Presents three perspectives on whiteness that have important implications for power in organizations. Offers a textual analysis of diversity management magazine and journal articles. Notes that "interrogating whiteness" works to name, unmask, and de-center whiteness; while "re-centering whiteness" recognizes difference yet ultimately keeps…

Examines digital content management issues and intellectual property rights in higher education. Topics include ownership of digital materials; ownership of courses; faculty rights and compensation; and the value of a university learning experience that is far more than the value of course content, including interaction and being part of an…

Needs analysis research and planning projects were reviewed to identify planning concepts, processes, outcomes, and issues regarding the growing population of older adults with developmental disabilities. Themes and issues identified through content analysis of planning documents are presented, along with goals for future planning and public…

Reviews the use of propositional analysis in library and information science research. Evidence that different analysts produce similar judgments about texts and use the method consistently over time is presented, and it is concluded that propositional analysis is a reliable and valid research method. An example of an analysis is appended. (32…

Discussed are the five steps of content analysis with a 1986 study of national forest brochures. Describes the methods of the study, the results, and the implications for environmental education. (CW)

Describes steps involved in preparing hierarchical charts for use in performance and instructional technologies. Thirteen examples are shown that deal with systematic instructional development, and guidelines for choosing the appropriate format are discussed, including content, audience, and resources. Evaluation procedures involving paired…

Content-analyzes prime time television to determine the frequency of certain contexts in which prosocial activity is portrayed. Finds that prime time television continues to portray a great deal of prosocial content presented in prosocial contexts. (RS)

Offers a five-point checklist that educators might use to determine the content validity of materials labeled whole language. Recommends "The Whole Language Sourcebook" and the "Story Box" program as high content validity materials. (MG)

Analyzes the distinction between utterance and writing to determine why students have difficulty using specific details to explore their generalizations. Describes successful strategies and assignments to encourage student awareness of text and concrete expression. (KEH)

Reviews research on the portrayal of the elderly in United States print media. Finds that children are learning subtle stereotypes of the elderly. Offers recommendations to editors, publishers, writers, illustrators, and teachers to help children develop more realistic attitudes toward both the elderly and the aging process. (RS)

A procedure was devised in which message content was provided to four nonvocal, severely palsied quadriplegic adults in advance, and investigators elicited the messages via subjects' yes/no gestures. Results indicated reasonably high correspondence between stimulus messages and messages elicited. (Author/JDD)

Discussion of the role of a visual designer in media programing highlights the relationship between content, design, and technical aspects. Collaborative effort between the content expert, the instructional developer, and the technical staff is described, the role of style is discussed, and the function of communication is emphasized. (LRW)

Many drug education programs send a mixed and confusing message to students. Others are clearly wrong. Cites examples and advises administrators to conduct a critical review of all drug education programs. (MLF)

Compares selected authentic children's literature trade books with versions of them in 1993 basal readers from five textbook publishers across grade levels one, three, and five. Finds that publisher censorship still exists; important story elements are lost when illustrations are omitted; and readers miss important developments when only parts of…

Analyzes various elementary school social studies publications to determine Columbus's treatment as a heroic figure as well as treatment of the native perspective and factual accuracy. The analysis looks at frequency of appearance, the descriptive adjectives used, his presentation pictorially, and critical thinking questions asked about him.…