IMPACT OF EDUCATIONAL ADVERTISEMENT OVER PARENTS & STUDENTS Educational advertisements are ad campaigns in which the creators attempt to inform

, update, or persuade the public to engage in or avoid current issues. This type of advertisement is often negatively associated with propaganda. While similar to public service announcements, educational advertisements often cross into commercial fields whereas public service announcements are oriented on strict non-profit basis. Educational advertisements focus on a number of modern social, political, religious, and consumer-based issues. They traditionally appear on television and radio, but more and more campaigns are turning to the internet, especially email, as a cheap and efficient way to spread their messages. While most educational advertisements are deployed in the United States of America, there have been campaigns across Europe, Canada, and New Zealand. However, due to the dependence on technology to broadcast their messages, campaigns usually appear in developed countries where the largest possible population is likely to encounter their message. There is a direct connection between a society's levels of exposure to advertising and the levels of consumption. It teaches us that buying products can fulfill our deepest needs, at the same time that it hides the conditions under which those products are made as well as the environmental consequences of endless consumption. I think advertising is not only a form of education it's one of the most powerful forms of education in our society, and one of the reasons that it's so powerful is that it is not considered educational. Jean Kilbourne Lecturer, featured in the video, Still Killing Us Softly That's one of advertisement's most brilliant

. For each additional ad a young person sees they drink 1% more. 5.accomplishments. Less than 10% of parents watch the entire commercials broadcasted during the break. and to spread awareness among your peers In the parents’ advertising consumption behavior we notice a strong propension to zapping and the total or partial avoidance of televisual advertising (42% immediately switch to another channel. 2000 of the 30 000 ads young people see each year are for alcohol. being viewed rather as “televisual breaks”. Next are parents who show a physical mobility during advertising “screens” and “inserts” (they use this time to take care of different things in the house. advertising cannot be considered. not even in the light of these data. as the sole cause of the zapping behavior. 3. advertising aimed specifically at children = $17 billion/year teenagers spending = $155 billion/year children younger than 12 spending = $25 billion/year both groups influence = app. 6. to get us to believe that we're not affected by advertising. Definitely. then switch to another channel). children and teens and significantly contributing to some of the biggest problems facing teens today. It is important to develop your ability to think critically and independently about the messages we get from media. $200 billion of parents’ spending/year The average American teen: views more than 3000 ads/day sees 40. Advertising and marketing messages are inundating 2. Research indicates that appearance-oriented media are immensely popular among young people and can produce and sustain body dissatisfaction. 360 000 ads on TV before graduation ½ are food commercials Greater exposure to alcohol advertising contributes to an increase in drinking among underage youth. Impact of advertising on students 1.000 ads on TV/year will have viewed app. 4. while 34% watch for a while the channel broadcasting the commercials.

and students need to know how important this appeal can be. they will learn about products like tobacco and alcohol that. Teenagers are more apt to wear clothing with a particular logo than any other age group. The problem of obesity has been chronicled in the movie Supersize Me. once a staple of advertising to teens. Even when they do take recognition of what’s going on. In fact. quality claims. people are influenced by the commercials played and the products displayed in them. In addition to harmful effects on individuals. students are very aware of logos. hero endorsements. etc.Students will delve into the kinds of advertising that are currently used. and informative techniques. Also. For example. are now forbidden to be marketed to this group. They include brand name slogans. some advertising may negatively impact society as a whole. It has been documented that TV watching may also contribute to obesity by increasing sedentary behavior. Logos are an important part of any company’s name recognition. students will have an opportunity to evaluate advertisements—in particular television commercials. including the political process (Kumanyika and Grier 10). The next section of the unit will have students learning about product/service logos and how companies develop specific logos—how a company’s logo evolved and in some cases changed based upon the target audience. increasing snacking while watching television.” Students will learn about the potentially harmful effects of advertising. Students will get an up close look at these techniques. in which an individual eats only fast food. it doesn’t always take effect on this particular age group. The only problem is that most teenagers don’t recognize the bait these commercial programs use to lure a viewer into buying a particular product or merchandise. status appeal. Since many teenagers are visual learners. students will learn how advertising has played a role in serious social problems in our society—such as obesity and depression. Their taste in what they wear is directly influenced by what is “hot” at the moment . This led to substantial weight gain serious health problems for him. “As a television viewer in today’s world. peer approval. and exposing children to advertisements for unhealthful food and beverages.

Fan and Chen (2001) found that parental expectations for their child’s educational achievement have the strongest relationship with students’ academic achievement. Publisher. such as Print Shop. Students will have an opportunity to analyze various print advertisements and determine their appeal—why some ads work and others don’t. . After this process. They will learn what appeals to teenagers as opposed to other demographic groups. Students will have an opportunity to use software programs. Conversely. Students will then be asked to launch an advertising campaign for a certain product or service based upon what they have learned so far in the unit. Bronstein et al. Barnard (2004) looked at the association between parental involvement in elementary school and student success in high school. color. (2005) found a lack of guidance by parents of fifth grade students to be related to poor academic achievement. with the exception of parental help with homework. each of which will be asked to develop a company logo. they will be asked to make up a logo for their fictional advertising agency. and concluded that early parental involvement in a child’s education promotes positive long-term effects. and digital imaging influence how a product or service will be launched. and Adobe Photoshop to develop their own print advertisements. Students will learn how graphics. Later in the unit. students will be grouped in mock advertising agencies. Students will learn about how design and typography can make a logo appealing. Over the parent’s A majority of the existing research regarding the impact of family involvement on educational outcomes shows a positive correlation. Hill and Tyson (2009) reported various types of parental involvement to be positively associated with academic achievement through a meta-analysis of 50 studies.and a particular company’s logo has a great deal to do with their decisions to buy a company’s product. The relationship between parent involvement and educational achievement was also found to be stronger for global achievement indicators such as cumulative GPA rather than for subject-specific indicators. layout. while home supervision has the weakest relationship.

Balli et al. and parent involvement. which found that parental involvement restricted to the home. discipline. stating that “achievement gains have been the greatest when parents are involved at all levels of school life.In a 1992 literature review. Five factors that affect student achievement were identified – parent expectations and attributions. is not enough to improve student achievement by itself. through general support of schools’ academic and social goals. Christenson et al. a pattern that is referenced as meaningful parental participation”. with each class requiring differing levels of involvement from family members. cited multiple studies which support the positive impact of family involvement on educational outcomes. and in school planning and management. (1998) investigated the effects of increased family involvement in homework. reinforcing the findings from the Hill and Tyson study described in the previous section. Sixth grade students were placed in one of three classes. The results showed that the level of family involvement with homework is not a significant predictor of student achievement. impact : Several research articles reported findings that suggest that family involvement may have no impact on student achievement in school. The authors also referred to research conducted by Epstein (1991) which found that students with teachers who intentionally emphasize family involvement have larger achievement gains in literacy than those who do not. The authors quoted a 1991 study by Comer and Haynes. structure for learning. No. II. This concept was reinforced in a study by Henderson (1987). Purcell-Gates (1994) showed that children of parents who read and write at relatively more complex levels and read together with their children have a better understanding of . as opposed to all aspects of school. Literature on impact of family involvement on literacy A considerable number of studies regarding the impact of family involvement were found which focused specifically on literacy. home affective environment. active participation in daily activities.

preschool and school-age. showing low frequencies of leisure reading to be associated with low literacy achievement. The UK National Literacy Trust (2001) conducted a literature review on the effects of parent involvement and literacy achievement. Weinberg (1996) discovered a causal relationship between the presence of books and computers in the home with educational achievement. . Findings from this literature review were categorized into two age groups.W. parents teach kamehameha schools their children songs or nursery rhymes. The preschool findings showed a number of influences within the home to be strong predictors of children’s attainment scores when entering into pre-school. (1997) were also cited. Parental teaching was related to R. as well as his or her attitudes towards reading and attentiveness in the classroom. parents read to their child. Results from Hood’s 2008 research showed that parent-child reading and literacy teaching are weakly correlated with each other. Parent attitudes and support towards their children’s education were also found to influence performance on literacy tests. In the school-age category of findings.critical written language concepts when beginning formal instruction in literacy. Brooks et al. compared to other children. Parental characteristics were found to be the strongest contributing factors in this domain. Bennett (2002) examined the relationship between family environment and children’s language and literacy and showed the “family as educators” model to be significantly related to child language and literacy outcomes. reading activity at home exerts a significantly positive influence on a student’s reading achievement. and parents take their children to visit the library. Rowe’s 1991 study found that for children between the ages of 5 and 14. Parent-child reading in preschool was also related to grade 1 vocabulary showing that home practices are relevant to literacy and language development. followed by literacy environment and parental expectations. These included the frequencies with which children play with letters and numbers at home. Storch (2001) found that home and family characteristics account for approximately 40% of the variance in preschool skills such as vocabulary development and conceptual knowledge. Woodcock’s (1997) Letter-Word identification scores.

with the readily accessible literature relying primarily on family members’ and educators’ selfreported results rather than objective measures and assessments. III. while acknowledging the validity of the diversity of home literacy practices. The paper emphasized the need to explicitly associate literacy with spoken language for children from an oral-based background tradition as well as the need to overcome a history of ‘cultural bias and deficit images’ associated with literacy for Indigenous Australians. Results collected when students entered 5th grade showed that within families. and children’s literacy achievement from kindergarten through fifth grade. Literature on impact of family involvement on education and literacy for indigenous peoples There is a limited body of available research regarding the impact of family involvement on educational outcomes for indigenous peoples. The results also showed that although there is an achievement gap in literacy performance related to the education level of the mother if family involvement is low. this gap is nonexistent if family involvement levels are high. One discussion paper produced by the Australian Ministerial Council on Education. family-school partnerships) were . involvement is more positively associated with literacy outcomes for children whose mothers are less educated compared with children whose parents are more educated.Dearing (2004) performed a longitudinal study to examine associations between family educational involvements during kindergarten. family resilience. Results collected while children were in kindergarten showed that the effect of family educational involvement on feelings about literacy and achievement is moderated by parental education. increased school involvement predicts improved child literacy. Three types of parental involvement (family as educators. Employment. Training and Youth Affairs (MCEETYA) Taskforce on Indigenous Education in 2001 outlined the efforts of the Australian national government to improve the literacy development of Aboriginal and Torres Strait Islander children and involve Indigenous parents in their children’s education. The paper also claimed that students with the highest academic achievement tend to come from families whose literacy practices mirror those of in-school practices. measuring children’s feelings about literacy.

but the paper presented no quantifiable findings regarding their impact on Indigenous children’s educational and literacy outcomes and simply highlighted the need for further research regarding. .cited.

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