Mary Miller

This article summarizes a study of classroom television use. It describes the study methodology as "eclectic, drawing on traditions of action research ... ethnography ... history ... and constructivism..." (Ellipses in quote represent omitted citations.) The article is not particularly well organized. The author quotes extensively from the findings of earlier research studies, but does not always present these references in a way that distinguishes them clearly from his own findings and interpretations. Thus, close reading is required to understand and evaluate this report. The study, which was conducted in England, was an evaluation of video materials produced by the English Heritage Education Service (EHES) for classroom use. The author uses the terms television, video, and film almost interchangeably, and the focus of this study is strictly on moving image materials produced for use in the classroom. The study attempted to identify the differing expectations for educational television held by three stakeholder groups: teachers, children, and producers. Data were collected through teacher questionnaires, interviews, and focus groups; classroom observations of children during screenings and interviews with children; and interviews with EHES staff. The report specifies the number of teachers, but not of children or producers, involved in the study. Of the findings reported, most related to teacher attitudes. Some children comments were reported, while only one quote from one producer interview was included in the report. The article does not really connect the three stakeholder group preferences, and indeed, the questions asked do not seem to have collected data that have much connection. For example, the producer quote concerns producer expectations that teachers will need to work to help children make a given educational video a meaningful learning experience, but the teacher questions reported do not concern whether or how teachers try to do this.