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271.
On Darren Aronofsky's Filmography from 1998 to 2014: Obsessions, Addictions, and the Pursuit of Perfection
by Skorin-Kapov, Jadranka, Ph.D.  State University of New York at Stony Brook. 2014: 150 pages; 3686455.
272.
The effect of accelerated mathematics instruction on heterogeneous groups of sixth grade students
by Nance, Wendy J., Ed.D.  Northern Arizona University. 2013: 110 pages; 3562154.
273.
Exacting encounters: Objectivity and literality in early Victorian realism
by Bishop, Benjamin Joseph, Ph.D.  University of California, Irvine. 2010: 184 pages; 3428245.
274.
Peer-Assisted Learning Strategies (PALS) in Mathematics: Application to a Small Group Setting
by Borders, Elizabeth June, Ed.Sp.  California State University, Long Beach. 2019: 66 pages; 13814524.
275.
The effects of an arts-based curriculum on academic achievement
by McClure, Melissa D., Ed.D.  Tennessee State University. 2009: 134 pages; 3404705.
277.
The effects of single-sex classrooms on student outcomes on mathematics and reading in an elementary school
by Pilson, Sylvia Yvonne Reddick, Ed.D.  The University of Alabama. 2013: 95 pages; 3562453.
278.
279.
A bi-variate examination of Leonard Bernstein's Artful Learning™ Model
by Hamilton, Heather Amlin, Ed.D.  University of Bridgeport. 2010: 86 pages; 3411434.
282.
The philosophy of scientific debate traditions
by Rosenberger, Robert Joseph, Ph.D.  State University of New York at Stony Brook. 2008: 284 pages; 3338165.
285.
A pragmatic realism: Events, powers, and relations in the metaphysics of objective relativism
by Taylor, Patrick John, M.A.  University of Oregon. 2013: 102 pages; 1538576.
286.
Validating tier 2 math interventions for dual-immersion populations
by Valdovinos, Ivonne, Ed.Sp.  California State University, Long Beach. 2016: 99 pages; 10141517.
288.
An examination of academic outcomes for students who attend a school-based afterschool program
by Dreyer, Karen J., Ph.D.  University of Pittsburgh. 2010: 113 pages; 3417442.
290.
Truth, Belief, and Inquiry: A New Theory of Knowledge
by Fleming, Forrest Shoup, Ph.D.  University of California, Irvine. 2014: 215 pages; 3626962.
291.
Departmentalized or self-contained: The relationship between classroom configuration and student achievement
by Mitchell, Viola T., Ed.D.  California State University, Fullerton. 2013: 110 pages; 3573280.
292.
Kant, Schelling, and a new philosophy of nature
by Fisher, Naomi, Ph.D.  University of Notre Dame. 2016: 219 pages; 3733800.
293.
Analysis of university pre-baccalaureate students' academic preparation and mathematical skills
by Katayama, Gary L., M.S.  California State University, Long Beach. 2014: 92 pages; 1527962.
294.
Nothing in excess: The ethics of measure and the mean in Plato and Aristotle
by Fisher, Jeffrey, Ph.D.  University of Notre Dame. 2015: 263 pages; 3746515.
295.
Four elementary teachers' journeys into the understanding and application of mathematical proficiency
by Figgins, Linda Sue, Ed.D.  Northern Illinois University. 2010: 258 pages; 3439612.
299.
Professional development in elementary school mathematics
by Scoggins, C., Ed.D.  Walden University. 2010: 425 pages; 3423909.
300.
Algebraic Thinking of Sixth Graders through the Lens of Multimodality
by Lentz, Ute, Ph.D.  The University of North Carolina at Charlotte. 2018: 134 pages; 10981863.
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