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Interventions with good intentions: Effective implementation of Response to Intervention in two rural school districts
by Kissell, Tina Marie Eberly, Ed.D.  The University of North Carolina at Greensboro. 2013: 166 pages; 3609579.
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Principal Stories of Working with Ineffective Teachers
by Hardin, Jennifer M., Ed.D.  The University of North Carolina at Greensboro. 2019: 142 pages; 13898435.
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Identity (Re)Determination among Upwardly-Mobile Black Women
by Mauro, Alta Thornton, Ph.D.  The University of North Carolina at Greensboro. 2017: 224 pages; 10640538.
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The role of central level staff in supporting high quality instruction
by Gamble, Matthew Tanner, Ed.D.  The University of North Carolina at Greensboro. 2013: 156 pages; 3568848.
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We know who you are! Connecting education, identity, and national security
by Torres, Eric D., Ph.D.  The University of North Carolina at Greensboro. 2010: 154 pages; 3403776.
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Parents choosing independent education: Personal advantage or a moral alternative
by Jordan, Susanne Plum, Ph.D.  The University of North Carolina at Greensboro. 2007: 262 pages; 3290827.
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Beginning with Homelessness: A Rhizoanalysis of Neoliberalism, Social Justice, and Community
by Edwards, Kathleen Elizabeth, Ph.D.  The University of North Carolina at Greensboro. 2018: 244 pages; 10838710.
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Desegregating Hickory High School, 1955–1975: Capturing the untold stories
by Stalnaker, Ann, Ed.D.  The University of North Carolina at Greensboro. 2013: 203 pages; 3568921.
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Holding Tight to the Tail of a Shooting Star: An Autoethnography of Unschooling as Just Education
by Purcell, William H., Ph.D.  The University of North Carolina at Greensboro. 2019: 317 pages; 27547537.
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Digital connection in a physical classroom: Clickers and the student-teacher relationship
by Carrino, Stephanie Sedberry, Ph.D.  The University of North Carolina at Greensboro. 2015: 204 pages; 3745525.
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An African American woman's educational journey: Pragmatic and pedagogical practices of fantasy
by Dick, Marrissa R., Ph.D.  The University of North Carolina at Greensboro. 2012: 198 pages; 3549502.
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Disciplinary disproportionality and the organization of power
by McCamish, Cayce M., Ph.D.  The University of North Carolina at Greensboro. 2012: 257 pages; 3549515.
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North Carolina Rural Superintendents’ Perceived Professional Development Needs
by Taylor, David Wade, Ed.D.  The University of North Carolina at Greensboro. 2019: 188 pages; 27543894.
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The Moral and Ethical Challenges of Principal Data-Driven Decisions about Annual Growth Data
by Williams, Jamisa C., Ed.D.  The University of North Carolina at Greensboro. 2019: 137 pages; 27545893.
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The emperor has no clothes: Teaching about race and racism to people who don't want to know
by Okun, Tema Jon, Ph.D.  The University of North Carolina at Greensboro. 2010: 266 pages; 3403775.
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Why Principals Leave? Why Principals Stay?
by Burress, Karen Conner, Ed.D.  The University of North Carolina at Greensboro. 2017: 186 pages; 10264129.
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Creating equitable environments for English language learners in the age of accountability
by Bailey, Candice, Ed.D.  The University of North Carolina at Greensboro. 2016: 204 pages; 10123714.
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Too Big to Fail: Principal Professional Development—Perceptions of Secondary Principals
by Kashubara, Pete Zachary, II, Ed.D.  The University of North Carolina at Greensboro. 2017: 194 pages; 10639801.
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White Teachers Navigating Race in Elementary Classrooms: Portraits of Possibility
by Mellor, Kimberly P., Ed.D.  The University of North Carolina at Greensboro. 2019: 236 pages; 27544192.
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Breaking Down the Enchantment: A Critical Autoethnography of Video Gaming
by Kout, Yacine, Ph.D.  The University of North Carolina at Greensboro. 2019: 312 pages; 13810356.
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In pursuit of a pedagogy of personhood: Existentialism and possibilities for educator liberation
by Lieb, Sheryl J., Ph.D.  The University of North Carolina at Greensboro. 2015: 254 pages; 3722533.
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Teacher leadership, power, and the gendered space of teaching: Intersections and discourses
by Rathbone, Rita J., Ed.D.  The University of North Carolina at Greensboro. 2015: 183 pages; 3745533.
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From boutique to big box: A case study concerning teacher change transitioning to a public Montessori elementary school
by Van Acker, Teresa A., Ed.D.  The University of North Carolina at Greensboro. 2013: 249 pages; 3609604.
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