Kenneth Stratton,Creative Communications by Jan and Molly Wise-man," Advising_ Advisers by Carl If. Giles, Teacher'sGuide to High School Journalism by the IndianaState Department of Public Instruction, Journalismin the Mass Media by Norman B. Moyes, et. al.,Yearhook Editing, Layout and Management by C.J Medlin, and Interpretative Reporting by CurtisMacDougall. twenty scluZls (24 per cent) useoilier texts. Seventeen schools (20 per cent) useno texts.

Eighty -eight representatives stated that theyeither now have or art)--riiihing high school Jour-

conises Fifty departments (5" per cent )otter A journalism, education, sequence at present.

.1-oorteeri schocit; (16 per cent) see the need fors.Ucti pto.gram bin are prohibited by the budget 1horn rinancmg teachers' salaries and equipment .

costs Fourteen instructors (16 per cent) say theyare not interested in a program,tor, inure iournal-ism teachers or have not had a call for it. Fiveschools (6 per cent ) plan' to create a journalismeducation sequence\within the next year, and thesaute number (6 per cent) plan a program within s

the next rive years.hirty-eight schools indicated the specific num-

b& ot hours in their journalism education programs,Twenty five of thew (52 per cent) have 21-30-hour programs. thirteen (27 per cent), 31 or morehours, six (12.5 per cent). 10-20 hours. and four.19 hours Two of the fifty schools with sequencesdid not report the specific number of hours.

t

4

Eighty-nine 01 the 104 schools sti latad the classrank requirements necessary lor enrollee in highschool journalism classes One third (34 or 38.2 percent) limit these courses to juniors and seniors ,

Other respondents ale those 20 per cent 'who opentheir classes to freshmen thro'ugh semors..No doubt.these Igmstructors cannot expect all persons in theclass to perform adadenucally \frith sat profi-ciency, upperclassmen often complete additional 'oradvanced assignments A third group of respondents(11 or 12.4 per cent) restricts its *RI schooljourn-alism enrollment to juniors, sgritOrs and gradjiatestudents. Many of these students thus completeother journalism 'coultes prior to taking an advising ;.

or publications course.Most schools witli journalisni,education program s

do not channel majors and non-majors into separateclasses Nfore than half (52 or 59,8 per cent) notethat all types of students enroll in one group tolearn about journalism teaching-advising.

According to instructors of college journalismclasses, knowledte-o( teaching procedures Is assumedin many classes, but familiarity with journalism con-cepts is not Ten schools (11.5 per cent) limit theiradvising courses to journalism education majors andminors, English majors and language arts education .

majors.

Altogether, 74 of 86 schciols186 per cent) answer-ing another question stated that journalisin majorsand non-majors are registered for the same course.Only three schools (3.5 per centschedule Nurnalismmajors by themselves in teaching-advising courses.

Similarly. most schools do not have course'pre--requisites for journalism advising courses. Of 78

schools responding to the question, 34 have Mine.Because 26 school representatives did not respond,the author assumes that as many as 60 of 92 schoolsdo not specify prerequisites for journalism methodsstudents. However, 14 schools (18 percent) do

-demand courses otlter than newswriting arid editingprior to students taking high schnol journalism-ad-vising. Twelve schools (15.4 per cent) require news-writmg,editing and other courses.

Journalism education courses are required for stu-dent teachers majoring or minoring in journalism at

56 schools (65 %per cent) among 86 commenting.Such courses, however, are not mandatory at 3pschogls (34 9 Far cent of those responding.)

Course Content Analysis

One could say that tuture advisers probably be-

Table I Subjects Included in at Least One JournalismEducation Course/School

Unit Percentageof respondentswho teach unit

English composition vsiournalism style' 50 30

New sw nt mg, copy ed n ing.prootre4ing. urt Q5 40

Yearbook lay out' designand pToduct ion . 88 37

Financuig publications,Cludgeting) 88,17

87 21

43 0'Ad vert king

\ev.s bureau organization

Photography (camera purchasing:.taking. developing acidprinting'pictures)

Freedom of the press.censorship. libel .

Choosing-a newspaper printer

Selecting a yearbook company(contracts, special offers, etc.)

61,63

88s.:17

80.23

74.42

Arranging a school picture plan .45.35'Selecting a text, visual aids,

supplementary references 77.91-Organizing a subscription driVe 52 13Creating a publicatiork staff.

and 'assign mg d ut ies -95.35Evaluating students' work

(staff critiques, j)eat,,stOries) 80.23Publishing a newspaper (meeting

deadlines and accoiliplishingtasks; 90.70

Counting headlines for a newS--.paper-ox a.yearbook 80.23

Broadcasting (radio_andior-television)

Typography

_ Current events reviewingtechniques

Constructing um( assignments,quiz/es-and test's

Teaching mini- courses

Visiting current toufnalismteaGhers, baking field trips 54.65

Writing a course of study for asemester or for a year 58.82

Classroom simulation of adviser's.problems 56.98

39 54.,

80 23

27 91

-59 30

24.42

Percentageof respondentswho do not

40.70

4.60

11 63

1 1 63

l' 70-5698 1"

38 37

11 63

19.77

255854.65 -1-

47 67

-4.65

19,77

9.30

19.77

60.4619.77

72.09

40.70

75 58 ,t

45.35

41.18'

43.02

f.1.1mt which most schools or departyripts o. f )(sum-alu.rii do not offer as part of their journalism educa-tion curricula

come familiar with the follOwing in their training.newswnting, copyediting, proQfreading, layout,yearbook layout, design and production, financing ,

publications (budgeting). advertising. freedom of thepress, censorship and libel, choosing a newspaperprinter, creating a publications statt and assigningduties, evaluating student work (staff critiques andbeat stories), publishing a newspaper (meeting dead- -

lines and accomplishing related tasks). counting head-,lines for a newspaper and for a yearbook, and typo-graphy

Individual unit trequencies indicate that studentsat 50 per cent or more of the schools respondinglearn about every unit listed in Table I except thenews bureau, arranging a school picture plan. broad-casting (radio and/or television). current events re-viewing techniques, and teaching mini-courses.

Professor Evaluation of Student AbilitiesRespondents classified their journalism education

students Otto four main groups by answering theopen-end question. 'Briefly express your opinionabout the caliber of students that enroll m journalismeducation courses and the type of course workloadwhich dig are expected to perform

Thirty-one highs school journalism or advisinginstructors (43 per cent of 72 responding) said thattheir students were 'generally good' or 'average'students. Twenty-seven persons (37.5 -per cent) cate-gorized their students as 'superior.' 'very good.' or '

'above average Seven (9.7 per cent) labeled theirstudents 'weak,"podr."fay,' or 'below average.'Another seven (9.7 per cent) considered their Journ-alism teacher candidates members'of a 'poor to

.superior' astortment.'Excerpts from professor comments perhaps best

describe the caliber ce students In journalism educa-tion classes. Opinions range from highly complimen-tary to disappointed evaluations. More provocativeones follow, within some remarks are notations .

abo,ut courses taught at certain gchools.°

We get good journalism students mainly becauseOf a strong high school journalism program in thestate. We expect our teachers to be working pro-fessionali or teachers when they graduate centralState Univers0, Edmond, Oklahoma.

Most of them are graduates who are in public'education. Their caliber is high. A combinationof the professional and theoretical (mass mediain, society) approaches is used. Anonj,mops.

Not always school's best, Southern IllinoisUniversity,, Carbondale, Illinois..

i We have had many high school publicationsspOnsors who have little real journalism background.They know how to get the publications out hut'lack, fundamental knowledge of good journalisticmethods and principles, ArkansasState University,State University: Arkansas.

We'have a mass communications departnAtwhich includes journalism, radio, 7'V and film, bittKentucky only certifies teachers in journalism.Therefore, journalism students and others are all .in the class, and journalism students are generallybetter prepared. The class is basically a methodsand materials orientation. Westerd Kentucky Uni-versity, Bowling Green, Kentucky.

5

Mete seem me to be better students III the(,Ilege 1-(huatt,,n. quitcitrongly motivated We(mphast:c pr bleat solirrtg erpenem es in additiont. same reseal-di University of Minnesota. Minnea-polis. Minnesota.

Our tournalism ath di students pr,,bahlt rankin the upper tote third of our 1(ml-traits,- majors ahigh caliber student. Iowa State University. Ames.

/draw/id/ orators taking the l)urnahrin cone w-tration take almost the same currhulum that Scn/ Journalism majors take Genera 111'. they aren'tas capable vas journalists). and often. the best onesp,regolleculting to he(tIme practicing hiurnalistSUniversity of Kansas. Lawrence. Kansas.

The caliber is high since most of the students arelughlt inclutated addle rs Obi are retraining. Moor-head State College. Moorhead. Minnesota.

what kind ' ' I t ) urnalism ind»(trination isbe mg giro lff mite( tee high SCIlefffl teachers'ottn feeling is that three separate but somewhatinter-relate',1 areas are inrolied traditional !formalismc, men I, mass (n(dia content, and onmiginteathm

r mats «411011

I hale an idea that main, if not most. highii hood tountalism courses are taught abing the tra-ditional lines I do know that a Jett high s(Jutolsin our sir -r nintv t;reater lampa Bar area are expert-',tenting torn senior ("nurses tit Vass iledia or Chm-rminwation- courses %thrill either replace the tra-ditional Senior English course or the traditionallournalicin course ,Vearly all Journalism textbooks,how(yer, are traditional in approach (Spears, Hachand lufglish, Hartman, Irnold-Kneglibaum, Adamsand Stratton, et( (and have a newspaper journalismapprothh. 4101 With a (hapter nod to the Yearbookand magazine. The onlr one I know of which de-parts from the tradition is Jan and Molly Wtseinan's( realise ( ommunisat ions Teaching Mass MediaUniversity of South Florida. Tampa. Florida.

'Students in journalism education) tend to he,somewhat on the weaker side. Texas A & M Univer-sity. College Station. Texas.

It's not Nell we ttould accept these (journalismedulation tuition, journalism education minors, lan-guage arts ',tutors in education, and all other edit-, anon majors) in high whool journalism classes, fora strong baekground tournalisin would be requiredto put together the journalism teaching units. etc.,studotts hare to deal with in their assignments...It (Rurally works out as having only majors amtmotors in the class.. .

I believe the caller of students in journalisniedu-cation has declined over the past three or four years.It Is a feeling, but I liar yin documentation toprove it The better journalism students seem tostar eitar from thus sequence sine(' jobs have be-wine scarce and go into news-editortal, broadcasting,advertising, PR, etc. ..Vonte of our poorest writersseem to end up III journalism'education NorthernIllinois University, DeKalb, Illinois.

-

hm.ellent students (take high school journalism),University of Southern California, Los Angeles,Califomia,

High caliber students (accept the) heavy work-load required South Dakota State University,BroOkings, South Dakota, -

(1 teaeh twine a Jew English majors who gotstuck with publications in their new lobs,Anonymous.

6

Our.school public'atio'ns course is offered-only...ah nit once even' three to four rears turd attractsJest students then We have tned to interest high

, sdiool publication admen m taking tltg coursehuh little success Northeast Louisiana University,Monroe, Louisiana.

Moors and non-majors (are( in a combined class,'but this is a bad madentu situation.' East CarolinaUniversity, Greenville. North Carolina.

We have had fest, of our own niators going Inas'. sec mdary education bec ause of the rigid state re-

quirements For the 'nosy part, the English majorstake it because they have to for certification andcome in with almost no prior knowledge of the sub-ject mat ter'one is wring to teach them to teach'floctstwer, there have been some recent exceptions.We are also finding that a number of these studentshare gone into high school publications work, aremho,* tt, and aredomg

The thing that is obviously wrong with frnhanats the stiff requirements for J-majorcand the let's a

requiring standards for Lnghsh majors,. Iluttrrer.the who/e secondary program is under studs' andthat may change St. Mary-of-theWoods College,

. St. Mary-of-the-Woods, Indiana.'

Professor Evaluation of College High SchoolJournalism Instructor Abilities and Past Experience .

A variety of reasons led 79 instructors (92.9 persent) to state that they feel qualified to teach collegehigh school journalism classes. Among these reasJnsare past washing expenense. Wresting university sum-.mer journalism workshops, and newspaper reportingor other media experience. 'One six professors (7per dent -) responding in 1973-74 doubted their pro- .

fessional ability to fulfill such journalism teachingassignments Nineteen of the 104 instructors sur-veyed did not respond to this question.

This researcher finds it paradoxical that 79 feelqualified tc3 teach future high school journalism ad-visers, yet almost one half of them adhut they hadnot Worked with actual high school journalism stu-dents before taking their college jobs.

Of 87 instructors discussing-high school journal-ism teaching, 59 remarkeu- low previous secondaryschool experience had or had not affected theirability to teach future advisers. Thirty-six (61 persent) agreed that high school publications assign-ments had prepared them for handling their res-pective college positions more effectively. On ,theother hand. 23 persons (39 per cent) said that theircurrent positions were not positively or negatively,influenced by high school teaching experience orlack the reof.

Data from related teacher - oriented questionsfurther define the type of jt)urnalism educationpersonnel' responding to this researcher's survey.Table 2 provides still another comment- on the re-lationship between professor qualifications andthe corresponding number of years which each hastaught ; ournalism on,ccondri.ry, rather than onthe college level Surprisingly, the largest percent. .

age, 30 persons, or 28.9 percent. answered 'yes r:.,(they feel qualified to teach high school journalismin college)', but indicated aiat they have not taughtHigh school Journalism in high school.

8

1

.-"..

Table 2

College Instructor Self-Analysis of Compe-tence to Teach 1-Ed and CorrespondingYears of Seco-ndary School Service

Attitude of Number ofprofessbrs: .prpfessqrsyes = feel who sharequalified or ' the sameno = do not feeling

.teekualified.

Number ofyears which thesame teachershave served ashigh school jour-nalism instructors

Per Cent

Blank

Blank

Blank

Blank

Yes

Yes

Yes.

Yes

Yes.

No

14 Blank-. .

3 0 years

1 1.5 years

16 or more

3 Blank

Jo 0 years

1-5 years

13 6-10 years

5 , 11-15 years

4 16 or more

0 years

13.46

2.88

G.96

0.96,

2.88

28.85

23.08

12.50

4.81

3.85

5.77

Total 104 100.00

z.

/

U

b'ab'e 34

Years of Secondary School ServiceAftiong College 1-Ed Instructors

Years taughtin high schooljournalism

Nfimber of professorswho so responded

Per cent

.

, 0 years 39 44:8

1-5 years 25 48.7

( 6.10 years 13 14.9

11-15 years ,

0 7

5 5.8

16 or more years 5 5.8

Totals 87 .100.0

7

APPENDIX A

Comparison of High School Journalism Certification Requirements, 1965'arid 1971

`Cranford's 1965' findings 1971 iindings offor 45 states the same 45 states

reported by Cranford

English certification plus 5 to 12;journalism semester hours . 5 6

English certification plus 5 to 12journalism hours or journalism minor 3 3

English certification plus a journalismminor 0 1

Language arts major with 5 to 15 semesterhours of journalism or a journalism minor 0 I

English certification only 5 .0

Journalism minor I 1

Journalism major through an approved teachereducation program 2 ' 1,,

Journalism major or minor 3 13

Journalism minor of 15 to 24 semester hoursin journalism 6 2

10 to 14 journalism semester hours 1 3---7) .

Fewer than 10 14)urnahsin semester hours 1 1

General secondary certification 0 1.

No specific journalism certification requirements 1 8 I I

Total number which required less than'15hoursof journalism for certification 30

Total number which required more than 15hours of journalism for certification 15 24

197 I findings of 50states and the Districtof Columbia

A...,6

4

1

2

0I

1

13

2

3

1

2

15

25

26

''..

APPENDIX B

Teacher Certification Program Major Recommended Hours. Responses by Percentages Favoring

. ..... Hours Teachers Principals Chairinarr Editors

6 . I 1

o /. 3

It 2 2 3

15 1 . 4- 5 7

18 6 9 9 12

21 2 19 2 9

24 30 7 28 29

27 1 4 - 7 3

.30 24 26 34 2233. 3 4 2 3

36 11 12 7 7

39 7 4 .0

42 3

45.. 4 p 4

48 ."-te51 4 1 2 2

56 1

60' '1 .3 .

8

,

-APPENDIX C

Teacher Certification Program.

Plopsosed Skills: Responses by Percentage Favoring

Teachers

7Lt2'E

.ts5

cr' 8oe "cg

Principals

I

ChairMen

§.erg

:1 Advertising

2. A-V materials, use of

3. Business (bookkeeping)

4. Camera techniques

5. Career opportunities

6 Darkroom techniques

7 Editing (copy reading,proofreading, headlinewriting, layout)

I8. flistorjf .of tournalism

9. 'Magazine & yearbooklayout

10. Newswriting,

11 Printing procedures(offset, let terpres;)

. c_.,12.,Public relations

13. Radio, TV.anneuncing

14. Radio,TV newsgather.

15 Reporting

16. Specialized writing(editorials, features).

X 17. Typography

A

65 3/ 3

28 55 17

24 - 53 23

53 46 l"17 73 10

,36 54 10

99 1 0

36 59

68 33

98 1

5

0

48 50 2

'30 65 5

10 68 22

25 63 12

95 5 0

91 9 0

54 45 1

40 58

39 51 10

20 63. 17

34 63 3

16 63 21

22 60 18

90 7 3

29 62

62 37 1

96 2 2

35 62 3

48 44 8

23 51 26

22 65 13

81 19 Cr

86 lel 0

37 51 12

9

27 71

15 60

6 40.

26 72

49 45

17 66

98 P2

45

50 48

98 2

41 57

6 57

8

21 56'

96 2

MQ

64 30

34 66

'2

Editois. /1I

.,0t)alC' §

... ,

C4

30 . 62 8

25 12 54 34

54 2 30 63

2 17 67 16

6 4c5 43 8/

17 12 55 33

90 8 2

2 50 45

2 39 53 8

0 95 5 0

2 27 59 14

37 17 49 34

47 114 48 41."

23 25 53 22

2 89 8 3

6 *41, 54 5

0 32 60 8

Combined

O

44 52 4

27 53 20

16 49 35

35 60 5

29 58 13

24 58 18

94 5 Irt

38 56 6

58 40 2

97 2 1

39 56 5

29 54 17

13 57\ 3024 60 16

90 , 9.

1 75 23

42 53

0

. FOOTNOTES

I Curtis D. MaLErougtill, What Journalism EducationShould Be A-11 About, ERIC Microfiche 081, 987, 1-ort g--Collins.:Colo.' Association for EduSyPre,iti Journalism,August 19-22, 1973, p. I.

-Charles T. Duncan, 'Some Basic Realities inJournalism Education Today,' Journalism Quarterly',VOl. 38. No. 4 (Autumn 1961), p. 523.

-;John W. Windhauser and .1`. W. Click, `Will the RealJournalism Teacher Please Stand Up?' Communication:Journalism Education Today, Summer 1971, 2.

4J.W. Click and John W. Windhauser, 'SuggestedHigh School Journalism Courses and Teacher Certifi-cation Requirements,' ERIC Microfiche ED 067 863,Columbia, S.G. AssoLiat ion for Education in Journal-ism. August 1971, pp. 5-7.

5Windhauser and Wick, 'Secondary Teachers. Certi;tiLation Requirdments.,' College Press Reirfewlol. II,No. 3 (Sprini972), pp. 13-16.*--,

biindhauser and Click, 'High School JournalismC'ourses, Teachers, and Perceived Professional-Needs *1in Indiana, Ohio, and Pennsylvania,: p. 5.

0.

7LatAnce R. Campbell, Emliiatipeteriterib' forHigh School Textbooks in Journiltsm batfd Mass 111 aTallahassee, Fla.. Quill and Scroll Societrin coopers n

. with the College of EducaOn at;Florida State Univer-sity, October 197:1,, pp. 5-6. ;

8Click and Wipdhauser, `SiTigg st ed4ligh SchoolJournalisnrCoursesland Teacher ertification Re-quirements,.p. 2-. -

N._

` Windhausei and Click, '1 igh:School JouinalismCourses, Teachers', and Perce ve4 Professional Needsin Indiana, Ohiciand Pennsylvania,' p. 15.

1°Bill Dean, 'Editors, AdnunIstratnrs Agree' Edu-liate High School Journalism Te' ch ers to Write, Edit,Gather News,' Jrnirtialism Edit tor. Vol. 27, No. 4(Janurary 1973), p. 10.

Ibid.

12Ibid., p. H .

13Joseph S. Myer. 'The Teichdrior Journalism,'Journalism Bulletin '(iniw Journalism Quarterly), Vol.11 (new series), No. 4 (January 1926), p. 12.

(

I4Allen S. Wril, 'Concerning the Status'a Teachers,'JOurnalism Quarterly, Vol. V, No. 1 (March 1928), p.I 8.

5Ibid p. 19.

16George H. Gallup, 'What Shall We Do About .HighSchool Journalism?' Journalism Quart erly;r Vol. V, No.'2 (Ju \e 1'92g), p. 36.

p. 35.

8Louii E. Ingelhart, 'Journalism Instruction in

(SpringQuarterly, Vol. 31, No. 2

(Sprik 1954), p. 238. . -

I ()Frank Deaver, The State of Journalism EducationToday,' Community and Junior College Journal, Vol. 43,No. .t+I(INIovember 1972i, p. 31.

20Damel J. Dieierich. `Whit News Is Fit To Print inthe High School Press?' English Journal, Vol. 61, No. 2(February 1972), pp. 297-300.

21The'Comintssion of Inquiry Into High School'Journalism, Capthk,Voices: Nigh,School Journalism',in America, New York.: The Robert F. KennedyMemoria I, 1974, p. 3. '.

1'1--Roben L. Tottingham, 'The Adviser As Catalystfor Change,' 77ie,CSPAA Thilletin, Vol. 1 , No. I (May1973), p. 7.

23La Rue W. Gilleland (ed.) urnalism Educator,Vol. 274 No. 4 (Minneapolis, Ann.. Association forEducation in Joanalism-, January 1973), pp:12-192.

*1. 4.

10

1

_J

- 11.

'A