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361.
Carnap's Pragmatism
by Surovell, Jonathan, Ph.D.  University of Pittsburgh. 2013: 151 pages; 3577180.
362.
Process evaluation of the Instant Word Notebook
by Roberts, Jeannie Ellen, Ed.D.  Lindenwood University. 2010: 171 pages; 3426997.
363.
364.
Understanding the reading in English and Spanish of four Hispanic bilingual first-graders
by Lopez-Velasquez, Angela Maria, Ph.D.  University of Illinois at Urbana-Champaign. 2008: 387 pages; 3314966.
367.
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.
368.
Efficacy in English: A Correlational Study of Chinese EMI Professors
by Balderston, Genevieve, Ph.D.  Indiana State University. 2018: 156 pages; 10840350.
369.
Evaluating the effectiveness of Montessori reading and math instruction for third grade African American students in urban elementary schools
by Brown, Katherine Elizabeth, Ph.D.  The University of North Carolina at Charlotte. 2016: 161 pages; 10111911.
370.
Effective instructional practices in science for Latino students
by Hampton, Paul D., Ed.D.  Lewis and Clark College. 2014: 274 pages; 3623494.
373.
Measuring Self-Efficacy Development Comparing Classroom Instruction and Coaching via Reflective Learning
by Jurasinski, David A., Ph.D.  The Chicago School of Professional Psychology. 2019: 84 pages; 22584516.
374.
Students' assessments of instruction: A validity study
by Socha, Alan Brian, M.A.  Western Carolina University. 2010: 146 pages; 1462244.
375.
Teachers' Perceptions of edTPA on Their Practice
by Seelke, John Louis, III, Ph.D.  University of Maryland, College Park. 2018: 175 pages; 10825133.
376.
Principal leadership strategies: Reforming literacy instruction through data-driven decision-making
by Morrison-Danner, Dietrich A., Ph.D.  Hampton University. 2014: 152 pages; 3629584.
379.
381.
Supports and barriers to teaching a science and ELD blended elementary program
by Filice, Gianna, M.S.  California State University, Long Beach. 2011: 108 pages; 1504457.
382.
383.
Supporting First-Year Teachers in an Urban Charter Context
by Fragomeni, Samuel V., Ed.D.  University of Pennsylvania. 2017: 185 pages; 10256683.
384.
Teachers' Voices: An Analytic Description of Science Teachers' Elicitation Practices during Instruction
by Ateh, Comfort Muyang, Ph.D.  University of California, Davis. 2011: 165 pages; 3456805.
385.
386.
The Influence of Neuroscience Instruction on Coach Self-efficacy and Self-reported Coaching Behaviors
by Reeves, Eric N., Ph.D.  George Mason University. 2019: 228 pages; 13863898.
388.
Closing the Achievement Gap Through Arts Integration
by Panagopulos, Kathleen, Ph.D.  Notre Dame of Maryland University. 2015: 167 pages; 3687902.
389.
Planning for Universal Design for Learning in the early childhood inclusion classroom: A case study
by Stone, Jennifer, Ph.D.  The University of Texas at San Antonio. 2013: 150 pages; 3594620.
361 - 390 of 41060 displayed.
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