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271.
Parent and educator perspectives on issues related to the professionalism of teaching
by Matulic-Keller, Miryam, Ed.D.  State University of New York at Buffalo. 2011: 259 pages; 3475347.
276.
They Want a Black Face Not a Black Voice: The Professional Experiences of African American Women Middle-Level Managers
by Mitchell, Melanie L., Ed.D.  California State University, Long Beach. 2018: 216 pages; 10825031.
277.
Novice principals' perceptions of beginning principal support and induction
by Bodger, Cheryl L, Ed.D.  California State University, Long Beach. 2011: 196 pages; 3472519.
282.
Perceived Value of Professional Communities of Practice: A Case Study
by Carter, Elizabeth A., Ph.D.  Capella University. 2018: 132 pages; 10976458.
283.
Middle School Educators' Perceptions of Online Professional Development
by Theodocion, Kelley E., Ed.D.  Walden University. 2012: 160 pages; 3512074.
285.
Focusing Professional Development by Differentiating for Teachers
by Weber-Salgo, Amy, Ed.D.  Walden University. 2012: 218 pages; 3540364.
286.
Therapist Personal and Professional Experience as Predictors of Gestalt Therapy Contact Resistances
by Kayyali, Yousef John, Psy.D.  Adler School of Professional Psychology. 2018: 185 pages; 10936230.
288.
Cultivating a Personal Learning Network that Leads to Professional Change
by Stewart, Benjamin L., Ph.D.  Northcentral University. 2015: 189 pages; 3746019.
289.
290.
Who I am I must become: Sense of self of single, child-free professional women in the retirement transition
by Cabral, Barbara Ann, Ph.D.  California Institute of Integral Studies. 2014: 335 pages; 3680142.
291.
Program evaluation of a high school science professional learning community
by McLelland-Crawley, Rebecca, Ed.D.  Walden University. 2014: 180 pages; 3615014.
292.
Owning professional development: The power of teacher research
by Adams, Barbara Miller, Ph.D.  Iowa State University. 2009: 122 pages; 3355369.
295.
Involuntary commitment: A phenomenological examination of individuals diagnosed with schizophrenia
by Deilgat, Jaclyn Diane, Ph.D.  Pacifica Graduate Institute. 2014: 221 pages; 3633804.
296.
A phenomenological study of strategies to increase teachers' professional autonomy
by Spence, Johnna M., Ed.D.  University of Phoenix. 2012: 311 pages; 3537796.
300.
Professional development and teacher impacts: The NSF GK-12 experience
by Camasta, Susan Fullett, Ph.D.  Illinois Institute of Technology. 2012: 392 pages; 3536582.
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