The manuscript discusses the early days of communication research, explicitly the first works of Paul Lazarsfeld’s radio and media research in Vienna, Newark, NJ, Princeton and New York during the years between the early 1930s, and the end of the 1940s. Lazarsfeld’s Viennese radio research, especially the world’s first extensive audience research – RAVAG study (1931) – is entirely new information for English speaking scholars. The book shows the details of Lazarsfeld’s methodological reasoning in his projects in the field of communication. The book also presents the research institutes that Lazarsfeld founded in Vienna in 1931, from Newark Center in New Jersey (1935) to Princeton Office of Radio Research in 1937, and up to the foundation of Lazarsfeld’s famous BASR at Columbia University in New York in the 1940s. The monograph shows how important Lazarsfeld’s first studies were for the future development of communication.

In this critical examination of the beginnings of mass communications research in the United States, written from the perspective of an educational historian, Timothy Glander uses archival materials that have not been widely studied to document, contextualize, and interpret the dominant expressions of this field during the time in which it became rooted in American academic life, and tries to give articulation to the larger historical forces that gave the field its fundamental purposes. By mid-century, mass communications researchers had become recognized as experts in describing the effects of the mass media on learning and other social behavior. However, the conditions that promoted and sustained their authority as experts have not been adequately explored. This study analyzes the ideological and historical forces giving rise to, and shaping, their research. Until this study, the history of communications research has been written almost entirely from within the field of communications studies and, as a result, has tended to refrain from asking troubling foundational questions about the origins of the field or to entertain how its emergence shaped educational discourse during the post-World War II period. By examining the intersection between the individual biographies of key leaders in the communications field (Wilbur Schramm, Paul Lazarsfeld, Bernard Berelson, Hadley Cantril, Stuart Dodd, and others) and the larger historical context in which they lived and worked, this book aims to tell part of the story of how the field of communications became divorced from the field of education. The book also examines the work of significant voices on the rise of mass communications study (including C. Wright Mills, William W. Biddle, Paul Goodman, and others) who theorized about the emergence of a mass society. It concludes with a discussion of the contemporary relevance of the theory of a mass society to educational thought and practice.

The manuscript discusses the early days of communication research, explicitly the first works of Paul Lazarsfeld’s radio and media research in Vienna, Newark, NJ, Princeton and New York during the years between the early 1930s, and the end of the 1940s. Lazarsfeld’s Viennese radio research, especially the world’s first extensive audience research – RAVAG study (1931) – is entirely new information for English speaking scholars. The book shows the details of Lazarsfeld’s methodological reasoning in his projects in the field of communication. The book also presents the research institutes that Lazarsfeld founded in Vienna in 1931, from Newark Center in New Jersey (1935) to Princeton Office of Radio Research in 1937, and up to the foundation of Lazarsfeld’s famous BASR at Columbia University in New York in the 1940s. The monograph shows how important Lazarsfeld’s first studies were for the future development of communication.

Considered by most to be the founder of the field of communication studies, Wilbur Schramm could not be more qualified to write The Beginnings of Communication Study in America. This momentous new work acknowledges the seminal contributions of four inspirational scientists whose theories and methods were the foundation for the discipline called communication: Harold D. Lasswell, Paul F. Lazarsfeld, Kurt Lewin, and Carl I. Hovland. This final collection of Wilbur Schramm's perspective in its unfinished form, contains many of his personal insights on the field of communication. The editors have supplemented this volume posthumously by providing a chapter that completes the story of how communication study spread among U.S. Universities, and also contains an exceptional account of the story of Schramm himself, as the founder of communication, and the widespread agreement on his preeminence. The Beginnings of Communication Study in America will fulfill a great need for students, and researchers in mass communication, communication theory, and speech who are interested on the origins and history of communication study, and the significance of Wilbur Schramm's work [Publisher description].

The manuscript discusses the early days of communication research, explicitly the first works of Paul Lazarsfeld's radio and media research in Vienna, Newark, NJ, Princeton and New York during the years between the early 1930s, and the end of the 1940s. Lazarsfeld's Viennese radio research, especially the world's first extensive audience research - RAVAG study (1931) - is entirely new information for English speaking scholars. The book shows the details of Lazarsfeld's methodological reasoning in his projects in the field of communication. The book also presents the research institutes that Lazarsfeld founded in Vienna in 1931, from Newark Center in New Jersey (1935) to Princeton Office of Radio Research in 1937, and up to the foundation of Lazarsfeld's famous BASR at Columbia University in New York in the 1940s. The monograph shows how important Lazarsfeld's first studies were for the future development of communication.

Lazarsfeld was a key figure in the history of communications research. This monograph represents a detailed account of Lazarsfeld's contributions as both a researcher and an institutional leader. It focuses on the years between 1931 and 1949, mentioning Lazarsfeld's early work and innovative methodology in Vienna and in the U.S.

This critical examination of the origins of mass comm. research from the perspective of an educational historian investigates the educational meaning of the mass media, with the goal of understanding the essential connection between educ. and comm.