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121.
Homogeneous grouping in the context of high-stakes testing: Does it improve reading achievement?
by Salcedo-Gonzalez, Trena, Ed.D.  California State University, Fullerton. 2012: 89 pages; 3528261.
124.
The effects of family involvement training for English Language Learners in an elementary school
by Kessler, Jonetta, Ed.D.  Trevecca Nazarene University. 2010: 148 pages; 3413121.
125.
Impact on achievement with ST math after school instruction
by Tom, Darielle M., Ed.D.  California State University, Long Beach. 2012: 116 pages; 3530680.
126.
Effects of response to instruction and intervention after the first year of implementation
by Madison, Gabrielle Frassinelli, Ed.D.  Trevecca Nazarene University. 2016: 72 pages; 10140118.
131.
133.
The Reciprocal Relationship between Text Literacy and Music Literacy among Beginning Band Students
by Carroll, David Lawson, Ed.D.  Northern Illinois University. 2017: 227 pages; 10639725.
135.
Exploring the effects of school calendars on student achievement
by Meier, Malinda R., Ed.D.  Lindenwood University. 2009: 142 pages; 3372338.
137.
Effective Teacher Communication Skills and Teacher Quality
by Loy, Kevin John, Ph.D.  The Ohio State University. 2006: 171 pages; 10835708.
138.
Long-term effects of early childhood education on academic achievement in Chile
by Cortazar Valdes, Alejandra, Ed.D.  Teachers College, Columbia University. 2011: 225 pages; 3492908.
139.
An examination of Spanish language achievement, use, and attitudes in a dual immersion setting
by Ceron, Paul M., Ed.D.  California State University, Long Beach. 2016: 230 pages; 10252062.
140.
Ashe City Schools' journey to recognize, nurture, and respond to the potential in all children via U-STARS-PLUS
by Kern, Angela Haywood, Ed.D.  The University of North Carolina at Chapel Hill. 2009: 213 pages; 3403307.
141.
142.
A meta-analysis of the effects of grade retention of K–6 students on student achievement, 1990–2010
by Bright, Anthony Dewayne, Ed.D.  The University of Alabama. 2011: 114 pages; 3490849.
145.
Oral narration of African American students in general and gifted education programs
by Mills, Monique Tenette, Ph.D.  University of Illinois at Urbana-Champaign. 2008: 179 pages; 3314970.
147.
A reading intervention program to address the achievement gap: A grant proposal
by Luevano, Jessica, M.S.W.  California State University, Long Beach. 2014: 61 pages; 1527980.
148.
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.
149.
Teachers' perceptions regarding implementation of response to intervention in upper grades: A case study
by Griggs, Ghada H., Ed.D.  California State University, Fullerton. 2013: 131 pages; 3538185.
150.
Examining parents' experiences in a standards-based mathematics classroom
by Blume, Deborah, Ed.D.  University of Pennsylvania. 2012: 162 pages; 3510993.
121 - 150 of 2564 displayed.
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