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2.
Curriculum Differentiation for Gifted Learners Using Instructional Technology: A Multiple-Case Study
by Heald, Suzanne Blair, Ph.D.  Northcentral University. 2016: 147 pages; 10105310.
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Relationships between teachers' perceptions of gifted program status and instructional choices
by Apps, Kathleen Ann, Ed.D.  University of Southern California. 2011: 229 pages; 3465945.
8.
Instructional coaching: A look at teaching practices and impact on student achievement
by Ingebrand, Sharon Sue, Ed.D.  University of Northern Iowa. 2012: 204 pages; 3535649.
11.
Mandated differentiated instruction effectiveness examined
by Graham, Kathlyn Joan, Ed.D.  Walden University. 2009: 191 pages; 3366972.
12.
Competency gaps among assistant principals: Impacts on satisfaction and job role differentiation
by Woods, Brian T., Ed.D.  The University of Texas at San Antonio. 2012: 218 pages; 3527261.
15.
Academic diversity in Rhode Island middle schools: Teacher beliefs about instructional practice
by Dunning, Natalie Brunelle, Ed.D.  Johnson & Wales University. 2008: 240 pages; 3315755.
16.
Rural Teachers' Perceptions and Practices of Differentiation for Rural Gifted Learners
by Weinlein, Vanessa L., Ed.D.  Widener University. 2019: 176 pages; 13857577.
18.
The impact of instructional coaching on teaching practices
by Barry, Pamela K., Ed.D.  University of South Dakota. 2012: 130 pages; 3545625.
19.
Gatekeepers for Gifted Social Studies: Case Studies of Middle School Teachers
by Bergstrom, Teresa M., Ph.D.  University of South Florida. 2015: 345 pages; 3739532.
20.
Standards-based grading: Effects on classroom instruction
by Corzine, Elizabeth, Ed.D.  McKendree University. 2016: 139 pages; 10190457.
22.
First year teacher perceptions of instructional coaching as a professional development model
by Ritchlin, June C., Ed.D.  Dallas Baptist University. 2016: 201 pages; 10256973.
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An investigation into the relationship between instructional leadership practices preferences and personality
by Meier, Susan Roberts, Ed.D.  University of Rochester. 2010: 205 pages; 3421826.
25.
A qualitative phenomenological study of the implementation of concept-based instruction
by Fair, Carmella G., Ed.D.  University of Phoenix. 2014: 201 pages; 3647750.
26.
Innovative Teaching Practices to Accelerate Student Learning in the Areas of Literacy and Science
by Bouchard, Paris||||||Simmons, Michelle, Ed.D.  University of Missouri - Saint Louis. 2019: 178 pages; 22584309.
27.
District-led Instructional Improvement in a Remote Town
by Fink, Ryan, Ed.D.  The George Washington University. 2014: 129 pages; 3614841.
30.
Principals' Instructional Leadership in Title I Schools: A Closer Look
by Kleidon, George William, Ed.D.  San Jose State University. 2018: 147 pages; 10829301.
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