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dc.contributor.authorBock, Daniel Edwarden_US
dc.date.accessioned2015-07-10T20:00:15Z
dc.date.available2015-07-10T20:00:15Z
dc.date.issued1989en_US
dc.identifier.urihttp://hdl.handle.net/10919/54494
dc.format.extentxiii, 307 leavesen_US
dc.format.mimetypeapplication/pdfen_US
dc.language.isoen_USen_US
dc.publisherVirginia Polytechnic Institute and State Universityen_US
dc.rightsThis Item is protected by copyright and/or related rights. Some uses of this Item may be deemed fair and permitted by law even without permission from the rights holder(s), or the rights holder(s) may have licensed the work for use under certain conditions. For other uses you need to obtain permission from the rights holder(s).en_US
dc.subject.lccLD5655.V856 1989.B627en_US
dc.subject.lcshRemedial teachingen_US
dc.subject.lcshCollege student development programsen_US
dc.subject.lcshPrediction of scholastic successen_US
dc.subject.lcshSlow learning childrenen_US
dc.titleA comparison of how selected two- and four-year sectors of higher education are contributing to the progress of high-risk studentsen_US
dc.typeDissertationen_US
dc.contributor.departmentCommunity College Educationen_US
dc.description.degreeEd. D.en_US
dc.identifier.oclc20387854en_US
thesis.degree.nameEd. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineCommunity College Educationen_US
dc.type.dcmitypeTexten_US


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