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121.
Life-course stress, preterm birth and African American women
by Law, Amy J., Ph.D.  University of California, San Francisco. 2012: 292 pages; 3503372.
124.
Using analytics to encourage student responsibility for learning and identify course designs that help
by Fritz, John Lance, Ph.D.  University of Maryland, Baltimore County. 2016: 229 pages; 10118996.
125.
Judgments of scientific quality and their effects on published knowledge and its diffusion
by Teplitskiy, Mikhail, Ph.D.  The University of Chicago. 2016: 172 pages; 10129530.
126.
Motivational interviewing: An online curriculum for nutrition counseling
by Bluhm, Cheyenne A., M.S.  California State University, Long Beach. 2016: 121 pages; 10141529.
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129.
Searching for student success: Implementing immediacy in online courses
by Jennings, Amy B., Ed.D.  California State University, Long Beach. 2013: 145 pages; 3571831.
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137.
An Educational Module on Palliative Care for an Upper Division GE Gerontology Course
by Ratto, Melissa, M.S.  California State University, Long Beach. 2018: 59 pages; 10751082.
138.
Examining student learning in a physics pedagogical content knowledge course
by Ashbran, Meredith C., M.S.  California State University, Long Beach. 2011: 130 pages; 1507623.
145.
Achievement goals, interest, study strategies, and academic achievement
by Costello, Thomas Anthony, Ph.D.  Fordham University. 2011: 114 pages; 3461869.
147.
The invisible composition classroom: The reciprocity of face, identity, and politeness
by Gray, Pennie L., Ph.D.  Illinois State University. 2014: 189 pages; 3623407.
148.
Socialization in the asynchronous online course discussion of graduate nursing administration students: A case study
by Moore-Cox, Annie, Ph.D.  State University of New York at Albany. 2010: 221 pages; 3408497.
149.
Grit and Mindset as Predictors of Student Success in a First-Time Online High School Course
by Phillips-Martinez, Brooke, Ph.D.  Northwest Nazarene University. 2017: 128 pages; 10284998.
121 - 150 of 43915 displayed.
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