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The effect of tutoring group size on reading performance in at-risk emergent readers
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Personal change in a learning strategies course
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Brothers and sisters together: Sibling pairs' interactions during literacy activities
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From writers to readers:  An analysis of first grade deaf or hard of hearing students' writing development using Scaffolded Writing
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Help-seeking behaviors of Hispanic elementary school children engaged in literacy activities
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Improved math achievement in an urban high school: a case study of a high school in the Vista Unified School District
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On foliations of higher dimensional symplectic manifolds and symplectic mapping class group relations
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Adequate funding for educational technology
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Using task based writing instruction to provide differentiated instruction for English language learners
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Measuring professionalism in second-year medical students
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Assessing the impact of diversity courses on student-faculty interactions, critical thinking and social engagement
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YEAR TWO STUDY OF A COMMUNITY, SCHOOL, AND UNIVERSITY PARTNERSHIP FOR URBAN SCHOOL TRANSFORMATION IN PROVIDING
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A need for context: understanding the second language learning process
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Taiwanese students' perceived English oral proficiency in relation to communication strategies
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The use of culturally relevant authentic materials and L1 in supporting second language literacy
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Organizational leadership and institutional factors related to the implementation of online educational programming in California community colleges
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Effects of the prompts of depth and complexity on gifted and non-gifted students
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School-wide implementation of the elements of effective classroom instruction: lesson from a high performing high poverty urban elementary school
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Transformative learning in the public sphere: the educational dimensions of a broad-based community organizing movement
Narrowing the achievement gap: Factors that support English learner and Hispanic student academic achievement in an urban intermediate school
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Critical thinking development in the 21st century college classroom
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robert-grubb-edited
We can read and write: critical characteristics of highly literate deaf and hard of hearing students and their families
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Critical features for teaching the five-paragraph essay to middle school Chinese speaking English learners
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