Blended learning vs. traditional instruction as a predictor of student achievement in New York City public schools - ProQuest

Skip to main content

Document Preview

Copyright information

Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.

Access to the complete full text

This is a short preview of the document. Your library or institution may give you access to the complete full text for this document in ProQuest.

Explore ProQuest

Alternatively, you can purchase a copy of the complete full text for this document directly from ProQuest using the option below:

Blended learning vs. traditional instruction as a predictor of student achievement in New York City public schools

Murray, Anthony.

St. John's University (New York), School of Education and Human Services ProQuest Dissertations Publishing, 2017. 10594741.