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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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Evaluating the effectiveness of Montessori reading and math instruction for third grade African American students in urban elementary schools
by Brown, Katherine Elizabeth, Ph.D.  The University of North Carolina at Charlotte. 2016: 161 pages; 10111911.
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Effects of iPad tablets on private Montessori education
by Wickramasinghe, Amanda, Ed.D.  Pepperdine University. 2016: 127 pages; 10155752.
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Dispelling Perceptions: Montessori Education - Attaining Common Ground with Public Schools
by Acker, Shirlinda Bernice, Ed.D.  University of California, Berkeley. 2016: 105 pages; 10192639.
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Self-perceived (non) nativeness and Colombian prospective English teachers in telecollaboration
by Viafara Gonzalez, John Jairo, Ph.D.  The University of Arizona. 2015: 274 pages; 3680879.
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Investigation of the RISE evaluation system in Montessori schools
by Fries, Susan, Ph.D.  Purdue University. 2015: 153 pages; 3735808.
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Intrinsic Motivation in Montessori Middle Schools
by Griffiths, Carolyn, M.A.  Prescott College. 2016: 79 pages; 10102243.
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Empowering adolescents: A multiple case study of U.S. Montessori high schools
by LaRue, Wendy J., Ph.D.  Walden University. 2010: 205 pages; 3397352.
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Purpose Development in Montessori Elementary Students
by Skau, Alexandra, M.A.  Saint Mary's College of California. 2017: 122 pages; 10685984.
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Learning as development: Reflections of former Montessori students
by Keith, Rebecca Loomis, Ed.D.  Saint Mary's College of California. 2014: 168 pages; 3641394.
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The effects of current oral proficiency demands on foreign language teachers
by Reif Ziemann, Jody Ann, Ph.D.  Marian University. 2016: 152 pages; 10191828.
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Establishing the validity and reliability of the survey identifying the professional development needs of international teachers
by Waite, Winsome Patricia Falconer, Ph.D.  College of Notre Dame of Maryland. 2009: 254 pages; 3351505.
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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.
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Best Practices for Addressing the Achievement Gap for Hispanic Elementary Students
by Greene, Megan C., Ed.D.  Brandman University. 2019: 179 pages; 13806388.
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Preschoolers' Use of Technology in the Classroom
by Estes-Del Re, Darlene M., Ed.D.  Walden University. 2011: 284 pages; 3481900.
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Building a future: A volunteer exchange program
by Kudo, Laura L., M.A.  Prescott College. 2009: 101 pages; 1462081.
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Peer coaching: Teachers as leaders, teachers as learners
by Pollara, Joanne, Ed.D.  College of Saint Elizabeth. 2012: 220 pages; 3503289.
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