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932.
933.
Middle-school content -area teachers' beliefs about literacy and their classroom practices
by Maziarz, Margaret Kennedy, Ph.D.  Fordham University. 2007: 194 pages; 3255004.
934.
Modeling completion at a community college
by Nguyen, Quoc Tim H., M.A.  California State University, Long Beach. 2013: 61 pages; 1523327.
937.
An historical analysis of the development of thinking in the principal writings of Malcolm Knowles
by Henry, George William, Ph.D.  Queensland University of Technology (Australia). 2009: 332 pages; 3388094.
939.
The pedagogical use of Twitter in the university classroom
by McCool, Lynn Beth, M.A.  Iowa State University. 2011: 65 pages; 1494703.
940.
Traditional versus Software-Based Keyboarding Instruction with Third-Grade Students
by Niepert, Elizabeth E., Ed.D.  McKendree University. 2018: 130 pages; 10813044.
942.
The Impact of New Technology on Literacy Practices: An Urban Perspective
by Hoff, Martha J., Ph.D.  University of Rochester. 2014: 374 pages; 3621206.
943.
944.
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.
946.
Professional Development for AP Teachers: A Critical Examination
by Small, Rebecca, Ed.D.  The George Washington University. 2019: 247 pages; 13813294.
950.
A Quantitative Assessment of Skills and Competencies in Graduates of At-Risk High Schools
by Williams, Charles Jerry, Jr., Ed.D.  Walden University. 2012: 231 pages; 3499658.
953.
An evaluation of the Connecticut Scholars Program
by Sherban-Kline, Michelle, Ed.D.  Southern Connecticut State University. 2010: 94 pages; 3437696.
955.
Examining the impact of online professional development on teacher practice
by Edwards, Tracy R., Ed.D.  Pepperdine University. 2015: 207 pages; 3721802.
958.
Thucydides' dangerous world: Dual forms of danger in classical Greek interstate relations
by Grissom, Daryl Edward, Ph.D.  University of Maryland, College Park. 2012: 520 pages; 3553343.
959.
Improving the Reading Performance of Fifth-Grade Students Through an Afterschool Reading Program
by Joseph, Rosnel L., Ed.D.  Nova Southeastern University. 2012: 186 pages; 3497018.
960.
Politics of Affect, Object-Oriented-Ontology, and Multitudes in "The Monk" and "Obi"
by Scheufler, Caitlin E., M.A.  State University of New York at Albany. 2016: 59 pages; 10110397.
931 - 960 of 47543 displayed.
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