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An exploration of factors that influence student engagement in science
by Fortney, Valerie J., Ed.D.  Southern Connecticut State University. 2016: 165 pages; 10228494.
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A Case Study Analysis of the Online Teacher Certification Course Offered at South County Community College
by Fields, Mark C., Ed.D.  California State University, Long Beach. 2018: 152 pages; 13419171.
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Impact of collaborative work analysis professional development on teacher practice and student writing
by Shealy, Kristin L., Ph.D.  Florida Atlantic University. 2015: 284 pages; 10154942.
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Closing the gap: Impact of instruction on students not ready for kindergarten
by Visse, Kim, Ed.D.  Northern Kentucky University. 2016: 96 pages; 10126320.
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Using Gifted Student Perceptions of Motivational Techniques to Inform Teacher Reflection
by Seward, Kristen K., Ph.D.  Purdue University. 2017: 241 pages; 10638332.
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Coaching to Support Preschool Teacher Professional Development
by Adams, Deborah Sue, Ph.D.  University of Connecticut. 2011: 113 pages; 3464366.
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A study of the effects of appreciative inquiry on teachers' classroom practice
by Aronson, Nancy A., Ph.D.  Capella University. 2010: 148 pages; 3419249.
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Catholic elementary school principals' beliefs regarding new supervision
by Forker, Joanne M., Ed.D.  Teachers College, Columbia University. 2014: 246 pages; 3666796.
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Yoga Instructor Belief Scale: Instrument Development and Validation
by Reeves, Tegan Jemma, Ph.D.  The University of Memphis. 2018: 111 pages; 10839831.
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Smart memories: A reconfigurable memory system architecture
by Firoozshahian, Amin, Ph.D.  Stanford University. 2009: 196 pages; 3343953.
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Project study: An action plan for implementing Response to Intervention
by Hamilton, Leah W., Ed.D.  Walden University. 2010: 205 pages; 3428261.
421 - 450 of 41040 displayed.
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