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151.
Intrinsic Motivation in Montessori Middle Schools
by Griffiths, Carolyn, M.A.  Prescott College. 2016: 79 pages; 10102243.
153.
155.
Understanding the Transformational Leadership Practices of Colleges of Education Principals
by Asare, Kwame Bediako, Ph.D.  Northcentral University. 2016: 241 pages; 10179127.
157.
Importance of Institutional Support Factors Provided to Part-time Community College Faculty
by Colwell, Judy R., Ed.D.  Northcentral University. 2011: 130 pages; 3483965.
158.
Analysis of two urban middle schools: Factors affecting student achievement
by Neufeld, V. Douglas, Ed.D.  Pepperdine University. 2011: 410 pages; 3487438.
160.
Motivation and Job Satisfaction Comparison Between Pre and Post No Child Left Behind Teachers
by Shoemaker, Cynthia L., Ed.D.  University of Phoenix. 2014: 158 pages; 10641619.
161.
Effectiveness of a San Francisco Bay area community education program on reducing home energy use
by Wilkinson, Ellen M., M.S.  San Jose State University. 2012: 166 pages; 1513683.
162.
An exploration of factors that influence student engagement in science
by Fortney, Valerie J., Ed.D.  Southern Connecticut State University. 2016: 165 pages; 10228494.
163.
The Study of Full-time Employees at Christian Faith-based Organizations
by Lockett, Juanita P., Ed.D.  Argosy University/Chicago. 2015: 97 pages; 10819862.
164.
The Role of Divisional Principals in Teacher Retention in East African International Schools
by Winnard, Nigel J., Ed.D.  University of Southern California. 2017: 129 pages; 10618167.
165.
A critical analysis of the Carolina Leadership Academy's CREED program at the University of North Carolina-Chapel Hill
by Meissen, Kristina Marie, M.A.  The University of North Carolina at Chapel Hill. 2009: 103 pages; 1463694.
166.
An examination of the relationship between emotional intelligence and leadership practices
by Alston, Barbara A., D.B.A.  Nova Southeastern University. 2009: 125 pages; 3352390.
167.
Perspectives of Native American community college students
by Campbell, Deanna Ing, Ed.D.  University of Southern California. 2016: 414 pages; 10160160.
168.
Exploring student understanding of grades and report cards
by Gwidt, Kathleen M., Ph.D.  Marian University. 2010: 206 pages; 3446876.
169.
The impact of instructional coaching on teaching practices
by Barry, Pamela K., Ed.D.  University of South Dakota. 2012: 130 pages; 3545625.
170.
The leadership gap: Where are African-American male students?
by Shin, Victor S., Ed.D.  University of Pennsylvania. 2016: 197 pages; 10244877.
172.
Faculty perceptions of the performance appraisal process
by Phan, Nam, Ed.D.  California State University, Fullerton. 2014: 177 pages; 3581783.
173.
Intrinsic rewards increase job performance within an organization
by Catalini, Meredith, M.S.  Pepperdine University. 2012: 72 pages; 1516340.
174.
175.
Self-determination, culture, and school administration: A phenomenological study on student success
by Gregg, Cecilia Marie, Ed.D.  University of Phoenix. 2009: 186 pages; 3393496.
176.
Teachers' Preferences in Selecting Senior High School Principals in New York Public Schools: A Discrete Choice Experiment
by Guzzone, Paul Martin, Ed.D.  Long Island University, C. W. Post Center. 2019: 309 pages; 13425638.
179.
Factors that motivate faculty to participate in professional development activities
by Lian, Xiaoyu, Ed.D.  California State University, Fullerton. 2014: 213 pages; 3581491.
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