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1.
Immigrant Gateway Type and Impacts on High Schools and Students: Evidence from Florida
by Salas Atwell, Meghan, Ph.D.  The George Washington University. 2011: 198 pages; 3460344.
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How do superintendents use the ISLLC standards to evaluate principals? Or do they?
by Glenewinkel, John R., Ed.D.  Washington State University. 2011: 121 pages; 3479177.
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Principals' Interpretation of ELL Policy
by Herr, Lauren McHugh, Ed.D.  The George Washington University. 2015: 249 pages; 3730763.
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An analysis of state policies connected with alternative school programs
by Bielefeld, William C.||||||Stubblefield, Anna||||||Templeton, Zach, Ed.D.  Saint Louis University. 2009: 273 pages; 3406215.
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Do School District Wellness Policies Matter to Address Childhood Obesity?
by Richards, Karin, Ph.D.  University of the Sciences in Philadelphia. 2016: 90 pages; 10585742.
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The examination of the implementation of the Second Step program in a public school system
by Pedraza, Lynn M., Ph.D.  University of South Florida. 2009: 195 pages; 3420638.
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An Analysis of Attendance Policies and High School Attendance Rates
by Brenner, Dawn Michelle, Ed.D.  Lindenwood University. 2011: 113 pages; 3453493.
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A Regression Study: Middle School Literacy Leadership Practices in Virginia
by Pinello, Craig S., Ed.D.  The George Washington University. 2015: 164 pages; 3669715.
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The implementation of restorative practices in an urban middle school
by Rasmussen, Katie, Ph.D.  Wayne State University. 2011: 291 pages; 3487380.
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Principal criteria for hiring teacher candidates
by MacKenzie, David Scott, Ph.D.  University of Colorado at Colorado Springs. 2011: 203 pages; 3487373.
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The impact of No Child Left Behind on principal leadership in public middle schools: A multiple case study
by Issa, Semeen Rahemtulla, Ed.D.  California State University, Fullerton. 2012: 180 pages; 3528607.
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Language Policy Relating to Linguistically Diverse Students in Higher Education
by Gambardella, Marisa Lauren, Ed.D.  Southern Connecticut State University. 2017: 208 pages; 10634717.
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