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272.
Teacher Awareness of Trauma-Informed Teaching
by Ballantyne, Sage, M.S.  Minot State University. 2020: 60 pages; 28260975.
273.
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Leadership Effectiveness and Social Emotional Learning Competency Skills in an Urban School Setting
by Bomentre, Rose Ann, Ed.D.  Pepperdine University. 2019: 167 pages; 13858892.
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The Impact of a Community-Based College Access Program at a Midwestern Institution
by Gonzaga Reed, Ryan Ronald, Ed.D.  Lindenwood University. 2017: 158 pages; 10643055.
282.
Principal and Teacher Perceptions of Classroom Walkthroughs in Middle School Settings
by Shanklin, Ethel, Ed.D.  Lindenwood University. 2020: 157 pages; 28149360.
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287.
Considerations for Personalized Professional Learning at International Academy of South East Asia: A Gap Analysis
by Casey, Treena Louise, Ed.D.  University of Southern California. 2018: 181 pages; 10930140.
288.
The Impact of a Saturday School Detention Program on Decreasing Referrals and Increasing Attendance
by Valenzuela, Edgar B, Ed.D.  Northern Arizona University. 2017: 132 pages; 10284109.
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An evaluation of an online algebra homework help -seeking system
by Li, Yuan-Ling, Ed.D.  University of Southern California. 2008: 201 pages; 3341908.
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294.
Teacher Perceptions of Student Feedback as a Tool for Reflection
by Hood, Lauran, Ed.D.  University of La Verne. 2020: 158 pages; 28089554.
295.
Teacher collaborative leadership on behalf of access to technological literacy for English Language Learners
by Bernasconi, Natalie, Ed.D.  University of California, Santa Cruz. 2010: 190 pages; 3421267.
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A Conceptual and Measurement Model of Student-Teacher Classroom Social Capital: An Exploration of Relationships
by Trahan, MayBelle N., D.Ed.  University of Louisiana at Lafayette. 2013: 307 pages; 3615296.
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