EXAMINING THE IMPACT OF TEACHER PRACTICE ON STUDENT LEARNING IN INTERACTIVE RADIO INSTRUCTION (IRI) CLASSROOMS: LESSONS FROM NEW DELHI AND RAJASTHAN (INDIA)

This quantitative study examines the impact of teacher practices on student achievement in classrooms where the English is Fun Interactive Radio Instruction (IRI) programs were being used. A contemporary IRI design using a dual-audience approach, the English is Fun IRI programs delivered daily English language instruction to students in grades 1 and 2 in Delhi and Rajasthan through 120 30-minute programs via broadcast radio (the first audience) while modeling pedagogical techniques and behaviors for their teachers (the second audience). Few studies have examined how the dual-audience approach influences student learning. Using existing data from 32 teachers and 696 students, this study utilizes a multivariate multilevel model to examine the role of the primary expectations for teachers (e.g., setting up the IRI classroom, following instructions from the radio characters and ensuring students are participating) and the role of secondary expectations for teachers (e.g., modeling pedagogies and facilitating learning beyond the instructions) in promoting students’ learning in English listening skills, knowledge of vocabulary and use of sentences. The study finds that teacher practice on both sets of expectations mattered, but that practice in the secondary expectations mattered more. As expected, students made the smallest gains in the most difficult linguistic task (sentence use). The extent to which teachers satisfied the primary and secondary expectations was associated with gains in all three skills – confirming the relationship between students’ English proficiency and teacher practice in a dual-audience program. When it came to gains in students’ scores in sentence use, a teacher whose focus was greater on primary expectations had a negative effect on student performance in both states. In all, teacher practice clearly mattered but not in the same way for all three skills. An optimal scenario for teacher practice is presented in which gains in all three skills are maximized. These findings have important implications for the way the classroom teacher is cast in IRI programs that utilize a dual-audience approach and in the way IRI programs are contracted insofar as the role of the teacher in instruction is minimized and access is limited to instructional support from the IRI lessons alone.

Modeling the Network of Dutch and Flemish Print Production, 1550-1750

The production of artistic prints in the sixteenth- and seventeenth-century Netherlands was an inherently social process. Turning out prints at any reasonable scale depended on the fluid coordination between designers, platecutters, and publishers; roles that, by the sixteenth century, were considered distinguished enough to merit distinct credits engraved on the plates themselves: invenit, fecit/sculpsit, and excudit. While any one designer, plate cutter, and publisher could potentially exercise a great deal of influence over the production of a single print, their individual decisions (Whom to select as an engraver? What subjects to create for a print design? What market to sell to?) would have been variously constrained or encouraged by their position in this larger network (Who do they already know? And who, in turn, do their contacts know?) This dissertation addresses the impact of these constraints and affordances through the novel application of computational social network analysis to major databases of surviving prints from this period. This approach is used to evaluate several questions about trends in early modern print production practices that have not been satisfactorily addressed by traditional literature based on case studies alone: Did the social capital demanded by print production result in centralized, or distributed production of prints? When, and to what extent, did printmakers and publishers in the Low countries favor international versus domestic collaborators? And were printmakers under the same pressure as painters to specialize in particular artistic genres? This dissertation ultimately suggests how simple professional incentives endemic to the practice of printmaking may, at large scales, have resulted in quite complex patterns of collaboration and production. The framework of network analysis surfaces the role of certain printmakers who tend to be neglected in aesthetically-focused histories of art. This approach also highlights important issues concerning art historians’ balancing of individual influence versus the impact of longue durée trends. Finally, this dissertation also raises questions about the current limitations and future possibilities of combining computational methods with cultural heritage datasets in the pursuit of historical research.

EXAMINING THE IMPLEMENTATION CHALLENGES OF PROJECT-BASED LEARNING: A CASE STUDY

Title of Thesis: Thesis directed by: ABSTRACT EXAMINING THE IMPLEMENTATION CHALLENGES OF PROJECT-BASED LEARNING: A CASE STUDY Stefan Frederick Brooks, Master of Education, 2016 Professor and Chair Francine Hultgren Teaching and Learning, Policy and Leadership Department Project-based learning (PjBL) is a common instructional strategy to consider for educators, scholars, and advocates who focus on education reform. Previous research on PjBL has focused on its effectiveness, but a limited amount of research exists on the implementation challenges. This exploratory case study examines an attempted project- based learning implementation in one chemistry classroom at a private school that fully supports PjBL for most subjects with limited use in mathematics. During the course of the study, the teacher used a modified version of PjBL. Specifically, he implemented some of the elements of PjBL, such as a driving theme and a public presentation of projects, with the support of traditional instructional methods due to the context of the classroom. The findings of this study emphasize the teacher’s experience with implementing some of the PjBL components and how the inherent implementation challenges affected his practice.