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813.
Exploring face -to -face and online classroom discourse: A case study of social roles as performed in a college course
by Brooks, Catherine Francis, Ph.D.  University of California, Riverside. 2008: 232 pages; 3319357.
814.
Middle School Teachers' Acceptance and Use of Edmodo to Sustain Networked Collaboration
by Brent, Howard Jehu, Ph.D.  Walden University. 2019: 181 pages; 13862679.
818.
Factors that influence teachers' use, or non-use, of small group discussion
by Snider, Julianne, Ed.D.  Wayne State University. 2016: 174 pages; 10191625.
820.
Choosing materials for a writing center resource library in an ELL setting
by Baker, John R., Ph.D.  Indiana University of Pennsylvania. 2013: 437 pages; 3558065.
823.
824.
Views of student engagement among students and faculty in online courses
by Berger, Amy Elizabeth, Ed.D.  Pepperdine University. 2014: 143 pages; 3644340.
825.
Refiguring composition through theory
by Lynch-Biniek, Amy, Ph.D.  Indiana University of Pennsylvania. 2009: 189 pages; 3387546.
826.
827.
The development of writing in Japanese and English of JHL speakers and the dynamics of bilingual learning
by Takayama, Mariko, M.A.  California State University, Long Beach. 2010: 182 pages; 1490346.
829.
Factors affecting perceptions of online education quality and effectiveness in Brazil
by Reifschneider, Marina B., Ph.D.  TUI University. 2009: 284 pages; 3377886.
833.
834.
Improving Reading Achievement at Greenleaf Upper Elementary School: A Mixed Methods Study
by Tillman, Thomas C., Ed.D.  The University of Mississippi. 2018: 110 pages; 10844920.
835.
Reading Mastery: A Descriptive Study of Teachers Attitudes and Perceptions Towards Direct Instruction
by Gervase, Sara J., M.Ed.  Bowling Green State University. 2005: 83 pages; 10817756.
840.
Coffins, closets, kitchens, and convents: Women writing of home in gendered spaces
by Spottke, Nicole, Ph.D.  University of South Florida. 2009: 224 pages; 3420639.
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