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363.
The Relationship Between Study Island and Student Achievement
by Bracht, Nathan Travis, Ed.D.  Lindenwood University. 2011: 203 pages; 3453962.
365.
Towards a better understanding of the reward system in autism spectrum disorders: empirical tests of the social motivation hypothesis
by Stavropoulos, Katherine Kuhl Meltzoff, Ph.D.  University of California, San Diego. 2014: 80 pages; 3636663.
366.
Multilevel Analysis Methods for Partially Nested Cluster Randomized Trials
by Sanders, Elizabeth A., Ph.D.  University of Washington. 2011: 83 pages; 3452760.
368.
Construct relevant and irrelevant variables in math problem solving assessment
by Birk, Lisa E., D.Ed.  University of Oregon. 2013: 108 pages; 3589483.
369.
Effects of peer-mediated instruction on mathematical problem solving for students with moderate/severe intellectual disability
by Ley Davis, Luann, Ph.D.  The University of North Carolina at Charlotte. 2016: 252 pages; 10111913.
370.
371.
Teacher self-efficacy and formative assessment feedback
by Hartley, Corey William, Ed.D.  Ball State University. 2016: 106 pages; 10251569.
373.
Effects of Tact Training on the Emergence of Derived Relations between English and Spanish Words and Pictures
by Ordonez, Delsy, M.S.  The Chicago School of Professional Psychology. 2019: 73 pages; 27546216.
374.
The Long-Term Impact of Preschool Education on Student Achievement
by Britt, Amy L., Ed.D.  Lindenwood University. 2014: 120 pages; 3668693.
378.
The Effects of Backward-Designed Curriculum and Instruction on Classroom Management
by Burson, Tyrone, Ed.D.  Lindenwood University. 2011: 181 pages; 3479305.
379.
A study of correlation between student achievement and reading instructional methods
by Lowe, Kelly G., Ed.D.  Lindenwood University. 2009: 102 pages; 3372335.
380.
Examining institutional support for student learning assessment at historically Black colleges and universities
by Overton, Doris Anntoinette, Ed.D.  The George Washington University. 2010: 325 pages; 3412347.
381.
384.
Non-graded curriculum influence on suspensions of African American males: A quantitative study
by Endsley, Matthew D., Ph.D.  University of Phoenix. 2014: 118 pages; 3585975.
385.
388.
Are high school GPA, rank in high school graduating class or ACT scores adequate predictors of college freshmen success?
by Nack, Donna Lee||||||Townsend, Maryann Michel, Ed.D.  Lindenwood University. 2007: 123 pages; 3372339.
390.
Reliability and validity of algebra progress monitoring measures with high school students
by Quick, Mary Beth, M.A.  California State University, Long Beach. 2012: 102 pages; 1520877.
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