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The Promotion of Teacher Agency in New York State's Teacher Evaluation Policies: A Critical Discourse Analysis
by Waite, Lawrence T., Ph.D.  State University of New York at Albany. 2018: 369 pages; 13419527.
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The Phenomenon of Novice Teacher Resiliency in At-Risk Elementary Schools
by Calams, D'Ann C., Ed.D.  Walden University. 2015: 255 pages; 3719030.
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An effective model of developing teacher leaders in STEM education
by Sublette, Heidi, Ed.D.  Pepperdine University. 2013: 176 pages; 3600294.
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Evaluation of the Impact of Effective Mentoring on Teacher Retention
by Benson-Jaja, Lily, Ed.D.  Nova Southeastern University. 2010: 184 pages; 3463468.
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Coping as a mediator of the relation between teacher perceived stress and teacher-student relationships
by Chon, Joo Yeon, Ph.D.  The University of North Carolina at Chapel Hill. 2012: 85 pages; 3512607.
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Teacher knowledge: An ideal typology
by Michaloski, Gordon Anthony, Ph.D.  University of Maryland, College Park. 2009: 236 pages; 3359409.
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Teacher quality and teaching quality of 7th-grade Algebra I honors teachers
by Perez, Barbara, Ph.D.  Florida Atlantic University. 2013: 279 pages; 3571434.
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A Multi-case Study of a Problem-based Learning Approach to Teacher Professional Development
by Jacobsen, Michaela, Ed.D.  Pepperdine University. 2019: 220 pages; 22589729.
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Correlates of closeness and conflict in early elementary teacher -student relationships
by Wolfson, Mary M., Ph.D.  University of Pittsburgh. 2009: 91 pages; 3375245.
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The revelation of teacher identity in the process of the “descriptive review of a child”
by Horne, Deven, Ph.D.  State University of New York at Albany. 2011: 142 pages; 3482535.
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The relationship between perceived leadership styles of principals and teacher satisfaction
by Hamilton, Leroy, Jr., Ed.D.  University of Phoenix. 2007: 146 pages; 3300095.
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Educator perceptions of the optimal professional development experience
by Pettet, Kent Lloyd, Ph.D.  Indiana State University. 2013: 132 pages; 3604444.
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