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2.
School-based instructional rounds: Factors that influence teacher collaboration
by Greenblatt, Pamela Doron, Ed.D.  University of Pennsylvania. 2016: 194 pages; 10158574.
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Instructional Design Strategies for Deep Learning in Accelerated Courses Across Discipline
by Grincewicz, Amy M., Ph.D.  Capella University. 2017: 173 pages; 10285475.
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A Qualitative Case Study on the Influence of Learning Rounds in K-12 Education
by Gonzalez, Carlos Enrique, Ed.D.  Grand Canyon University. 2020: 812 pages; 27832491.
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The modified delphi method to analyze the application of instructional design theory to online graduate education
by Zeedick, Danielle Marie, Ed.D.  The George Washington University. 2010: 190 pages; 3397676.
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Considering Peer Feedback: Investigating the Role of the Assessee During Peer Revision
by Simmons, Elizabeth D., Ed.D.  University of Pennsylvania. 2019: 166 pages; 13904855.
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Designing an instructional intervention using karaoke to develop key reading skills
by Ross, Travis James, Ed.D.  Pepperdine University. 2014: 293 pages; 3636590.
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Perceptions of Assistant Superintendents of Classroom Walk-Throughs to Improve Instructional Practices
by McPadden, E. Marie, Ed.D.  American International College. 2013: 133 pages; 3586285.
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Instructional leadership for high school principals
by Robinson, Courtney Brooke, Ed.D.  California State University, Long Beach. 2015: 131 pages; 3708304.
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The impact of instructional coaching on teaching practices
by Barry, Pamela K., Ed.D.  University of South Dakota. 2012: 130 pages; 3545625.
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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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A multiple case exploration of designers and reflection in the design space
by Quinn Grzebyk, Tamme, Ph.D.  Wayne State University. 2015: 344 pages; 3700667.
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A qualitative phenomenological study of the implementation of concept-based instruction
by Fair, Carmella G., Ed.D.  University of Phoenix. 2014: 201 pages; 3647750.
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