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121.
Teacher perceptions of the preparation process of response to intervention
by Mitchell, Carrie L., Ed.D.  The University of Toledo. 2009: 175 pages; 3383721.
122.
Examining the response process of fifth grade students during social studies instruction
by Kay, Victoria, Ed.D.  Northern Illinois University. 2011: 174 pages; 3473039.
124.
125.
The effect of co-teaching on students with disabilities in mathematics in an inclusion classroom
by Kofahl, Shelley, Ed.D.  Trevecca Nazarene University. 2016: 77 pages; 10140115.
126.
The effects of the Focused Practice Instructional Approach on 4th grade writing scores
by Gardner Taylor, April Dimmis, Ed.D.  Argosy University/Hawai'i. 2009: 200 pages; 3377868.
128.
Synthesis of school facility assessments and educational adequacy
by Hackenwerth, W. Ben||||||Randles, Shawn B.||||||Tucker, M. Jeremy, Ed.D.  Saint Louis University. 2009: 236 pages; 3406216.
129.
Interventions with good intentions: Effective implementation of Response to Intervention in two rural school districts
by Kissell, Tina Marie Eberly, Ed.D.  The University of North Carolina at Greensboro. 2013: 166 pages; 3609579.
130.
Lost Between the Lines: Do Teachers Think Handwriting Should be Part of the Curriculum?
by Shubert, Jeannine E., M.A.  Trinity Christian College. 2017: 34 pages; 10684009.
131.
The use of cognitive task analysis to capture expertise for tracheal extubation training in anesthesiology
by Embrey, Karen K., Ed.D.  University of Southern California. 2012: 166 pages; 3513751.
132.
A Preliminary Study of Guided Math in Title I Elementary Schools
by Fielder, Katherine Roberts, Ed.D.  Piedmont College. 2013: 170 pages; 3610318.
134.
Reading fluency interventions that work in high-poverty schools
by Fowers-Coils, Ashley, Ph.D.  Northwest Nazarene University. 2016: 154 pages; 10123803.
135.
The Role of Graduate Courses in Training Graduate Students in Group Counseling
by Proctor, DiAnne Minghella, Ed.D.  Rivier University. 2014: 151 pages; 3646072.
138.
Relationships Among Peer Teaching Experiences and Self-Reported Leadership Practices of Medical Residents
by Bennett, Jennifer Jeanne, Ph.D.  University of Nevada, Reno. 2017: 150 pages; 10261302.
139.
D.O.O.R.S. of change: Capacity building to differentiated instruction
by Lee, Cynthia Cozette, Ed.D.  Rowan University. 2009: 364 pages; 3396307.
143.
Implementation of reading improvement strategies at a small elementary school in a rural area
by Kelly, Clarissa, Ed.D.  Nova Southeastern University. 2005: 117 pages; 3345061.
144.
Handwriting proficiency: A critical foundation for middle-school success
by Worthington, Cathy L., Ph.D.  Capella University. 2011: 162 pages; 3438872.
145.
The effects of professional development on early reading skills: A comparison of two approaches to word solving
by Anderson, Kimberly L., Ph.D.  State University of New York at Albany. 2009: 275 pages; 3365837.
148.
149.
A study of differentiated instruction based on the SIOP model in Georgia classrooms
by Tomlinson, Sherry Marie, Ph.D.  Capella University. 2013: 146 pages; 3553787.
150.
Student-centered literacy instruction: An examination of an elementary teacher's experience
by Wiezorek, Carolyn Marie, Ed.D.  University of Northern Iowa. 2012: 126 pages; 3535650.
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