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Ph.D. Research in ECT

Students in ECT conduct research and scholarship continuously through the program, beginning with the candidacy paper in the first year. Students participate in research labs and faculty projects, work under the supervision of faculty in research courses, and participate continuously in the doctoral colloquium as a research-supportive community. Over time, students publish journal articles and conference papers in addition to conducting the doctoral dissertation.

Recent Ph.D. Dissertations

Denise Ofelia Mangen, Ph.D. 2017

Educational Design for Sustainable Resilience: A Quisitive Inquiry of Everyday Consumption
There is a growing popular, academic, scientific, economic, and political consensus in support of sustainable, healthy, and pro-social production and consumption. The point of purchase represents a nexus of the contemporary, globalized ecology of production and consumption and is, therefore, a space for intervention (i.e., product labels, consumer education, product information databases and apps, etc.). Ecopedagogy aims to educate about resilient, sustainable, healthy, and pro-social attitudes and behavior. Using Goldman’s "quisitive" mixed methods research, I layered and iteratively analyzed the data throughout the course of the research. I conducted an analysis of participant households’ experiences with ecopedagogical interventions within the socio-ecological system of production and consumption in Rockaway, Queens, New York City. Findings indicate that 1) efforts to target individual attitudes and behaviors (a common practice in ecopedagogy) are constrained due to difficulties overcoming the problems of sustainable resilience, including issues with accessing information and food access, as well as issues with local cultures of consumption; and 2) ethos and information are important ecopedagogical constructs for leveraging psychological determinants such as self-identity and building operationalizable schema regarding sustainable resilience. Recommendations for future research include the development of topic-specific principles that can be operationalized in the praxis of educational design for ecopedagogy.

Sava Saheli Singh, Ph.D. 2017

Academic Twitter: Pushing the Boundaries of Traditional Scholarship
This study examines how social media facilitate innovation and have come to challenge traditional academic practices of scholarly communication, evaluation, and peer review. It is a thematic analysis of ethnographic data collected from eight scholars who are active Twitter users. Although Twitter is often considered a site for casual communication, it has been playing an increasingly important role in social organization, mobilization, and in drawing attention to world events. This study looks at participants’ experiences in building their professional networks and their evolving approach to scholarly communication, including an analysis of the participants’ extensive Twitter archives: in aggregate over 454,000 individual tweets over a 9-year period. Analysis of the interviews and archives focused on the intersection of the participants’ Twitter lives and their academic lives. Drawing on an integration of sociological and learning science theory, this research explores Twitter’s use as a platform for innovative academic practices; as a catalyst for challenging hierarchy and formality; as a new model for academic networking; and as an evolving platform for a new definition of the public intellectual. The study addresses how 21st century academics negotiate their professional identities as a complex form of emotional, intellectual, and academic labor and how this process affords the type of publicness that sometimes comes at a cost of psychological and personal wellbeing. This dissertation demonstrates that social media can play an important role in providing and supporting newer contexts for academic identity and communication as well as promoting equity and openness in scholarly communication and evaluation.

Ralph Vacca, Ph.D. 2017

Cultivating Situated Mindfulness in Everyday Life: A Design-Based Study of a Mobile Approach
Situated mobile learning is an expanding field that places computers as mediators of our relationship with the world around us, enabling an augmented experience that changes how we experience things and in turn make meaning out of those experiences. The dissertation asks the question, what does it mean for mobile devices that are always with us, to help us be more mindful throughout the day, especially within a context of urban living in the 21st century? The design-based research study involved three iterative design cycles of a mobile app with input from a group of adult users to explore how a mobile app can prompt mindfulness states throughout the day using surrounding context and mental events as the attentional focus, and end-of-day reflections incorporating forms of cognitive reappraisal and body awareness. Analysis involved self-report measures of mindfulness, behavior logs, and in-depth interview analysis, all mapped against conjectures that related design embodiments, to mediating processes, to outcomes of curiosity and decentering (two factors of a mindfulness state). I found that in augmenting our capacity to be vigilant and self-monitor mental events throughout the day as meditation objects, it is possible to cultivate mindfulness states. The experience allows for the enactment of the three characteristics of mental activity the Buddha described – impermanence, suffering, and not-self. However, it is important that we be critical of what we mean by mindfulness states in that the approach embodied through the app can be argued to be a diluted form of mindfulness that is excessively cognition-focused, and provides limited pathways to more non-conceptual understanding – insight. Ultimately, the dissertation posits a form of computer-supported mindfulness that makes use of situated context to induce mindfulness states, and provides a phenomenological understanding of the advantages and limitations of such an approach within the context of modern demands and traditional contemplative understandings of mindfulness.

Dixie Ching, Ph.D. 2016

“Now I can actually do what I want”: Social learning ecologies supporting youth pathways in digital media making
This study examines how youth are able to pursue interest-driven learning and practice-linked identities connected to digital media making with the help of individuals in their lives. Engaging in digital media making is an important route to developing important 21st century skills, empowered civic identities, and lifelong learning; also reports indicate that individuals from non-dominant communities are less able to derive such benefits. While research in the learning sciences, community psychology, sociology and other related fields widely agree that learning and development is enhanced through social support stemming from both family and non-family individuals, most studies examining social support for digital media making have tended to focus on one context or one provider group—for example, researchers have defined specific learning roles played by either parents at home, online mentors that were part of a social networking site, or educators operating in a school-cum-out-of-school environment. Taken as a whole, these studies provide an adequate grounding concerning the types of support that youth may require for digital fluency and media making, but leave open an opportunity to more fully capture social support provision as a holistic, dynamic, learning context-spanning phenomenon. The present study seeks to address this gap by investigating how adolescents navigate relationships in a variety of settings—including their home, school, and afterschool environments—to recruit and leverage the kinds of support they need to further their digital media making interests. Through a qualitative, interview-based study of teenagers recruited from out-of-school technology-oriented programs in New York City, I provide descriptive and explanatory evidence to (1) characterize how youth conceptualize the array of resources and supportive adults and peers available to them—their social learning ecology, (2) identify signaling practices they have utilized to recruit and leverage this support, and (3) explain how youth’s support-generating signaling practices and aspects of their social learning ecologies may have implications for continued engagement in interest-driven learning activities. Such information may inform the design of more equitable learning environments that facilitate the development of long-term learning trajectories through involvement of a wider circle of potential resource providers.

Steve Yavner, Ph.D. 2016

Stress, Fatigue, and Medical Students' Study Resource Selection: Implications for the Design of Educational Multimedia
Medical students are generally considered to be a unique group of experienced learners, functioning under high levels of stress and fatigue. The use of multimedia in digital environments has become a standard feature in most medical schools, but it has met with limited success. This study investigated the impact of stress and fatigue on general study resource selection, with particular interest in multimedia, and its limited uptake by medical students. A series of 58 focus groups with 107 third and fourth year medical students was conducted and a survey instrument was administered. Results produced a model of stress and fatigue for third-year medical students, and showed a statistically significant increase in multimedia usage under fatigue but not under stress alone. Further analysis of the qualitative data produced a series of 12 multimedia design and implementation factors. There may also be significant implications for the general learner population, which is also confronting increased stress and fatigue. In our media saturated world there may also be connections to the larger consumption of multimedia across society, such as in journalism and other media. With further research, we might also learn valuable information about how to more effectively communicate with each other through multimedia.

Tsu-Ting Huang, Ph.D. 2016

The effects of types of reflective scaffolding and language proficiency on the acquisition of physics knowledge in a game-based learning environment
With the capability of creating a situated and engaging learning environment, video games have been considered as a powerful tool to enhance students’ learning outcomes and interest in learning. Yet, little empirical evidence exists to support the effectiveness of video games in learning. Particularly, little attention has been given to the design of specific game elements. Focusing on middle school students, the goal of this study was to investigate the effects of two types of representations of reflective scaffolds (verbal and visual) on students’ learning outcomes, game performance, and level of engagement in a video game for physics learning. In addition, the role of students’ level of English proficiency was examined to understand whether the effects of reflective scaffolds were influenced by students’ language proficiency. Two studies were conducted. Study 1 playtested the game with target players and led to game modification for its use in Study 2, which focused on the effects of different types of reflective scaffolds and level of English proficiency. The results of Study 2 showed that students who received both verbal and visual reflective scaffolds completed the most levels compared to the other groups in the given time. No significant effect of type of reflective scaffolds were found on learning outcomes despite the fact that the pattern of the learning outcomes across conditions was close to prediction. Participants’ engagement in gameplay was high regardless of the type of scaffolds they received, their interest in learning physics, and their prior knowledge of physics. The results of video analysis also showed that the game used in this study was able to engage students not only in gameplay but also in learning physics. Finally, English proficiency functioned as a significant factor moderating the effects of scaffolds, learning outcomes and game performance. Students with limited English proficiency benefited more from visual reflective scaffolds than verbal ones.

Jonathan Belman, Ph.D. 2016

A Study of Empathetic Play in Serious Games
This work explores some key questions associated with designing games to foster empathy. First, how can design practice build on the understandings of empathy that have been developed in a variety of disciplines? Although empathy has been thoroughly studied in many fields, the lack of standardized nomenclature makes it difficult to apply knowledge from one to the next. Here, I present a theoretical framework that helps organize and explain research on empathy across disciplines. I also use the framework to propose heuristic best practices for designing games to foster empathy. Second, what does “empathetic play” look and feel like, and how does it impact the player? In the research presented here, 81 participants played the game Layoff. Some were prompted to play “empathetically,” while others received no prompting. Both quantitative and qualitative findings suggest that the experience of empathetic play is distinct from that of entertainment-focused play, and that empathetic play produces distinct attitudinal and behavioral consequences. Specific findings include the following: 1. Empathetic players approached in-game decisions as moral dilemmas, while entertainment-focused players were much less likely to engage with the game on moral terms. 2. Empathetic players were much more likely to experience emotional states that have been associated with empathy in prior research, i.e., empathetic concern and personal distress. 3. Empathetic players were more likely to associate their own histories with people represented in the game. 4. Once the game was over, players who had been prompted to engage empathetically donated more of their remuneration to a charity serving victims of economic hardship. Overall, these results suggest that (a) players will not reliably adopt an empathetic (as opposed to entertainment-focused) posture without some form of prompting, and that (b) empathetic engagement inside of a game can encourage altruistic behavior in the world outside the game.

Gabriela Richard, Ph.D. 2014

Understanding Gender, Context and Game Culture for the Development of Equitable Digital Games as Learning Environments
The study proposes that in order to design educational games that address equitable learning outcomes, we need to understand contextual factors that can have differential effects on achievement across gender, ethnicity, culture and sexuality. Research on social identity formation, stereotype threat, school climate and the digital identity divide all underscore the importance of social context in shaping identification with, as well as confidence and performance in learning content areas, particularly math, science and technology (which includes computers and gaming). Past literature highlights that females and ethnic minorities are the most vulnerable to bias and negative stereotypes in these domains. Gender and its intersections with ethnicity and sexuality were investigated in game culture through an exploratory mixed-methods study. It consisted of a multi-year ethnography of online gaming activities in the greater gaming culture and a female-supportive online gaming community (with members across gender), as well as surveys developed from ethnographic themes. Ethnographic findings confirm that harassment is a pervasive gatekeeping practice that particularly targets and affects females and ethnic minorities in game culture and leads to silencing and marginalizing female game play; female gamers continuously wrestle with competing gendered expectations that undermined their play, particularly in co-ed environments, though also in female-supportive ones; and the female-oriented "clan" creates learning opportunities and access to female role models (that defy stereotypes) in ways that help level the playing field. Survey results demonstrate that stereotype threat, which has implications for learning and long-term outcomes through lowered confidence, performance and interest in a domain, can occur in game culture, and that females and ethnic minorities are statistically significantly more vulnerable to it. However, latent internalized gender schema (or one's internalized sense of masculinity or femininity) significantly interacts with vulnerability. Male and female members of a female-supportive clan scored significantly higher in their gaming identification and self-concept, and females of that clan were more likely to play frequently online, helping to demonstrate the positive role of supportive communities in mitigating the potential negative effects of bias and stereotype threat. The dissertation further makes recommendations for the design of efficacious and equitable educational games and learning environments.

Helen Kwah, Ph.D. 2013

Coming to See Objects of Knowledge: Guiding Student Conceptualization Through Teacher Embodied Instruction in a Robotics Programming Class
This thesis explores the questions of how a teacher guides students to see concepts, and the role of gesture and gesture viewpoints in mediating the process of guidance. To examine these questions, two sociocultural theoretical frameworks--Radford's cultural-semiotic theory of knowledge objectification (e.g., 2003), and Goldman's Points of Viewing theory (e.g., 2007)--were applied to conduct a microanalytic, explanatory case study of the instructional activity of an exemplary teacher and his students in a middle school robotics programming class.

According to Radford, students acquire concepts as they draw upon semiotic resources such as language and gesture to generalize and objectify initially concrete perceptions and actions. I applied Radford's framework to explain the mediations that a teacher might enact in guiding students to objectify and see concepts. Furthermore, I focused on gesture as semiotic means because of emergent research on gesture's role in communicating the visuospatial imagery that underlies math/ scientific concepts. I extended the view of gestures to the viewpoints constructed in gesture, and applied Goldman's theory to explain how perspectives might be actively constructed and shared in the process of guiding student conceptualization.

Data was collected over a semester through participant observation, field notes, teacher and student interviews, and reviews of artifacts. Multimodal microanalyses were conducted on video data from eight class sessions.

The findings provide confirmations and some disconfirmations about the applicability of Radford's and Goldman's theories for explaining a teacher's process of guiding student conceptualization. Notably, some of Radford's notions about de-contextualization and symbolic generalizations were not confirmed. Overall, the findings are summarized through three themes including, grounding, and perceptual organizers as two ways that gesture and other means served to both index and identify action-perception schemes for bridging to the symbolic level of programming concepts and conceptual structures. A third theme of iteration, shifting, and layering described the quality of the teacher's process, and the importance of constructing shifting and multiple viewpoints in gesture and speech, as Goldman's theory proposed. Finally, implications for designing educational applications that draw upon gesture as mediational means are discussed.

Jonathan Frye, Ph.D. 2013

Video Game Player Profiles: Bridging Industry, Game Studies and Social Science Perspectives
For decades, game designers and game studies experts have largely sought to understand video game players through a lens of experience and observation. Meanwhile, social science research has focused on the empirical understanding of video game players using a variety of psychological constructs. This study focuses on the creation and evaluation of Player Profiles, a theoretical framework which builds upon both the experience and knowledge of game designers and game studies academics with the empirical research of social scientists. This bridge establishes seven different Player Profiles: Competitor, Explorer, Socializer, Challenger/ Achiever, Escaper, and Stimulation Seeker. Two studies are presented, investigating the validity of the Player Profile Framework and examining its potential use in game design to increase learning and engagement in educational games for adolescents. A large scale survey of adults and small scale survey of adolescents were conducted. Participants completed validated measures of goal orientation, personality aspects, and video game uses and gratification. Additional questionnaires included the Player Profile Questionnaire (PPQ) and a measure of preferred video game features. A model-based cluster analysis of the adult sample revealed implications for cultural differences in player profiles as well as indications that players exhibit multiple player profiles. Analysis of the PPQ establishes the first significant empirical link between game design experience and the psychological constructs examined, also revealing a consistency between adolescents and adults. A second study asked adolescents from study 1 to play two learning games, each featuring prominent game design features intended for a specific profile, Competitor or Fantasizer. Although results were mixed, players who met the criteria for the Fantasizer profile scored significantly higher on the posttest of the Force Fantasy game than those who did not. Results establish the potential of the Player Profile Framework and create a foundation for future research.

Complete list of Dissertations
Year Author Title
2017 Mangen, Ofelia Denise Educational Design for Sustainable Resilience: A Quisitive Inquiry of Everyday Consumption
2017 singh, sava saheli Academic Twitter: Pushing the Boundaries of Traditional Scholarship
2017 Vacca, Ralph Cultivating Situated Mindfulness in Everyday Life: A Design-Based Study of a Mobile Approach
2016 Belman, Jonathan A Study of Empathetic Play in Serious Games
2016 Huang, Tsu-Ting The effects of types of reflective scaffolding and language proficiency on the acquisition of physics knowledge in a game-based learning environment
2016 Yavner, Steve Stress, Fatigue, and Medical Students' Study Resource Selection: Implications for the Design of Educational Multimedia
2016 Ching, Dixie “Now I can actually do what I want”: Social learning ecologies supporting youth pathways in digital media making
2014 Richard, Gabriela Understanding Gender, Context and Game Culture for the Development of Equitable Digital Games as Learning Environments
2013 Frye, Jonathan Video Game Player Profiles: Bridging Industry, Game Studies and Social Science Perspectives
2013 Kwah, Helen Coming to See Objects of Knowledge: Guiding Student Conceptualization Through Teacher Embodied Instruction in a Robotics Programming Class
2012 Diamond, James "You weren't doing what you would actually do, you were doing what people wanted you to do": a study of historical empathy in a digital history game
2011 Bouwmeester, Maaike Examining the effects of reflective rubrics in the e-portfolio peer review process on pre-service teachers' ability to integrate academic coursework and field experiences
2011 Schreier, Joshua Teaching and technology: beliefs and implementation among fifth and sixth grade public school teachers
2011 Allen, Chris The effects of visual complexity on cognitive load as influenced by field dependency and spatial ability
2010 Rosalia, Christine EFL Students as peer advisers in an online writing center
2010 Song, Hyuk Soon The effects of Learners’ Prior Knowledge, Self-regulation, and Motivation on Learning Performance in Complex Multimedia Learning Environments
2010 Schwartz, Ruth Considering the activity in interactivity: A multimodal perspective
2010 Chang, Yoo Kyung Examining metacognitive processes in exploratory computer-based learning environments using activity log analysis
2009 Aronson, Ian The effects of a multimedia video intervention's emotional content and ethnic matching on hiv prevention and testing related knowledge, behavior, and intent
2008 Brown, Michaele Constructing knowledge in online discussions: supporting theory to practice in special education teacher education
2008 deHaan, Jonathan Video games and second language acquisition: The effect of interactivity with a rhythm video game on second language vocabulary recall, cognitive load, and telepresence
2008 Dong, Chaoyan Positive emotions and learning: what makes a difference in multimedia design?
2008 Lansiquot, Reneta Pictures of history: fostering children's writing through interactive iconography
2008 Panzer, Richard The effects of fear versus norm appeals and directive versus cognitively flexible designs in abstinence-centered multimedia education on teen sexual attitudes, intentions and behaviors
2008 Um, Eun Joon The effect of positive emotions on cognitive processes in multimedia based learning
2007 Lage-Otero, Eduardo Reading to write in an sla multimedia environment:  a cognitive approach
2006 Wellock, Almber The effects of a girl-friendly extracurricular technology program on female interest in future technology use and careers
2006 Giacoppo, Alexandre Integrating social software into a student teacher education program:  enabling discourse, knowledge sharing, and development in a community of learning
2005 Angarola, Scott The effects of multimedia tutorials and observational learning on cognitive outcomes and skill acquisition in basketball
2005 Ha, Seungyun The influence of individual differences (degree of self direction and fd/fi cognitive style), perception of interactivity, educational achievement, and navigational behavior on flow in web-based instruction
2005 Whelan, Robert The multimedia mind: measuring cognitive load in multimedia learning
2005 Kaplan, Nancy Computer technology, education and disability: experiences of postsecondary students who are blind or visually impaired
2004 Farkas, Daniel The effect of the instructional sequence of spreadsheets and programming on performance, computer anxiety, and attitude toward computers
2004 Zydney, Janet The effect of different types of scaffolding in a multimedia program on students' problem finding
2004 Hernandez. Sylvia The effects of video and captioned text and the influence of verbal and spatial abilities on second language listening comprehension in a multimedia learning environment
2004 Lee, Hyunjeong The effect of intrinsic and extraneous load on learning with computer-based simulations
2003 Griffin, Teresa Supporting students with low self-regulation through problem-based learning techniques in online education
2003 Schwarz, Marc The effects of different scaffolding strategies, prior knowledge, computer attitudes, and expertise reversal effect on learning outcomes in a cognitive apprenticeship learning environment
2003 Hamilton, Heather The effect of different types of image annotations in a scientific text on different learning outcomes in multimedia learning environments
2002 Gal-Ed, Hagitte The making of art and the knowledge of peace:  a grounded theory study of video articulation as a learning tool in a dialogic program of peace education
2002 Hylton, Irene Classroom management skills: can video instruction make a difference? 
2002 Bloom Rosen, Dina Media and training of teachers in reflection
2002 Kennedy, Carol The effects of combining cognitive/metacognitive strategy instruction with hypermedia on content literacy, locus of control, and attitudes toward science in adolescents with language-based learning disabilities
2002 Song, Chiann-Ru An analysis of branching behavior patterns in an interactive hypermedia learning
2002 Straker-Banks, Allyson The effect of participation in an online course among teachers who are field dependent or field independent on their perceptions of computer anxiety, computer self-efficacy, and computer usefulness
2002 Goldenberg, Lauren Not quite through the looking glass:  a case study of computer mediated communication in a preservice teacher education program
2002 Tarcy, David The relationship between field dependence-independence and cognitive processing:  a test of conjoint retention hypothesis and cognitive theory of multimedia learning
2001 Snyder, Kathleen  Designing asynchronous learning environments
2001 Noble, Linda The influence of characteristics of the cognitive apprenticeship model on the development of expertise among graduate students in educational media internships
1999 Ianniello, Patrick  A comparison of teachers who have and have not continued to teach Logo to elementary students
1999 Tucker, Elizabeth Ann  Analysis of preservice teachers’ videotapes for shifts between teacher-centered and student-centered discourse
1998 Henry, Paul David  Faculty use of network communications as a medium for scholarly work
1998 O'Keefe, Michael  An ecological approach to the study of human computer interaction using Hypertext
1996 Kos, Ivo  Teaching clinically-oriented embriology with computer simulations
1996 Randle, Dorothy (Lynn) The process of instructional design: A qualitative study of one effort
1995 Dieffenbach, Laurie  The Effective Use of Hypercard Instructional Materials: A Qualitative Study of Graduate Students
1994 Grapin, Marilyn  Analysis of the pedagogical assumptions in the instructional design of the Video Homework Adventures in Middle School Math Project
1992 Kang, Haelan  The use of content-based interactive computer-mediated reading instruction in a graduate program
1992 Cobb, Patricia A. Cheatam  An observational case study of junior HMO insurance customer service representatives interacting with an expert system job aid during on-the-job training
1991 Bauer, Jo Anne  The microcomputer experiences of selected female educators: A qualitative study
1991 Levin, Jane  You can’t just plug it in: Integrating the computer into the curriculum
1991 Kropf, Marcia  The use of a computer-based museum exhibit: A study of family discussions and interactions
1991 Rosenthal, Beverly  Computer-mediated discourse in a writing workshop: A case study in higher education
1991 Nese, Lydia  Detecting deception in enacted and natural conditions
1990 McGovern, Mary Ellen  Multisite case study of the institutionalization of instructional television in four elementary schools of the Catholic School System of the Archdiocese of New York
1990 Piemonte, Charles Joseph  The interaction of gender and software treatment on third grader’s interest and achievement in keyboarding
1988 Lessor, Thomas A.  The design, development, and evaluation of a planetarium presentation
1988 Nicosia, Gloria  A description of college students’ listening comprehension in a lecture situation
1987 Margolin, Michael  A study of two methods of Talmud instruction, perceived self-efficiency and their interaction on the achieve-ment of 7th grade Israeli students
1987 Fischler, Herbert A.  Locus of control and two types of instructional television: An aptitude treatment interaction
1985 Beck, William  An interaction study of problem solving aptitude and methods of teaching a computer programming language
1985 Compte, Carmen  Using soap opera structure for aural French comprehension
1985 Janes, Barry  Subscriber use of the public access channel in New Rochelle, NY
1985 Teitlebaum Kronish, Priscilla Relationship of selected cognitive aptitudes and personality characteristics of the online searcher to the quality of performance in online bibliographic retrieval
1984 Levenson, Steven  An analysis of the problem solving technique of a Talmudic expert
1982 Freitag, Werner  The development of criteria for the functional use of education technology in student unions
1982 Grauls, Fernand  General rhetoric: A model for analyzing synecdoche, metaphor, and metonymy, and its applications to posters
1982 Pounds, Michael  Details in black: A case study investigation and analysis of the content of the United States War Department non-fiction motion picture: The Negro soldier
1981 Phillips, Jack  A self-paced multi-media remedial algebra course at an urban community college
1980 Posner, Marcia  A search for Jewish content in American children’s realistic fiction
1980 Restaino, Phillip  A descriptive study of variables related to the purchase behavior of selected ninth and tenth graders in a Westchester high school
1978 Bathke, Warren E.  A comparison of visitation evangelism programs in selected evangelical free churches in the US
1978 Durfey, Thomas  Program-length local originations on translators: Education through a legal loophole
1978 Vazquez de Nieves Generosa  Alfred North Whitehead’s objective immortality theory and the implications of this theory for science education
1978 Uchegbu, Benjamin O.  The nature of colonial anti-nationalist propaganda in British Africa: The case of the colonial film censorship in British Nigeria (1945-48)
1978 Leibler, Harry  A theoretical design for systematic administration of college and university media production activities
1978 Skeele, Rosemary  The relationship of the graduate program in educational media at Seton Hall University with professional preparation required by employers of media specialists
1978 Wall, Muriel F.  American multi-ethnic diversity: A content analysis of education newsletters, 1968-76
1977 Owens, Barbara B.  An interaction study of reasoning aptitudes, model presence, and methods of approach in the learning of a computer programming language
1976 Coppolino, Joseph S.  An investigation of the relationship between a person’s value system and his perception of values and events in one episode of a television series about the police
1976 Israel, David O.  The effect of three types of background music on the comprehension of selected recorded instructional mathe-matics programs for senior high school students in two selected school districts on Long Island, NY
1976 Kim, Hyun Joung  The interaction between two forms of teaching English via television and selected aptitudes of seventh grade Korean students in achievement in English
1976 Webb, Arnold  An exploration of the use of PPBS concepts in the decision making process for resource allocation in a large decentralized urban school system
1975 Ferenzi, Edward  An experiment to determine the effectiveness of instructional materials in the teaching of selected industrial arts sheet metal skills
1975 Persky, Joel  The relationship between the writings of Harold Adams Innis and Mashall McLuhan
1974 Goldberg, Janis  The development of videotape presentations as an integrative training experience for the pre-service training of elementary school teachers
1974 Johnson, Irene M.  An investigation of the effect of audiovisual training and guidance on the audiovisual utilization patters of teachers in a New Jersey junior high school
1974 Torres-Ramos, Clara M.  A history of the development of instructional television in Puerto Rico from 1958 to 70
1973 Buonomo, Rizalia M.  An analysis of the development of the audiovisual education program of the department of education of Puerto Rico--1937-1970
1973 Burket, Clinton Lee  A feasibility study of a series of selected historical maps for students in the seventh-grade
1973 Ginsberg, Abraham  The origin and development of consumer education in the New York City public high schools with guidelines for future programs
1973 Klinge, Peter  A comparison of the instructional ffectiveness of two film techniques: The lecture demonstration film and the dramatic situation film
1973 Offenberg, Mirium  Racial, religious, and ethnic characterization in detective fiction found in high school libraries
1973 Rivera de Otero, Consuela  An examination of selected Puerto Rican communications divisions with a view to the development of guidelines for the establishment of a communcations media center
1973 Thompson, Robert H.  Instructional media for studies of cybernetics: a resource for industrial arts
1973 Weinman, Constance  A unit of correlated audio-visual instructional materials for use in teaching local history in grades three and eight in the Salem, Oregon public schools
1972 Dengler, Ralph  Hot' and 'cool' catechesis: a content analysis of technology determinism in selected sixteenth century and twentieth century texts based on the general inquirer system
1972 Duckworth, Alice  Expectations of super-intendents, architects, and principals for the role of superintendent in planning, designing, and building a school plant
1972 Egan, John F.  The effect of integrating Dial Access Information Retrieval System Programs with the introductory psychology course at Jersey City State College
1972 Folcarelli, Ralph J.  A history and description of audio visual services and programs of the public library systems of New York State, 1950-70
1972 Kallas, John  A comparison between the job requirements determined by the motion picture industry and the film production training provided by selected colleges and universities in the US
1972 Linden, Kathryn B.  The film censorship struggle in the United States from 1926 to 1957, and the social values involved
1972 Morrison, Lee  The effectiveness of sound filmstrip in the enrichment of sophomore college English courses
1972 Panos, Peter  A study of the growth in production of films on selected moral issues and their use as instructional media by Roman Catholic and Protestant colleges located in the Northeastern region of the US
1972 Rago, Frank  In-service education in instructional media for classroom teachers
1972 Ryan, Francis  Guidelines for an administrative design to coordinte the instructional TV fixed service faciliteis of the Catholic diocese in the US
1972 Alalyn, Scott  A search for the genesis of the architectural form of the ancient Greek theatre to indicate a possible origin of Greek drama in calendar-fixing
1972 Weinshel, Barbara  An investigation of the effectiveness of a computer management system designed to improve learning through the individualization of instruction
1971 Engel, Alvin  Single concept instructional film for use in Jewish religious elementary schools, 1971
1971 Falk, Irving  An analysis of the readio network daytime serial drama Vic and Sade from 1932 to 1947 as representative of mid-western American humor
1971 Kaplan, Murray  An evaluation of the effective-ness of programmed instruction in elementary reading with mentally retarded adolescents in junior high
1971 Kelly, Joseph  Guidelines for a modern media approach to the incorporation of relevant peacetime disaster subject matter within the personal and family survival curriculum in the states of Region I of the Office of Civil Defense
1971 Koolik, Murray A content analysis of educational films about Israel
1971 Tuttle, John  The historical development of computer capabilities which permitted the use of the computer as an educational medium in the US from 1958 to 68
1970 Dirr, Peter  A study of the usefulness of the instructional television services of Channel 13/WNDT and recommendations for their improvement
1970 Gillespie, John  A history and descriptive study of the media centers of the Montgomery County public schools, Montgomery County, Maryland (1948-69), 1969
1970 Lembo, Diane  A history of the growth and development of the Department of AV Instruction of Thenea from 1923 to 68
1970 Mapp, Edward  The portrayal of the Negro in American motion pictures, 1962-68
1968 Bien, Harvey  The development of a series of sound slides and manual for use with in-service education programs in physical education activities lessons in grades K-6: For use in grades K-6 in the New York City public school system
1968 Branscomb, Frederick  The pre-service professional training of teaching in the provence of Ontario, Canada, as it relates to instruction in the selection, production and utilization of media
1968 Brundage, Gloria  The nature and development of the concept of public interest in program service of radio broadcasting
1968 Griffin, Thomas  An experimental study of the effectiveness of functional music in instructional television
1968 Jennings, Ralph M. Policies & practices of selected national religious bodies as related to broadcasting in the public interest, 1920-50
1968 Neil, Marion  Relationship of business-industry sponsored educational materials and services to the instructional objectives of selected teachers in the state of Maryland
1968 Weingarden, Arnold  A visualized manual for teacher and pupil production of color photography transparencies in grades five and six in the New York City elementary schools
1967 Allen, Helen  A study of the effectiveness of teaching folk dancing by television to third and fourth grade children
1967 Chaplin, Lillian  A manual for the organization and administration of a non-profit program in the creative arts for children
1966 Freidman, Robert  The relationship between the retention level of orally and visually presented science material to selected fifth grade students
1966 Ahlman, Mirjam Haapanen  A study of related policies and practices in the provision of radio and television in-school braodcast services by New York State public school systems in 1957-58
1966 Stinson, Donald  A propaganda analysis of the Catholic worker movement in Theus from 1933-65
1965 Allen, Robert  Catholic social doctrine in national network Catholic TV programs in the US, 1951-68
1965 Scher, Saul Nathaniel  Voice of the City: The history of WNYC, New York City’s municipal radio station, 1924-62
1965 Stein, Leon Seymour  Editorializing by broadcast licensees
1964 Cosgrove, Philip J.  An administrator’s guide to the material and equipment for the utilization of television as an educational medium with special reference to the use of closed circuit and educational television in New York State
1964 Harris, Jerome  A survey of television in medicine to determine its utility as a means of continuing the medical education of the physician
1963 Smith, Mary Howard  Uses of television in higher education
1961 Scurorzo, Herbert E.  An analysis of the position of audio visual instructional materials building coordinator in the public elementary schools of New Jersey
1960 Doremus, Albert Francis  An analysis of the practical concepts concerning the role of selected A-V coordinators
1960 Trauber, Michael  The treatment of the Little Rock, Arkansas school integration incident in the Daily Press of the Union of South Africa, West Nigeria, and Ghana from September 1 to October 31, 1957
1959 Cornfield, Ruth R.  The audio-visual departments of foreign information services in New York City
1958 Fell, John Louis  A comparison between sponsored and educational motion pictures
1958 Smith, Martha Jane  Key symbols in USSR and Chinese propaganda to the USA
1958 Swenson, Patricia Green  The historical development of educational broadcasting in the public schools of Portland, Oregon, and teh school’s radio station, KBPS
1956 Benda, Harold W.  A plan for the improvement of the pre-service course in audio visual education for the state teachers colleges of New Jersey
1956 Bowers, Kenneth L.  The extent to which equipment and facilities essential to an audio visual program have been provided in elementaryu schools constructed between 1945 and 1951 and recom-mendations for future construction
1955 Cottrell, Lee B.  A manual of utilization of motion pictures for guidance teachers in the junior high schools of New York City
1955 Hood, Leon Christ  The programming of classical music braodcasts over the major radio networks
1953 Groisser, Philmore L.  The development of audio visual instruction in the New York City school system
1952 Reisberg, Sidney  Fulton Lewis, Jr.: An analysis of news commentary
1950 Baron, Harold The magazine Vanity Fair & its ability to interpret & reflect the literacy trends of its times
1950 Haskell, Deborah Peek A rheterical analysis of J. William Fulbright’s speeches on the American character
1949 Krulevitch, Walter Kingston  National school broadcasts of the Canadian Broadcasting Corporation