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632.
Occupy feminism
by Cotter, Maura, M.A.  California State University, Long Beach. 2015: 64 pages; 1604883.
634.
A Constructive Theory of Ordered Sets and Their Completions
by Joseph, Jean S., Ph.D.  Florida Atlantic University. 2018: 50 pages; 10807924.
636.
637.
PISA functional literacy as represented in Taiwanese mathematics textbooks
by Lee, Suiv, Ed.D.  Teachers College, Columbia University. 2013: 148 pages; 3555238.
639.
A study of student -teacher interactions as a predictor for student academic achievement and success
by Poll, William, III, Ed.D.  St. John's University (New York), School of Education and Human Services. 2010: 123 pages; 3420661.
641.
642.
The influence of symbols on pre-calculus students' problem solving goals and activities
by Kenney, Rachael H., Ph.D.  North Carolina State University. 2008: 346 pages; 3329205.
643.
Electrical Aspects of Impinging Flames
by Chien, Yu-Chien, Ph.D.  University of California, Irvine. 2015: 257 pages; 3682710.
644.
Fabrication of Self-Assembled Nanosphere Templates to Investigate the Magnetic Behavior of Permalloy Cap Layers
by Beach, Alexander R., M.S.  California State University, Long Beach. 2018: 84 pages; 10841251.
645.
Application of Graphical Models in Protein-Protein Interactions and Dynamics
by Vajdi Hoojghan, Amir, Ph.D.  University of Massachusetts Boston. 2018: 92 pages; 10982841.
647.
Teacher and Student Discourse and Vocabulary in Secondary Mathematics Classrooms during Whole Class Discussions
by Martin, Kristi Rose, Ph.D.  State University of New York at Buffalo. 2018: 214 pages; 10822870.
649.
The effects of single-sex classrooms on student outcomes on mathematics and reading in an elementary school
by Pilson, Sylvia Yvonne Reddick, Ed.D.  The University of Alabama. 2013: 95 pages; 3562453.
650.
Professional development in elementary school mathematics
by Scoggins, C., Ed.D.  Walden University. 2010: 425 pages; 3423909.
653.
Teachers' Use of Instructional Moves During Technology-Based Mathematical Activities
by Miller, Susan B., Ph.D.  University of Colorado at Boulder. 2017: 319 pages; 10270262.
654.
Intermediate mathematics experiences instructing ELL students: A phenomenological study
by Clinch, Aislinn, Ed.D.  University of Phoenix. 2015: 193 pages; 3736716.
655.
Professional Development and Math Teachers' Understanding of Instructional Theory
by Stanifer, Hillary Young, Ed.D.  Southern Illinois University at Edwardsville. 2014: 126 pages; 3621605.
660.
The effect of accelerated mathematics instruction on heterogeneous groups of sixth grade students
by Nance, Wendy J., Ed.D.  Northern Arizona University. 2013: 110 pages; 3562154.
631 - 660 of 8146 displayed.
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