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Concerned primarily with interactive radio for instruction, this issue highlights radio projects in developing countries that have proven to be a successful tool for educational development. These include: (1) an experimental project designed to investigate the feasibility of using radio as a medium of instruction in the teaching of elementary school mathematics, used in Nicaragua from mid-1974 to early 1979; (2) the Radio Language Arts Project, a direct follow up to the Nicaraguan Radio Math Project for the purpose of applying and adapting the model to a different subject area in Kenya; and (3) Radio-assisted Community Basic Education (RADECO), which teaches the basic curricula of grades one through four through the exclusive use of radio to children in rural areas of the Dominican Republic. The descriptions of each of the projects (by J. Friend, P. R. Christensen and J. F. Helwig/J. Friend respectively) includes instructional design decisions, adaptation challenges, and curriculum choices. A follow up evaluation of all three radio projects is also included; this evaluation, by B. Searle, concludes that interactive radio is effective for the instruction of primary school subjects, and that both trained teachers and untrained classroom proctors can use radio lessons effectively. The newsletter also contains reviews of four books on the topic of radio and broadcasting plus two additional articles: "Radio Science: Completing the Interactive Radio Instruction Curriculum," by J. Meadowcroft, and "The Fourth R--(Interactive) Radio," by Philip Spain. (JB)

an: ED259712; source: Development Communication Report; docTypes: Collected Works - Serials ; Information Analyses ; Reports - Descriptive; pubTypes: PeriodicalReport;