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2.
Effects of Direct Instruction Common Core Math on Students With Learning Disabilities
by Monye, Joseph Ifeanyi, Ph.D.  Walden University. 2016: 120 pages; 10251535.
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A Study of Perceptions of Math Mindset, Math Anxiety, and View of Math by Young Adults
by Hocker, Tami, Ed.D.  Southeastern University. 2017: 111 pages; 10636467.
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Ninth Grade Student Responses to Authentic Science Instruction
by Ellison, Michael Steven, Ph.D.  Portland State University. 2015: 353 pages; 3722299.
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Chicago Math versus traditional math as measured by Missouri Assessment Program scores
by Haman, Kelly Lee, Ed.D.  Lindenwood University. 2008: 75 pages; 3354736.
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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.
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Student Centered Learning: Why it is Not Fully Implemented
by Pruett, Linda, Ed.D.  Missouri Baptist University. 2011: 117 pages; 3491257.
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The extent of the use of data-driven instruction techniques in middle school instruction
by Dedman, Scheherazade, Ed.D.  Pepperdine University. 2014: 109 pages; 3665078.
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Comparative Study of the National Math Curriculum with Curricula from Four Nations
by Wilms, Ulrich Heinz, Ed.D.  Piedmont College. 2011: 347 pages; 3508173.
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A Case Study of Differentiated Instruction in Upper Elementary Mathematics and Reading Classrooms
by Burris, LaPonya Alexandria, Ed.D.  Walden University. 2011: 174 pages; 3469057.
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A Case Study on Redesigning Developmental Math and Implementing Math Pathways at Cecil College
by Phillips, Bradley Darian, Ed.D.  University of Pennsylvania. 2019: 134 pages; 22582770.
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Evaluating the Implementation Process of a New Math Program: Math in Focus
by Pfanstiel, Suzette, Ed.D.  Lindenwood University. 2016: 209 pages; 10128160.
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An examination of laboratory activities for elements of inquiry in Arkansas secondary biology courses
by Snyder, Michele E., M.S.  University of Arkansas at Little Rock. 2011: 137 pages; 1496840.
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