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301.
302.
Elementary mathematics: Not so elementary
by Scillieri, Elissa Mains, Ed.D.  College of Saint Elizabeth. 2012: 188 pages; 3504066.
306.
A case study of Hispanic middle school students in an ESL classroom: Discourses in academic reading instruction
by Andrews, Horace, Ph.D.  The University of North Carolina at Charlotte. 2010: 137 pages; 3439254.
307.
Science Scores in Title I Elementary Schools in North Georgia: A Project Study
by Frias, Ramon, Ed.D.  Walden University. 2013: 176 pages; 3602785.
309.
Key Transformational Leadership Strategies for Curriculum Development in Elementary Schools
by Khousadian, Sophia, Ed.D.  Pepperdine University. 2018: 133 pages; 10843104.
310.
The effectiveness of sound partners tutoring on first-grade students at risk for reading failure
by Wailehua, Cat-Uyen T., Ph.D.  University of Hawai'i at Manoa. 2016: 101 pages; 10295854.
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District-led Instructional Improvement in a Remote Town
by Fink, Ryan, Ed.D.  The George Washington University. 2014: 129 pages; 3614841.
321.
The relationship between student achievement and teacher attitude: A correlational study
by Scrivner, Cheryl M., Ed.D.  Northcentral University. 2009: 94 pages; 3351416.
324.
Translating data into action: A data team model as the seed of comprehensive district change
by Ruffner, Karen Blake, Ph.D.  National-Louis University. 2008: 134 pages; 3333053.
326.
Parent involvement and the impact on student achievement in grades 2-5
by Thurber, Yvonne Marie, Ed.D.  Northwest Nazarene University. 2013: 148 pages; 3599440.
327.
Teachers' perceptions of principal leadership in relation to student achievement
by Williams, Edward E., Jr., Ed.D.  Clark Atlanta University. 2006: 242 pages; 3258821.
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The Continuous Improvement Model: A K-12 Literacy Focus
by Brown, Jennifer V., Ed.D.  Lipscomb University. 2013: 250 pages; 3602327.
330.
Impact of extensive reading in a Korean EFL university setting: A mixed methods study
by Suk, Namhee, Ph.D.  Northern Arizona University. 2015: 278 pages; 3708188.
301 - 330 of 28079 displayed.
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