A Quantitative Study of High School Yearbook Content.

Autor/inn/en	Krepel, Wayne J.; DuVall, Charles R.
Titel	A Quantitative Study of High School Yearbook Content.
Quelle	(1973), (71 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Extracurricular Activities; Journalism; School Publications; Secondary Education; Student Interests; Student Organizations; Student Projects; Student Publications; Student Records; Student School Relationship; Student Teacher Relationship; Yearbooks + Suchen Sie Ihr Suchwort? Außerunterrichtliche Aktivität; Journalistik; Journalismus; Schulzeitung; Sekundarbereich; Studieninteresse; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Schulprojekt; Studentenzeitung; Schülerakte; Schüler-Lehrer-Beziehung; Yearbook; Jahrbuch
Abstract	The purpose of this study was to analyze high school yearbooks, relative to quantitative page allotments, when classified by the size of the community, the type of socioeconomic environment of the school, and the size of the graduating class. A normative survey was conducted using a questionnaire requesting the respondent to furnish a copy of the 1971 yearbook. The questionnaire was sent to randomly selected schools throughout the United States. It was found that (1) yearbook costs revealed no clear trend, except that most of the yearbooks surveyed were self-supporting; (2) most of the yearbooks contained paid advertising; (3) all the yearbooks contained pictures of seniors and a majority had pictures of all upperclassmen from grade ten; and (4) athletics, general, musical, and club activities received about the same amount of coverage. It was concluded that yearbooks are basically self-supporting, the primary revenue coming from advertising and the sale of the books, and that more space is given to extracurricular and cocurricular activities than to academic pursuits. A bibliography and appendixes are included. (Author/DI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01