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MIDDLE SCHOOL MATHEMATICS TEACHER CERTIFICATION, DEGREE LEVEL, AND EXPERIENCE, AND THE EFFECTS ON TEACHERATTRITION AND STUDENT MATHEMATICS ACHIEVEMENT IN A LARGE URBAN DISTRICT
Investigating Instructional Designers' Decisions Regarding The Use Of Multimedia Learning Principles in E-learning Course Design
Kindergarten through twelfth grade student perception of online courses and qualities that lead to course completion.
A Causal Comparative Analysis of a Computer Adaptive Mathematics Program Using Multilevel Propensity Score Matching
Selecting methods to teach controversial topics: A grounded theory study
An Evaluation of a New Course Modality: A Pilot Study of Cross-Listed Courses at DeVry University
Barriers to Adoption of Wellness Programs: A Worked Example of an Augmented Best-Fit Framework Synthesis
Inquiry as Practice for Continuous Improvement: A Framework for the Curricular Redesign of the Education Doctorate in Curriculum and Instruction Research Continuum at the University of Central Florida.
A Process Evaluation of a Family Involvement Program at a Title I Elementary School
A Comparison of Students' and Parents' Mathematics Attitudes and Achievement At A Private Historically Black University
Boots on the Ground: A Participant-Oriented Approach to Program Evaluation
Examining High School Teachers' Technology Acceptation of A Learning Management System in A Large Public School District
An Examination of a College and Career Preparation Program for Low Socioeconomic and First-Generation Students in an Urban School District
A Case Study of High School Teacher Induction Programs in One Urban Florida School District.
Can a Multiple Intervention Approach Improve College Students' Persistence, GPA, and Credits Earned?
A Formative Process Evaluation Study of Teacher Usage of a Learning Management System in a K-12 Public School
Five School District Mentor Models for Secondary Mathematics and Science Teachers in a Job Embedded University Teacher Preparation Program
An exploration of secondary science grade teachers' written artifacts about their experiences with an online professional development in reading research and instruction: A grounded theory study