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151.
Collective cognitive responsibility in the high school mathematics classroom
by Webel, Corey, Ph.D.  University of Delaware. 2010: 170 pages; 3423418.
152.
153.
The longitudinal effects of behavioral problems on academic performance
by Vu, Phuong Anna, Ph.D.  University of Maryland, College Park. 2012: 155 pages; 3543492.
154.
Investigation of the RISE evaluation system in Montessori schools
by Fries, Susan, Ph.D.  Purdue University. 2015: 153 pages; 3735808.
157.
Developing Primary (K-2) Teachers' Understanding of High Cognitive Demand Mathematical Tasks
by Hargrove, Dori L., Ph.D.  George Mason University. 2015: 176 pages; 3706599.
159.
Embracing Culturally Responsive Methods to Educate Culturally and Linguistically Diverse International Students in the U.S.
by Grab, Melissa Ozlem, Ed.D.  California State University, Long Beach. 2017: 211 pages; 10284621.
162.
Student engagement: Best practices in teaching in a K-5 blended learning environment
by Prouty, Cynthia, Ed.D.  Northwest Nazarene University. 2014: 169 pages; 3643786.
163.
Interactions in a two-way immersion program: Impact and challenges
by Koki, Yoko, Ed.D.  University of San Francisco. 2010: 147 pages; 3447989.
164.
Classroom Teachers' Perceptions of the PBIS Program in an Inner-City School
by Scott, Laura Marie, Ph.D.  Hampton University. 2018: 215 pages; 10816982.
165.
Addressing disruptive behaviors in an After School Program classroom: The effects of the Daily Behavior Report Card
by McCorvey, Zamecia J., Ed.D.  California State University, Long Beach. 2013: 108 pages; 3574909.
168.
The effects of a self-monitoring practice in a middle school setting
by Floyd, Howard Kelly, Ph.D.  The University of Alabama. 2016: 115 pages; 10127902.
172.
Community of Inquiry and Video in Higher Education Engaging Students Online
by Conrad, Oliver, M.S.  California State University, Fullerton. 2015: 60 pages; 1600912.
173.
Middle School Teachers' Acceptance and Use of Edmodo to Sustain Networked Collaboration
by Brent, Howard Jehu, Ph.D.  Walden University. 2019: 181 pages; 13862679.
174.
Full Inclusion: The Least Restrictive Environment
by Mullings, Shirley E., Ed.D.  University of Phoenix. 2011: 148 pages; 3510927.
176.
Training Social Workers to be Inclusive Practitioners: The Role of Faculty Development
by Singh, Melissa I., Ed.D.  University of Southern California. 2017: 182 pages; 10686217.
177.
A phenomenological exploration of faculty experiences using lecture capture systems
by Vande Voort, Pamela S., Ed.D.  University of Phoenix. 2013: 219 pages; 3583329.
179.
Essays on Education Policy and Student Achievement in Colombia
by Hincapie, Diana Patricia, Ph.D.  The George Washington University. 2014: 154 pages; 3617172.
180.
Teacher response to discourse in inclusion settings: Challenges within professional contexts
by Bechtold, Ginger Kellett, Ed.D.  The University of Alabama. 2011: 205 pages; 3478566.
151 - 180 of 9935 displayed.
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