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ADOLESCENT MOTHERS IN AN INTERVENTION STUDY: A QUALITATIVE ANALYSIS OF VARIABLES RELATING TO THEIR TEACHING INTERACTIONS WITH THEIR INFANTS
A Multiple Case Study Exploring the Relationship Between Engagement in Model-Eliciting Activities and Pre-Service Secondary Mathematics Teachers' Mathematical Knowledge for Teaching Algebra
Using Bug in Ear Feedback to Increase the Accuracy of Discrete Trial Teaching Implementation
THE BORN VERSUS MADE DEBATE: AN EXAMINATION OF COMMUNITY COLLEGE INSTRUCTORS' BELIEFS AND TEACHING PRACTICES
Counselor education students' ethnic identity and social-cognitive development: Effects of a multicultural self-awareness group experience
ADDRESSING THE ACHIEVEMENT GAP AND DISPROPORTIONALITY THROUGH THE USE OF CULTURALLY RESPONSIVE TEACHING PRACTICES
TEACHING AND ASSESSING CRITICAL THINKING IN RADIOLOGIC TECHNOLOGY STUDENTS
An Exploration of the Perceived Change in Administrators' Skill in Giving Targeted Feedback
The Role of Virtual Avatars in Supporting Middle School Students from Culturally and Linguistically Diverse Backgrounds on Science in After School Programs
A Historical Analysis of the Evolution of the Administrative and Organizational Structure of the University of Central Florida as it Relates to Growth
Talking Back: Mathematics Teachers Supporting Students' Engagement in a Common Core Standard for Mathematical Practice: A Case Study
WHY EVIDENCE MATTERS: EXAMINING THE KNOWLEDGE AND PERCEPTION OF PRE-SERVICE TEACHERS
INTEGRATING STUDENT-CENTERED LEARNING TO PROMOTE CRITICAL THINKING IN HIGH SCHOOL SOCIAL STUDIES CLASSROOMS
UNDERSTANDING AND ACHIEVING BRAIN-BASED INSTRUCTION IN THE ELEMENTARY CLASSROOM: A QUALITATIVE STUDY OF STRATEGIES USED BY TEACHERS
AN ART TEACHER'S GUIDE TO A COGNITIVE TEACHING PROCESS: PROMPTING STUDENT'S CREATIVE THOUGHT
The working relationship of international teaching assistants and undergraduate students
Analyzing Faculty Attitudes and Actions Surrounding Distance Education Accommodations and Inclusiveness Based On UDL Principles
Exploring Intensive Reading Intervention Teachers' Formal and Practical Knowledge of Beginning Reading Instruction Provided to At-Risk First Grade Readers
ARE APPROACHES TO TEACHING AND/OR STUDENT EVALUATION OF INSTRUCTION SCORES RELATED TO THE AMOUNT OF FACULTY FORMAL EDUATIONAL COURSEWORK?
A Case Study Evaluation of Quality Standards and Online Faculty Development

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