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242.
245.
Investigating Teacher and Administrator Response to a Care-Based Curriculum Implementation
by Camposeo, Piera, Ph.D.  State University of New York at Albany. 2017: 177 pages; 10621549.
247.
“Longing for Theory”: Performance debate in action
by Polson, Dana R., Ph.D.  University of Maryland, Baltimore County. 2012: 317 pages; 3516242.
249.
An autonomist biopolitics of education: Reframing educational life in the age of neoliberal multiculturalism
by Bourassa, Gregory N., Ph.D.  The University of Utah. 2016: 202 pages; 10162741.
251.
252.
255.
Relational Aggression, Middle School Girls, and the Development of Critical Consciousness
by Quirarte, Casey, Ed.D.  Loyola Marymount University. 2015: 231 pages; 3742965.
256.
Ontological <i>paideia</i>: Articulating the value of rhetorical education in composition pedagogy
by Kopp, Andrew (Drew) M., Jr., Ph.D.  The University of Arizona. 2009: 434 pages; 3344245.
258.
Un/commonplaces: Redirecting research and curricula in rhetoric and writing studies
by McNely, Brian Jeremy, Ph.D.  The University of Texas at El Paso. 2009: 201 pages; 3371754.
259.
The evolution of transformative communication patterns in 1-to-1 computing classrooms
by Stephens, Tammy, Ed.D.  Pepperdine University. 2012: 144 pages; 3499358.
260.
A study of the relevance and accessibility of district-approved art curriculum in low-income third grade classrooms
by Christensen, Sara B., M.A.  California State University, Long Beach. 2012: 82 pages; 1517605.
261.
Preparing Successful Teachers of Mathematics
by Anderson, Joy Davis, Ed.D.  University of Pennsylvania. 2017: 170 pages; 10271019.
267.
Curating publics in Brazil: Experiment, construct, care
by Gogan, Jessica, Ph.D.  University of Pittsburgh. 2016: 262 pages; 10289921.
270.
The impact of technology on the development of expertise and teacher beliefs
by Penland, Diane Robinson, Ph.D.  Walden University. 2011: 324 pages; 3453163.
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