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DOCUMENT RESUMEd13 202 153ED 109 675AUTHOPTITLEPUB"DATENOTEEDPS PRICEDESCRIPTORSIPENTIFIFREYagle, Pamela D.Journalism Maching-Advising Courses at West VirginiaUniversity and 103 Other Schools.Say 75197p.; M.S. Thesis, West Virginia University-MF- 0.76 HC- 9.51 PLUS POSTAGE*College Curriculum; Curriculum Planning; DegreeRequirements; *7ducational Research; HigherEducation; *Journalism; National Surveys; *PreserviceEducation; School Surveys; Secondary Education;Teacher Certification; *Teacher Education*West Virginia UniversityABSTRACTTo consider the most effective journalism teache;education program that West Virginia University could offer, 1171college journalism teaching-advising progtams were surveyed in theUnited States. Faculty of 104 schools (88.8 percent) responded to oneof three mailings. The findings indicated that most instructors whojournalism educationwere surveyed enroll all types of majorsclasses, the most commonly used textbook is "Scholastic Journalism"by Earl English and Clarence Hach, most schools have no course orrank prer'equisites for entering journalism teaching-advising courses,teacher certification requirements range from six to twenty-fourhours of journalism, persons conducting teacher education programs atalmost one-half of the journalism schools responding have notpreviously taught high school journalism, and most high schooljournalism teachers feel ill-prepared to teach and advise high schoolpublications. It was concluded that the West Virginia Universityjournalism teacher education program is limited, but closelyresembles the type of journalism teacher education curricula for highschool teachers provided by more than one-half of the schoolsresponping. (Author/RB)******Documents acquired by vRIC include many informal unpublishedmaterials not available from other sources. ERIC makes every effort *to obtain the pest copy available: nevertheless, items of marginal *reproducibility are often encountered and this affects the quality **of the microfiche and hardcopy reproductions EPIC makes availablevia the EPIC Document Reproduction Service.(EDPS). EDRS is notresponsible for the quality of the original document. Reproductions ** supplied h'iok,EDRS are thre best that can be made from the original.

U S DEPA Shit MT Of ullL To.EDUCT.0% rif sgRIEtruTE OF,4411S.OeILE.CluCTOlkvt.f I,JOURNALISM TEACHING-ADVISING COPRSESAT WEST VIRGINIA UNIVERSITY AND 103 OTHER SCHOOLSA Professional ProjectSubmitted tothe Faculty of the Graduate SchoolWest Virginia UniversityIn Partial Fulfillmentof the Requirements for the Degree ofMaster of Science in JournalismPF RMISilON 10 RE PR,-,DU(I (1Pv1,11,R(J111 MATERIAL HA', BEEN {.IANTED EftbyPamela D. YaglePamela D. YarileFoil)t,' DfMay 1975FrEM,;F',AN{ toC)f * tIF't RATINt,ANDL:4E/ER A(,PEE MINT, IT F. 1,4E NA TrNA INEI1E114 p u1Vpuk,T,TUTE Oc FDui ATI,NNE

ACKNOWLEDGMENTSThe author expresses her appreciation for the patience, wisdom, and guidance of her adviser, Dr. EdwardC. Smith; the professional lessons in statistical analysis conducted by Carl D. Hadsell and Kenneth G. Mangun;the cooperative, informative responses of journalismeducation professors throughout the United States whovoluntarily submitted essays for this study; the encouragement to pursue a writing career from three highschool teachers, Mrs. Eleanore C. Hibbs, Mrs. MarciaMcCuen, and Miss Aileen Burns; the related journalisticstudies and friendship of Mrs. Carolyn McCune, and thecompassionate understanding of her husband, Karl, allof whom contributed to the completion of this project.

TABLE OF CONTENTSPageLIST OF TABLESLIST OF 104 SCHOOLS AND UNIVERSITIESRESPONDING TO THIS SURVEYviiiChapter1.2.INTRODUCTION1AMENDING THE PROBLEM4REVIEW OF LITERATURE6Recent Significant J-Ed Studies8Early Proposals to Improve J-EdTeacher Training18The Continuing Need for HighCaliber J-Educators21How Well Do West Virginia Colleges Prepare J- Educators"27Nationwide, J-Ed Still NeededImprovement in 1974323.METHOD414.SURVEY RESPONSES FROM INSTRUCTORSOF JOURNALISM TEACHING-ADVISINGCOURSES IN THE UNITED STATES45Course Content Analysis55State vs. School CertificationRequirements64Professor Evaluation of StudentAbilities76Professor Evaluation of CollegeHigh School Journalism Instructor Abilities and PastExperience92

ivPageVarying Course Loads: Number ofInstructors At Schools Offering J-Ed5.101108CONCLUSIONS AND :E:F:G:H:I:J:K:Comparison of High School Journalism Certification Requirements,1965 and 1971120Teacher Certification Program- Responses byProposed Skills:Percentage Favoring121Teacher Certification Program-Major--Recommended Hours:Responses by Percentages FavoringTeacher Certification Program-Minor--Recommended Hours:Responses by Percentages Favoring.122.123Teacher Certification--Journalism Major124A Selected Bibliography for theJournalism Instructor inEstablishing a School Journalism Library127References Requested for Purchasefor J-125145Journalism 125--High School Journalism--WVU First Semester, 1973-74149Journalism 125--High School Journalism--WVU Second Semester, 1973-74.Cover Letters and Journalism Education Survey of American Collegesand UniversitiesJournalism 125--High School Journalism--WVU First Semester, 1974-75158165.171

VPageAPPENDICES (cont'd)L:M:Journalism 125--High School Journal ism--WVU Second Semester, 1974-75.175West Virginia University School ofJournalism Program for ProspectiveHigh School Journalism Teachers,41801960-61N:.Language Arts Certification Requirements at West Virginia University,1831974ABSTRACT184VITA187iii

LIST OF TABLESPageTable1.2.3.4.Credit Hour Totals in High SchoolJournalism Teaching-AdvisingCourses47,Rank of Students Enrolled inJournalism Education Courses51Types of Students in JournalismEducation Courses53Subjects Included in at LeastOne Journalism EducationCourse/School57-5.Hiring Practices AffectingHigh School Journalism Teachers.66A Comparison of Hours Required forState Journalism Certificationand Hours Required for a Journalism Major at 76 Schools697.State Certification Requirements71.8.Requirements for Journalism Majors9.Requirements for Journalism Minors7510.College Instructor Self-Analysisof Competence To Teach J-Ed andCorresponding Years of SecondarySchool Service94Years of Secondary School ServiceAmong College J-Ed Instructors95Relationship Between Years ofSecondary School JournalismTaught and Proficiency ToTeach College Advising Courses996.-11.12.13.Years of Secondary School andCollege Service Among CollegeJ-Ed Instructors.73100

viiPageTable14.15.16.J-Ed Instructors' Analysis ofQualifications, PredictedFuture in College Teaching102Years of Service Among CollegeJ-Ed Instructors105Projected Years of Service AmongJ-Ed Instructors After 1973-741068

viii104 SCHOOLS AND UNIVERSITIES RESPONDINGTO THIS SURVEY0University of AlabamaUniversity of ArizonaArizona State UniversityUniversity of ArkansasArkansas State UniversityHenderson State CollegeOuachita Baptist UniversityCalifornia State UniversityCalifornia State UniverSityCalifornia State UniversityCalifornia State University-HumboldtCalifornia State UniversityCalifornia State UniversityCalifornia State UniversityCalifornia State UniversityCalifornia State UniversityCalifornia State UniversityCalifornia State UniversityUniversity of Southern CaliforniaCOlorado State UniversityUniversity of Northern ColoradoCatholic University of AmericaUniversity of FloridaUniversity of South FloridaGeorgia State UniversityBradley UniversityNorthern Illinois UniversitySouthern Illinois Universityat CarbondaleSouthern Illinois UniversityBall State UniversityUniversity of EvansvilleFranklin CollegeUniversity of Notre DamePurdue UniversitySt. Mary-of-the-Wbods CollegeDrake UniversityUniversity of IowaIowa State UniversityUniversity of KansasKansas State UniversityEastern Kentucky UniversityUniversity of KentuckyMurray State UniversityUniversity, AlabamaTucson, ArizonaTempe, ArizonaFayetteville, ArkansasState University, ArkansasArkadelphia, ArkansasArkadelphia, ArkansasChico, California--.,Fresno, CaliforniaHayward, CaliforniaArcata, CaliforniaLong Beach, CaliforniaLos Angeles, CaliforniaNorthridge, CaliforniaSacramento, CaliforniaSan Diego, CaliforniaSan Francisco, CaliforniaSan Jose, CaliforniaLos Angeles, CaliforniaFort Collins, ColoradoGreeley, ColoradoWashington, D. C.Gainesville, FloridaTampa, FloridaAtlanta, GeorgiaPeoria, IllinoisDe Kalb, IllinoisCarbondale, IllinoisEdwardsville, IllinoisMuncie, IndianaEVansville, IndianaFranklin, IndianaNotre Dame, IndianaWest Lafayette, IndianaSt. Mary -of- the - Woods, IndianaDes Moines, IowaIowa City, IowaAmes, IowaLawrence, KansasManhattan, KansasRichmond, KentuckyLexington, KehtuckyMurray, Kentucky1;

ixWestern Kentucky UniversityLouisiana State UniversityLouisiana Tech UniversityNortheast Louisiana UniversityUniversity of MaineSuffolk UniversityCentral Michigan UniversityUniversity of MichiganMichigan State UniversityUniversity of MinnesotaMoorhead State CollegeUniversity of MississippiLincoln UniversityUniversity of MissouriNorthwest Missouri StateUniversitySouthwest Missouri StateUniversityCreighton UniversityKearney State CollegeUniversity of NevadaUniversity of New MexicoState UniversityNewSt. 'NemicoBonaventure UniversityEast Carolina UniversityUniversity of North DakotaKent State UniversityOhio UniversityOhio State UniversityCentral State UniversityNortheastern State CollegeUniversity of OklahomaOklahoma Baptist UniversityOklahoma State UniversityUniversity of TulsaUniversity of OregonPortland State UniversityPennsylvania State UniversityUniversity of South CarolinaSouth Dakota State UniversityEast-Tennessee State UniversityMemphis State UniversityUniversity of TennesseeAngelo State UniversityEast Texas State UniversityUniversity of HoustonSouthern Methodist UniversityTexas A&M UniversityTexas Southern UniversityTexas Tech UniversityTexas Woman's UniversityBowling Green, KentuckyBaton Rouge, LouisianaRuston, LouisianaMonroe, LouisianaOrono, MaineBoston, MassachusettsMbunt Pleasant, MichiganAnn Arbor, MichiganFast Lansing, MichiganMinneapolis, MinnesotaMborhead, MinnesotaUniversity, MississippiJefferson City, MissouriColumbia, MissouriMaryville, MissouriSpringfield, MissouriOmaha, NebraskaKearney, NebraskaReno, NevadaAlbuquerque, New MexicoUniversity Park, New MexicoSt. Bonaventure, New YorkGreenville, North CarolinaGrand Forks, North DakotaKent, OhioAthens, OhioColumbus, OhioEdmond, OklahanaTahlequah, OklahomaNorman, OklahomaShawnee, OklahomaStillwater, OklahomaTulsa, OklahomaEugene, OregonPortland, OregonUniversity Park, PennsylvaniaColumbia, South CarolinaBrookings, South DakotaJohnson City, TennesseeMemphis, TennesseeKnoxville, TennesseeSan Angelo, TexasCommerce, TexasHouston, TexasDallas, TexasCollege Station, TexasHouston, TexasLubbock, TexasDenton, Texas

University of UtahRadford CollegeWashington State UniversityBethany CollegeMarshall UniversityWest Virginia UniversityMarquette UniversityUniversity of WisconsinUniversity of WiscodsinUniversity of WisconsinEXt.University.of WisconsinUniversity of ;timingSalt Lake City, UtahRadford, VirginiaPullman, WashingtonBethany, West VirginiaHuntington, West VirginiaMorgantown, West VirginiaMilwaukee, WisconsinEau Claire, WisconsinMadison, WisconsinMadison, WisconsinWhitewater, WisconsinLaramie, Wyoming

el't, PChapter 1INTRODUCTIONaThere was a time, just a few years back, when wecould look upon the matter iof teaching 'something like journalism' in high schools) as 'aninteresting tendency'--an innovation that mightgrow into something worthwhile or something verybad if given proper or improper encouragement.We could pass resolutions for or against it.That time is past--high school teaching of journalism is here; it is a fact that must he dealtwith seriously. All of which means that the college teacher of journalism can no longer eye itwith favor or disfavor--as an interesting phenomenon--but must accept it as fact and decidewhat part he will take in it. He must adjusthis college journalism courses to meet the situation and must personally decide what he can doto aid it and to keen it on the right track.--Grant M. Hyde, 19251The purpose of this project is to consider themost effective journalism education program for WestVirginia University.The author realizes that a curricu-lum must he created for students majoring or minoring injournalism education as well as for those seeking journalism teaching certification along with majors in Englisheducation, language arts education, or another field.Tothat end, this researcher has analyzed the journalismteaching-publications advising courses previously or now1Grant M. Hyde, "Journalism in the High School,"The Journalism Bulletin (now Journalism Ouarterly), Vol. 2(New Series), No. 1 (March 1925), D. 1.

2offered at the 104 colleges and universities whose instruc-4tors responded to her survey.A questionnaire, requestingdata valuable to.thil former Fnglish-journalism instructorand WVU journalism graduate toachig assistant,' was sentto 117 schools.,1As of Dece;lber 19/4 the West Virgj.niersity4.School of Journalism and 10 31 ttherUnited States colleges-ind universities were still struggling with journalism(teaching-advisipg'curricula.No doubt, faculty at eachschool have deliberated for hours over Itlw same subjects:course conteandp, 1)rerequistes, student enrollment guide-protsqoc qualifications, evaluation procedures,impocth nt coursecriteria. cultimatety hgve led to two results:4The discussionsf-the expansion of de-partments or schools of journalism on some campuses andthe disal4w,Irance of single publications advising courseson other campuses.Since 1940-Al the WVU School of Journafism hasoffered a course that analyzes high school journalism andstudent publications.The course number and title havechanged throughout the years, and the class that fo-?Inerlya,:cepted only seniors and graduate students is now openfo all Fniversitv students.2"(;ulde to College and graduate Courses, Fs:,ecrally for High (11)ol Journalism Teacher--; andl.dvisors," The Newspaper Fund, Inc., 197:, pp.

IFirst listed in the WVU Bulletin, The Schoolo' Journal 1sm Announcements by title only (Journaism215) ,th;e known as "High School Journalism" gaineda description in 1959-60.The notation read:"A surveyof scholastic publications problems and techniques; suggested, methods of rnstruction."3However, this all-encompassing course concept has probably led more thanone instructor to attempt the impossi0 feat of meetingthe diverse informational needs of journalism majors andnon-majors.Each instructor, no doubt, has compromisedhis intended goals because students have entered theclass with either' substantial or almost nonexistent ex-sposure to journalism style, high School publications.staff responsibiliti,page layout, headline construc-tion, freedom of the press, and printing procedures. ' Inpast years probably every WVU "High School Journalism"teacher's attempt to solve the dilemma resulted in eitheroversimplification or inclusion of too many subjects inone course.Both the "cake course" (which required merelymaking a poster about each assianed topic) and the cramcourse (which demanded constant attention to reading assignments, quest -;peakers,quiz study, projects, and con-struction of a Final course outline) are futile effortsfor both students and teacher.'WVU Bulletin The School of Journalism Announcements, Series 59, No. 10-4 (Morgantown, W.Va.:West Virginia University, April 1959), p. 21.1,1

4If, prior to enrolling in a revised Journalism 125 course, non-majors could become familiar withjournalism style, reporting principles, and the frequentneed to rewrite one's ideas, the instructor of "HighSchool Journalism" could concentrate onpplyinq writingskills and explaining staff advising concepts.Thus,non-majors could use understand Lng of journalism termin-ology in practical exercises and could enroll later inan advanced methods courseJournalism 126 (not yet offered), if they so desired.Journalism education majorsand eager non-majors, for the most part, would then comprise the Journalism 126 class roster.ArENDING THE PROBLEMIn my view, the current J-125 course cannot ful-fill a worthwhile purpose unless non-majors complete certain appropriate journalism courses prior to J-125 andunless J-125 becomes the first course in a two-part sequence for prospective journalism advisers.In ony case,because the course is an elective open to all students,the School of Journalism must accomplish the difficulttask of acquainting both non-majors and majors with publications.The rationale for a subdivision of journalismcourses is that non-majors prior to and during 1974-75were expected to learn as much as their clasnmates who1,)

5were majors and had significantly more preparation inThe struggle, predictably, was unsuccessfuljournalism.for most non-majors.Tabulated statistics and correlated data fromthe 104 surveyed schools and departments of journalismhave led this writer to propose two WVU courses:(1)a three-hour "Introduction to High School Journalism"course for language arts, English, and other non-journalism majors seeking journalism teaching certification,and (2) an advanced three-hour "Journalism TeachingMethods" course for journalism majors and for non-majorswho have completed the elementary course.The firstcourse thus would serve as a prerequisite to the secondfor all non-majors.The proposed two courses are recommended to theWest Virginia Department of Education for inclusion in thecertification requirqments.Carolyn McCune's 1974 thesis,"Preparation of thr. High School Journalism Teacher:Cer-tification Requirements Related to Teacher Needs,"4 issueda similar recommendation.Carolyn McCune, "Preparation of the High SchoolJournalism Teacher: Certification Requirements Related toTeacher Nepds" (unpublished mister's thesis, West VirginiaUniversity, 1974), p. ,8.4I0

6Chanter 2REVIEW OF LITERATURESome university journalism teaching-advisingprograms in the United States have improved greatly sincethe 1920's, but it has taken the last 25 years to con-vince college administrators in general that journalismdeserves to be a department or school separate from Enqfish.1Charles T. Duncan, dean of the University ofOre,on School of Journalism in 1961, questioned the slowdegree c)f improvement in journalism education programsby that year.He recognized a threat to joh opportunitiesfor skilled ,Durnalists in some media managers' policy ofhiring unqualified communications employees who "nevertook a journalism course in their lives, to say nothingof having majored in the field."2Duncan voiced partic-ular concern that inexperienced personnel generallysensed no handicap in journalism occupations even thoughthey lacked such professional training.1Curtis D. MacDougall, What Journalism EducationShould He All About, ERIC Microfiche 086 987, Fort Collins,Association for Education in Journalism, AugustColo.:19-22, 1973, p. 1.21Charles T. Duncan, "Some Basic Realities inJournalism Education Today," Journalism Quarterly, Vol. 38,No. 4 (Autumn 1961), p. 523.

7The same weaknesses that occur when hiring untrained persons for media jobs can prevail in college.To prevent these weaknesses, the college should selectformer high school journalism teacher-advisers to teachthe courses that pronare instructors for journalismteaching-advising positions.Duncan's dismay about employers hiring "almostanyone"for demanding journalism jobs bears notice atjournalism schools throughout the United States.In-structors owe it to their profession and to themselvesto insist upon future hiring of persons who meet job reDuncan offers the following reasoning:quirements.It is possible of course to run a newspaper, aradio station or an advertising agency withpeople who learned all they know about theirwork through on-the-lob training, which is cftenPossible,little better than trial-and-error.itshouldbe done.yes, but this is'not the wayReaders, listeners, consumers--society itselfdeserve better.The implications of the situationthus far described are extremely serious.good journalists of any and all varieties can come out of almost any kind of a college background, or, put of no college at all.But it is foolish to suppose that enoughof them always will, and it makes even less senseto argue that this is the method that should beIt's haphazard, uncertain, anddepended upon.inefficient.3nothing could be more effective in thestrengthening and improvement of journalism education than a mounting chorus of concern andinterest.3.Ibid., pp. 521-24.13

I think our first and constant obligation isto be coldly honest with ourselves.4Duncan's call for action speaks out to this writer, whohopes that it will encourage early journalism teachereducation curriculum changes at West Virginia University.Journalism education is not gaining gro.und asAt best, it is holding its own,it ought to be.making gains in some areas, and slipping badly inothers. We lack the zeal that many of our predecessors must have had. How else could journalismeducation have been established so solidly andspread-so rapidly as it did in roughly the first25 years of the century?.We, the journalism teachers and administrators,cannot by ourselves bring journalism education toits full potential, but we can spark the drive.5RECENT SInNIFICANT J-ED STUDIESJohn W. Windhauser, Colorado State Universityinstructor, and J. W. Click, Ohio University professor,have tried to propel the improvement of journalismteaching-advising programs.In 1971' they compiled datafrom 39 of 51 members (76 per cent) of the Associationfor Education in Journalism secondary school divisionand surveyed superintendents of public instruction inthe 50 states and in the District of Columbia.The teamthen discdvered that -journalism certification guidelines45Ibid., p. 526.Ibid./8a

9in only forty per cent of the states required publications advisers to complete a journalism minor (15 to 24hours).In only two states were teachers required toearn a journalism major (24 to 40 hours).6Additionaldata points out that 78 per cent of the 39 college AEJmembers recommended an undergraduate journalism majorfor prospective secondary school journalism teachers;68.5 per cent of the 39 AEJ members agreed that highschool journalism instructors should have at least ajournalism minor.Nearly all believed that a journalisMeducator's qualifications should include professionalmedia experience and teaching ability.The AEJ memberspointed to recommended courses in a second teaching major,in radio-TV, in English, and in speech.Subjects judgedmost essential for a future secondary school journalismteacher, in order of need, were copy editing, news writing,a survey of mass communication and society, newspaper makeup, feature writing, and photography.7Instructor standards in 1971 reflect more demanding teacher preparation than in 1965, when Robert J.6John W. Windhauser and J. W. Click, "Will theReal Journalism Teacher Please Stand Up?" Communication:Journalism Education Today, Summer 1971, p. 2.7J. W. Click and John W. Windhauser, "SuggestedHigh School Journalism Courses and Teacher CertificationRequirements," ERIC Microfiche ED 067 863, Columbia, S.C.:Association for Education in Journalism, August 1971, pp.5-7.J

10Cranford accentuated the often inadequate awareness andtraining of journalism teachers.Cranford generally wasdisturbed by the misleading impressions that unqualifiedadvisers could create in discussing journalism careers.To Cranford's dismay, advisers in 1965 did not need tomeet special requirements.Thirty of 45 (66.7 per cent)of the states surveyed in that year still had certification policies requiring fewer than 15 hours of journalismcredit for teachers-advisers.As of 1971, 25 of 51 (49.02per cent)of 50 states and the District of Columbia stilldid not require a journalism major or minor of futureOnly 19 (37.25 per cent) of the states and theteachers.District of Columbia demanded that high school journalismteachers earn a journalism major or minor for certification.8(See Appendix A.)Comparing 1965 and 1971 data, Windhauser andClick could identify only a few improvements among certification requirements, content of high school journalismcourses surveyed, the number of majors and minors who hadbecome journalism instructors, and state lists of journalism courses. recommended for future sponsors.In a 1972 study of Indiana, Pennsylvania, andOhio advisers, Windhauser and Click substantiated theirbelief that high sLitool journalism teachers need nine college semester hours of journalism.8Almost all formerWindhauser and Click, "Secondary Teachers:Certification Requirements," College Press Review, Vol.11, No. 3 (Spring 1972), pp. 13-16.

11Fnglish majors responding (50 per cent of 490) said thatnine semester hours could be considered an adequate teaching background. 9In reality, though, nearly 47 per centof 138 Indiana instructors had earned nine or more hoursof college journalism compared to 20.2 per cent of the237 Ohio respondents and 9.4 per cent of the 115 Pennsylvania respondents.Since 1962 Indiana has required all English majors to complete a journalism writing course for certifi-cation and has expected teacher-advisers to have earnedeither a journalism minor of 24 semester hours or a journalism major of 40 semester hours.It is therefore logi-cal that Indiana respondents in '1972 included 26.8 percent journalism majors. 10Because journalism, however, was not certificatedby 1972 in Pennsylvania, it is not surprising that 49.6per cent of 115 teachers in that state had never taken acollege journalism course.Ohio 1971 requirements, on theother hand, demanded 15 semester hours of journalism forcertification, yet 61.6 per cent (a greater proportion thanin Pennsylvania) had had no college journalism.Indianaadvisers who were unexposed to journalism courses equalled9 Windhauserand Click, "High School JournalismCoures, Teachers, and Perceived Professional Needs inIndiana, Ohio, and Pennsylvania," ERIC Microfiche 066 892,Carbondale, Ill.: Association for Fducatiun in Journalism,August la /2,10j.i0,Ibid., pp. 6-8.

the lowest total among the three states, 25.2 per cent.11Eighty per cent of the advisers from all threestates, equalling a one-third sample in the same area,lacked professional media experience.Approximately 60per cent, however, had worked on their high school orcollege publications.12More than one fourth of all resnondents in thissurvey believed that a secondary school journalism teachershould have completed a college journalism minor as mini-mal teaching preparation; even more than one fourth, how,ever, felt that they had no basis for such a recommendation.Almost one half (52.5 per cent) of the 490teachers recommended an English second teaching field forjournalism majors.13Approximately one half of the 490 respondentswere in their first through fifth year of advising, whichfact reflects a large percentage of teachers who contribute to "the relatively high turnover rate" noted by JohnBoyd in 196014 and James F. Paschal in 1971.1511PaschalIbid.12Ibid., o.13Ibid., p. 10.14Ibid., D.8.9.,15Click and Windhauser, "Suggested High SchoolJournalism Courses and Teacher Certification Requirements," p. 8.

13attributed the great change among journalism faculty members to the fact that so many advisers are not well -compensated for their time.However, approximately 90 percent of the AEJ respondents in 1971 agreed that adviserseShould be compensated,16 and the incentive of eitherextra money beyond the base salary or released time during the daily schedule has long been usc' to retain goodadvisers in certain school districts.As early as 1928,George H. Gallup proposed additional pay for publicationsadvisers.17Properly trained, qualified personnel allow highschools to consider offering extensive journalism curricula.According to Windhauser and Click, AEJ data indicatethat secondary schools should provide a minimum cf foursemesters of.journalism--preferably with a first-yearcourse in mass media analysis and forms of journalism'writing (for ninth and tenth graders).The second -yearcourse, whose objective would be to produce student publications, could be open to eleventh and twelfth graders.An 'additional mass media course could accommodate unrestricted enrollment. 18116Ibid.17 GeorgeSchool Journalism?"(June 1928), p. 36.H. Gallup, "What Shall We Do About HighJournalism Quarterly, Vol. V, No. 218Click and Windhauser, "Suggested High SchoolJournalism Courses and Teacher Certification Requirements,"p.3.A

14Additional Windhauser-Click conclusions pointout that more than 75 per cent of the AEJ members responding advocated a faculty-supervised high school newsbureau wherever possible.19Dr. Arthur M. Sanderson ofokthe University of Florida, however, suggested implemen-tation of a "PR Bureau" to arrange school-communitypublicity, press releases, "spot news," radio announce9ments, television fims, slides, and broadcast tapes.2 Some professors responding to Windhauser and Clickssurveys considered the organization of a news bureau21impractical with high school journalism students.A list of competencies expected of journalismstudents indicates that 67.6 per cent of the instructors6responding regarded typing the most-needed student skill.More than one half of the respondents indicatedthat secondary school journalism teachers should havemaster's degrees, and most of them agreed that journalism students in high school shbuld possess a "B" averagein Eng4ish and an overall "C" average before enrolling injournalism.However, 65.6 per cent of the teachers re-sponding contradictorily stated that journalism should be"open to all students of the appropriate grade level."19Ibid.20 Ibid., UP. 3-4.21Ibid.22 Ibid., pp. 5-7; 12.22

15Clickoand Windhauser note that the majority ofthe 490 high

University of Maine Suffolk University Central Michigan University University of Michigan Michigan State University University of Minnesota Moorhead State College . Grant M. Hyde, "Journalism in the High School," The Journalism Bulletin (now Journalism. Ouarterly), Vol. 2 (New Series), No. 1

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