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121.
Professional Development and Math Teachers' Understanding of Instructional Theory
by Stanifer, Hillary Young, Ed.D.  Southern Illinois University at Edwardsville. 2014: 126 pages; 3621605.
124.
Validating tier 2 math interventions for dual-immersion populations
by Valdovinos, Ivonne, Ed.Sp.  California State University, Long Beach. 2016: 99 pages; 10141517.
126.
Blended Learning Success in the Classroom
by Woods, Alisanda, Ed.D.  Walden University. 2020: 130 pages; 28264728.
128.
Believing everyone can learn: Differentiating instruction in mixed ability classrooms
by Brentnall, Kevin, Ed.D.  College of Saint Elizabeth. 2016: 249 pages; 10111279.
129.
Primary teachers' perceptions regarding metacognition and math fluency
by Wheeler, Jennifer J., Ed.D.  American International College. 2016: 147 pages; 10092180.
132.
136.
A Survey of Fifth Grade Writing Teachers on Their Instructional Writing Practices
by Egloff, Susan Margaret Muehl, Ed.D.  Walden University. 2013: 167 pages; 3549846.
137.
The Impact of Class Accommodations for Inclusion Students on Common Core Aligned Math Assessments
by Spurlock, Christin D., Ed.D.  Trevecca Nazarene University. 2020: 155 pages; 28022417.
140.
The Effectiveness of Tiered Instruction in Elementary Schools
by Galloway, Melissa, Ph.D.  Trident University International. 2018: 151 pages; 10975130.
143.
Physics First: Impact on SAT Math Scores
by Bouma, Craig E., Ed.D.  Loyola Marymount University. 2013: 124 pages; 3610316.
145.
Project-Based Learning: Is It Worth It?
by Harbaugh, Savannah, M.Ed.  Minot State University. 2020: 54 pages; 28089252.
148.
Intermediate mathematics experiences instructing ELL students: A phenomenological study
by Clinch, Aislinn, Ed.D.  University of Phoenix. 2015: 193 pages; 3736716.
150.
An Action Research Study for Increasing Math Proficiency at Pine School
by Cossey, Bobby J.. Jr., Ed.D.  The University of Mississippi. 2018: 104 pages; 10844832.
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