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243.
Developmentally Appropriate Practice and Preschool Teachers' Perceptions: Theory Versus Practice
by Alexander, Dorothy Jean, Ed.D.  Johnson & Wales University. 2014: 152 pages; 3621971.
244.
Degree pursuit by very-at-risk students: Examining characteristic factors leading to degree completion
by Yoder, Marian E., Ph.D.  Indiana University of Pennsylvania. 2011: 222 pages; 3460474.
246.
The transition to high school: Freshmen transition practices
by McKenzie, Teresa J., Ed.D.  Lindenwood University. 2009: 126 pages; 3372337.
247.
Beyond Physical Inclusion: Teaching Skills in the Community to Enhance Social Inclusion
by Hall, Carmen L., Ph.D.  Saybrook University. 2017: 217 pages; 10287778.
249.
253.
A policy analysis of the Individuals with Disabilities Education Improvement Act
by Becker, Matteline, M.S.W.  California State University, Long Beach. 2012: 62 pages; 1517585.
256.
Exploring the relevant antecedents of superintendent leadership skills
by Hartley, Lloyd, Ed.D.  Lewis and Clark College. 2012: 183 pages; 3548068.
257.
Examining Latino male California Community College students' degree aspirations
by Mucino, Patricia J., M.S.  California State University, Long Beach. 2011: 120 pages; 1507688.
259.
An Exploration of Perceived Motivational Factors for Engaging in Service Work
by Cestari, Doreen Angela, Ed.D.  Piedmont College. 2012: 319 pages; 3547233.
261.
Multi-Level, Multi-Constituent Assessment of Service-Learning at an Academic Medical Center
by Davis, Robin||||||Dempsey, Tammy, Ed.D.  The University of Mississippi. 2018: 316 pages; 10844446.
263.
264.
A program evaluation of a literacy initiative for students with moderate to severe disabilities
by De La Cruz, Carrie F., Ph.D.  University of South Florida. 2009: 408 pages; 3394142.
265.
Korean university students' perceptions of accountablity in higher education
by Oh, Yejin, Ed.D.  University of Pittsburgh. 2015: 160 pages; 3725601.
266.
School Counselors and Their Experiences Implementing Comprehensive Programs
by Holby, Nicole, Ph.D.  Capella University. 2017: 155 pages; 10639077.
267.
The federal Transformation Intervention Model in persistently lowest achieving high schools: A mixed-methods study
by Le Patner, Michelle B., Ed.D.  California State University, Fullerton. 2012: 110 pages; 3529072.
268.
Rigorous Environmental Academic Learning (REAL) charter high school: A grant proposal
by Samuel, Scott R., M.S.W.  California State University, Long Beach. 2010: 65 pages; 1486369.
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