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241.
Effects of the Classroom-Assigned Tasks and Responsibilities Program In Middle Schools
by Avis, Holly Faye, Ed.D.  Lindenwood University. 2017: 120 pages; 10270480.
243.
244.
Advantages and Disadvantages of Flexible Seating
by Havig, Jenna S., M.Ed.  Minot State University. 2017: 79 pages; 10619168.
245.
The science experience: The relationship between an inquiry-based science program and student outcomes
by Poderoso, Charie, Ed.D.  California State University, Fullerton. 2013: 96 pages; 3536668.
247.
248.
Student Centered Learning: Why it is Not Fully Implemented
by Pruett, Linda, Ed.D.  Missouri Baptist University. 2011: 117 pages; 3491257.
252.
Access, Retention, and Progression of Marginalized Students in Kisii Schools, Kenya
by Oonge, Harrison Ntabo, Ed.D.  West Virginia University. 2013: 205 pages; 3571653.
253.
Inclusion relationships: Collaboration in the individualized education plan process
by Knott, Cindy K., Ed.D.  Nova Southeastern University. 2000: 217 pages; 3322274.
254.
Perception and use of instructional technology: Teacher candidates as adopters of innovation
by Chong, Han Nee, Ed.D.  University of Southern California. 2012: 147 pages; 3513740.
255.
Common Core Teaching Strategics in the Inclusive Classroom
by Beggs, Sara, Ph.D.  Chapman University. 2017: 189 pages; 10635476.
257.
The impact of technology on the development of expertise and teacher beliefs
by Penland, Diane Robinson, Ph.D.  Walden University. 2011: 324 pages; 3453163.
258.
Individual differences in children's responsiveness to a social skills intervention
by Gioia, Katherine A., Ph.D.  Illinois State University. 2010: 280 pages; 3485932.
259.
Instructional practices to support preK English Language Learners
by Bryant, Patricia Carol, Ed.D.  College of Saint Elizabeth. 2012: 162 pages; 3506474.
260.
Deepening Awareness: The Integration of Mindfulness Practices in United States High Schools
by McAlister, Michael G., Ed.D.  University of Southern California. 2018: 135 pages; 10932978.
261.
262.
Teacher perception of co-teaching on student outcomes: A qualitative phenomenological study
by Peper, Karen Ann, Ed.D.  University of Phoenix. 2010: 112 pages; 3417612.
263.
Children's viewpoints: Documentation and assessment in the preschool classroom
by Hansen, Sarah G., M.A.  Mills College. 2012: 42 pages; 1511002.
264.
The effects of inclusion on third-grade students' achievement in reading
by Edwards, Gloria Dozier, Ph.D.  Capella University. 2011: 165 pages; 3475238.
265.
Instructional coaching: A look at teaching practices and impact on student achievement
by Ingebrand, Sharon Sue, Ed.D.  University of Northern Iowa. 2012: 204 pages; 3535649.
266.
Classroom Scheduling in Higher Education: A Best Practices Approach
by Jacobson, Leslie A., Ed.D.  Benedictine University. 2013: 154 pages; 3690639.
267.
Preparing Students for Kindergarten: A Study on Preschool Education in Illinois
by Bullard, Julie, Ed.D.  Southern Illinois University at Edwardsville. 2019: 67 pages; 13865416.
269.
A Multiple Intelligences Approach to Spelling Instruction
by Jones, Michaela T., M.Ed.  Bowling Green State University. 2006: 85 pages; 10817779.
270.
Student engagement with model texts in writing workshop
by Smith, Emily Butler, Ed.D.  Teachers College, Columbia University. 2012: 198 pages; 3545654.
241 - 270 of 9951 displayed.
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