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212.
The EastSide Café: A liberated learning zone
by Flores, David, M.A.  California State University, Long Beach. 2014: 121 pages; 1526906.
213.
Using social media to connect families and kindergarten classrooms
by Zywica, Jolene, Ph.D.  University of Pittsburgh. 2013: 245 pages; 3585542.
214.
A theory of value drivers: A grounded theory study
by Wendee, Paul M., D.B.A.  University of Phoenix. 2011: 312 pages; 3535532.
216.
Exploring the Habitus: A Phenomenological Study of Transformative Learning Processes
by Kennedy-Reid, Sherry K., Ed.D.  The George Washington University. 2012: 308 pages; 3502341.
217.
Developmentally Appropriate Practice and Preschool Teachers' Perceptions: Theory Versus Practice
by Alexander, Dorothy Jean, Ed.D.  Johnson & Wales University. 2014: 152 pages; 3621971.
220.
221.
Correlating Spirituality and Integration Theory Among NCAA Division I Athletes in the Northeast
by Anderson, Bobby L., D.Ed.  Indiana University of Pennsylvania. 2018: 214 pages; 10790418.
222.
How undergraduate students use social media technologies to support group project work
by McAliney, Peter J., Ph.D.  New York University. 2013: 235 pages; 3599884.
224.
An exploration of older adults' health literacy experiences: A grounded theory study
by Wilson, Kathleen, Ed.D.  University of Phoenix. 2010: 248 pages; 3436673.
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233.
Learning to Change, Changing to Learn: District Conditions for Organizational Learning
by Guthrie, Victor Anthony, Ed.D.  University of California, San Diego. 2011: 238 pages; 3488233.
235.
Video Games as Prosocial Playgrounds for Adolescents with ASD
by Rolston, Brittany, M.S.  Minot State University. 2019: 73 pages; 13883235.
236.
An historical analysis of the development of thinking in the principal writings of Malcolm Knowles
by Henry, George William, Ph.D.  Queensland University of Technology (Australia). 2009: 332 pages; 3388094.
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