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241.
An experimental study of corrective feedback on synchronous oral computer-mediated communication
by Monteiro, Katia R., M.S.  California State University, Long Beach. 2012: 94 pages; 1522248.
243.
245.
Teacher perspectives of English Language Learners program implementation in Arizona
by Jones, Carolyn, Ph.D.  University of Phoenix. 2014: 165 pages; 3648820.
246.
Identifying effective measures for a statewide accountability system
by Willich, Corey||||||Siebert, Todd||||||Plowman, Jeremy, Ed.D.  Saint Louis University. 2011: 202 pages; 3475201.
248.
Utilizing Audiovisual Stimuli in the Classroom to Facilitate Pronunciation of French Stop Consonants
by Pecue, Caleb J., M.A.  Southern Illinois University at Edwardsville. 2015: 135 pages; 1589836.
249.
READ 180: Is It an Effective Reading Intervention for English Language Learners?
by Gober, Carissa, Ed.D.  Lindenwood University. 2014: 168 pages; 3668712.
250.
Pragmatic development of L2 Spanish proposals in planning talk
by Rose, Marda C., Ph.D.  Indiana University. 2013: 306 pages; 3599236.
252.
Attitudes of School Leaders and the Academic Success of English Learners
by White, Natasha, Ph.D.  Notre Dame of Maryland University. 2019: 158 pages; 13805837.
253.
Impact on achievement with ST math after school instruction
by Tom, Darielle M., Ed.D.  California State University, Long Beach. 2012: 116 pages; 3530680.
257.
Language Through Music: Bridging The Opportunity Gap in The American Eld Classroom
by Scheckel, Benita Landesman, Ed.D.  Azusa Pacific University. 2019: 167 pages; 13885578.
260.
Measuring charter school accountability
by Townsend-Smith, Deanna, Ed.D.  University of Phoenix. 2014: 114 pages; 3736726.
261.
Vocabulary assessment with varying levels of context: A replication study
by Hall, Brenna Lorraine, M.A.  California State University, Long Beach. 2012: 86 pages; 1522226.
263.
Modeling completion at a community college
by Nguyen, Quoc Tim H., M.A.  California State University, Long Beach. 2013: 61 pages; 1523327.
265.
Effects of rater characteristics and scoring methods on speaking assessment
by Matsugu, Sawako, Ph.D.  Northern Arizona University. 2013: 211 pages; 3562150.
266.
Perceived Discrimination in Healthcare and Psychological Distress: A Study of Non-immigrant and Immigrant Latinos
by Cedeño, Magnolia, M.S.W.  California State University, Long Beach. 2018: 49 pages; 10751936.
267.
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