Services provided by custom laboratories to improve training materials productions are described and discussed: photographic (slides, filmstrips, films), electronic media (video, audio), print media, duplicating, and reformatting. (MF)

Proposes the production of science fact films of life in a space station in order to increase student interest while teaching fundamental physics concepts. (SL)

Recognizes the fact that an elaboration of a particular theory of education and of the position film studies occupy within the educational system will determine system strategies and understanding. (MH)

To determine how a film should be used in classroom teaching, the research of scholars in the fields of education, psychology, and communications was examined. Suggestions are offered for making the most effective use of films in social science courses. (LBH)

This article discusses the educational benefits of involving young children in the media arts and presents suggestions for using still cameras, movie cameras, audio tape recorders, and video tape recorders. (SB)

Suggests ways of using films in the classroom to strengthen comprehension skills; similar activities with print media may then be initiated. (JM)

The University of Connecticut Health Center Library's Learning Resource Center (LRC) maintains an audiovisual collection of 2,500 titles exclusive of audiocassette journals that is used heavily by medical educators. Recommendations for compiling reference indexes of the collection are made. (LBH)

Analyzes the appeal of horror films. Develops a model that finds that important factors in the horror film's appeal are the audience's desire to experience the satisfying resolutions and to see the destruction usually found in these films and the sensation-seeking personality traits of audience members for these films. (NKA)

There are 14 centers for economic education in the state of California. Films, videocassettes, and curriculum guides developed by the centers for use by economics teachers are described. The addresses of the centers are provided. (RM)

Lists, describes, and offers ordering information about videotapes/films, journals, texts, and organizations that can serve as classroom or school resources for teaching about the American black experience. Includes resources keyed to black Catholic interests. (DMM)

Describes a project in which students are involved in producing an animated videotape recording and discusses the advantages of modern videotape equipment over other film media. An outline of the process covers materials used, storyboard and artwork production, videotaping procedures, and audio dubbing. (CLB)

Research shows that films can be effective in engaging the interest of students in an appealing manner. States that, with the growth of video cassettes, feature films should become an economical and more widely employed teaching medium. Suggestions for using films in education are given and sociologically relevant films in 39 categories are…

After stating the advantages of using the videotape recorder in the foreign-language classroom, the author explains how to choose and evaluate filmed materials and how to prepare these materials for classroom use. She also suggests many ways to present the prepared materials in class. (CFM)

Discusses three major theoretical approaches in using feature-length films to teach gender roles: semiological analysis, Marxist analysis, and sociological analysis. For each approach, relevant literature is cited and specific examples of films are given to illustrate some applications of that approach to gender role analysis. (MBR)

This study examined the structure underlying preferences for content in books, motion pictures, and television programs. Multidimensionally scaled correlations revealed two dimensions; entertainment-diversion versus aesthetic-intellectual preferences and expressive versus instrumental behavior. Findings are discussed. (Author/MT)