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1.
Mapping biological ideas: Concept maps as knowledge integration tools for evolution education
by Schwendimann, Beat Adrian, Ph.D.  University of California, Berkeley. 2011: 381 pages; 3499067.
2.
HipHopathy, A Socio-Curricular Study of Introductory Computer Science
by Miller, Omoju Adesola, Ph.D.  University of California, Berkeley. 2015: 207 pages; 10188100.
3.
An empirical study of the process of crafting and using definitions
by Little, Angela Jean, Ph.D.  University of California, Berkeley. 2013: 101 pages; 3616699.
4.
Open Innovation Ecosystem: Chez Panisse Case Study
by Kim, So Hyeong, Ph.D.  University of California, Berkeley. 2013: 98 pages; 3616475.
5.
Modeling the co-development of strategic and conceptual knowledge in mathematical problem solving
by Campbell, Mariana Elaine, Ph.D.  University of California, Berkeley. 2011: 146 pages; 3498781.
6.
Professional development and teacher impacts: The NSF GK-12 experience
by Camasta, Susan Fullett, Ph.D.  Illinois Institute of Technology. 2012: 392 pages; 3536582.
8.
Race, Socioeconomic Status, and Implicit Bias: Implications for Closing the Achievement Gap
by Schlosser, Elizabeth Auretta Cox, Ph.D.  The University of Southern Mississippi. 2017: 80 pages; 10690797.
9.
An Investigation of Teachers’ Attitudes, Concerns and Self-Efficacy toward Inclusive Education in STEM Classrooms
by Kumar, Shiv, Ph.D.  Southern University and Agricultural and Mechanical College. 2019: 221 pages; 27544103.
11.
Black women in science: African American women completing doctorate degrees in science, technology, engineering, and mathematics--Obstacles and success strategies
by Mutahi, Teresa Theru, Ph.D.  Southern University and Agricultural and Mechanical College. 2014: 214 pages; 3619189.
12.
An examination of laboratory activities for elements of inquiry in Arkansas secondary biology courses
by Snyder, Michele E., M.S.  University of Arkansas at Little Rock. 2011: 137 pages; 1496840.
13.
Mathematics education in a Catholic academy during the latter twentieth century
by Wood, Monica R., Ed.D.  Teachers College, Columbia University. 2013: 292 pages; 3590383.
14.
Towards usable end-user authentication
by Tanviruzzaman, Mohammad, Ph.D.  Marquette University. 2014: 138 pages; 3623762.
15.
Experiences of Science Education Graduate Students in the Critical Voices Classroom
by Mangione, Lauren Margaret, Ed.D.  Teachers College, Columbia University. 2019: 126 pages; 13428285.
16.
An Investigation of Elementary Schoolteachers' Use of Twitter for Their Professional Learning
by Nochumson, Talia Clare, Ed.D.  Teachers College, Columbia University. 2018: 268 pages; 10743437.
17.
Mathematics proficiency of primary school students in Trinidad and Tobago
by Khan, Shereen Alima, Ed.D.  Teachers College, Columbia University. 2017: 193 pages; 10256768.
18.
Isolation and dependency resolution of Presentation, Processing and Persistence
by Monjur, Mehrab, M.S.  Marquette University. 2009: 108 pages; 1470364.
19.
Computational pain quantification and the effects of age, gender, culture and cause
by Ostberg, Colin R., M.S.  Marquette University. 2014: 62 pages; 1554606.
20.
A study of the efficacy of the flipped classroom model in a university mathematics class
by Quint, Christa Lee, Ed.D.  Teachers College, Columbia University. 2015: 147 pages; 3707108.
23.
Borel Complexity of the Isomorphism Relation for O-minimal Theories
by Sahota, Davender Singh, Ph.D.  University of Illinois at Chicago. 2013: 61 pages; 3604080.
24.
A philosophical approach to relational thinking in mathematics
by Wright, Ricco Darnell, Ed.D.  Teachers College, Columbia University. 2014: 108 pages; 3732554.
25.
PISA functional literacy as represented in Taiwanese mathematics textbooks
by Lee, Suiv, Ed.D.  Teachers College, Columbia University. 2013: 148 pages; 3555238.
26.
29.
Black teachers caring for Black students: Intersecting identity, culturally responsive teaching, and life history
by Milton Williams, Toni, Ph.D.  The University of North Carolina at Greensboro. 2011: 179 pages; 3457566.
30.
The Case of Jamie: Examining Storylines and Positions over Time in a Secondary Mathematics Classroom
by Martin, Megan Fields, Ph.D.  The University of North Carolina at Greensboro. 2019: 137 pages; 13810927.
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