Abstract
Head Start preschoolers on an isolated Papago reservation in southern Arizona were subjects of two studies of the effects of televised instruction and directed participation on teaching enumeration and conservation skills. Television instruction was most effective when used with active, directed participation and corrective feedback, but this, as well as amount and skills learned, varied with age. The televised segments used linear sequencing rather than the fragmented approach of Sesame Street.
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Henderson, R. W., & Swanson, R.The effects of televised instruction and an ancillary support system on the development of cognitive skills in Papago Native-American children (Technical report on Grant No. OCD-CB-479 from the Office of Child Development, Department of Health, Education, and Welfare). Tucson: Arizona Center for Educational Research and Development, University of Arizona, July 1975.
Swanson, R. A., & Henderson, R. W.Induction of an operational concept through televised modeling: Evidence and speculation on mediation processes. Manuscript submitted for publication, 1976.
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This research was supported in part by grant OCD-CB-479 from the Children’s Bureau, Office of Child Development, U.S. Office of Education. The authors appreciate the cooperation and participation of the Papago Tribe and the staffs of Head Start centers at San Xavier, Sells, and Pisinimo, Arizona. Special thanks are extended to Thora Schultz, who facilitated liaison on the Papago Reservation, and Margie Francisco, Elizabeth Siqueros, Edith Manuel, Pat Mendez, Elaine Williams, and Irma Dean Edmund, who contributed to instructional development and data collection.
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Henderson, R.W., Swanson, R.A. Age and directed-participation variables influencing the effectiveness of televised instruction in concrete operational behaviors. ECTJ 26, 301–312 (1978). https://doi.org/10.1007/BF02766366
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DOI: https://doi.org/10.1007/BF02766366