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331.
Psychoeducational support group for college students with ADHD: A grant proposal
by Liquidano, Tanya C., M.A.  California State University, Long Beach. 2014: 72 pages; 1527977.
332.
A survey of minority student participation in music programs of the Minority Student Achievement Network
by Wheelhouse, Patricia A., Ph.D.  University of Rochester, Eastman School of Music. 2009: 182 pages; 3361068.
335.
Gender, Physiological States, Self-Regulatory Skills and Writing Self-Efficacy
by Springer, Donna, Ed.D.  Piedmont College. 2017: 143 pages; 10285245.
336.
Evaluating teachers with student growth percentiles and AIMS proficency in the state of Arizona
by Fujino, Gary J., Ed.D.  Northern Arizona University. 2013: 165 pages; 3562126.
337.
The Effect of College Student's Perceptions of the Relationship between Sugar and Hyperactivity
by Fischer, Emily, M.S.  Southern Illinois University at Edwardsville. 2019: 37 pages; 13859539.
338.
Impact of Technology Interventions on Student Achievement in Rural Nigerian Schools
by Bello, Aderonke, Ph.D.  Walden University. 2014: 153 pages; 3642265.
339.
Undocumented Latino Student Activists' Funds of Knowledge: Transforming Social Movements
by Hudson, Nicholas, Ed.D.  The George Washington University. 2017: 338 pages; 10602620.
342.
Motivation towards learning perceived in Socratic seminar versus traditional lecture
by Roberson, Benjamin N., Ed.D.  Pepperdine University. 2013: 173 pages; 3558400.
343.
Making friends: Teacher influence on students' peer relationships
by Bussone, Krista D'Albenzio, Ph.D.  Temple University. 2011: 120 pages; 3457823.
344.
347.
Development and evaluation of an instrument to assess data-informed instructional practice
by Adamson, Linda S., Ed.D.  The Johns Hopkins University. 2008: 267 pages; 3309798.
351.
Teacher Emotional Intelligence and Best Practices for Classroom Management
by Kelley Dixon, Juanita E., Ed.D.  Brandman University. 2018: 132 pages; 10973003.
352.
The neural correlates of categorical and individuated impressions
by Kubota, Jennifer Takara, Ph.D.  University of Colorado at Boulder. 2010: 198 pages; 3433360.
354.
The impact of No Child Left Behind on principal leadership in public middle schools: A multiple case study
by Issa, Semeen Rahemtulla, Ed.D.  California State University, Fullerton. 2012: 180 pages; 3528607.
355.
Social studies education in the context of standards-based education reform
by Bolton, Natalie, Ph.D.  University of Louisville. 2008: 145 pages; 3308486.
357.
Teacher-Student Relationships and Student Writing Achievement
by Blackmore, Jacqueline Hilary, Ed.D.  Walden University. 2013: 244 pages; 3604330.
331 - 360 of 38449 displayed.
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