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122.
Occupational Therapists of Color: Perceptions of the Academic Experience
by Lucas, Cheryl Burke, Ed.D.  Johnson & Wales University. 2017: 193 pages; 10276527.
123.
The impact of Black teacher mentors on White beginning teachers
by Moss, Wendi A., Ph.D.  Virginia Commonwealth University. 2013: 183 pages; 3560506.
124.
131.
Examining culturally responsive teaching practices in elementary classrooms
by Gorham, Jennifer Jones, Ph.D.  The University of North Carolina at Chapel Hill. 2013: 153 pages; 3562901.
132.
Experienced Teachers' Construals of the Teacher's Role Across the Historical Process
by Lemke, Joseph S., Ed.D.  Long Island University, C. W. Post Center. 2014: 302 pages; 3610432.
133.
"Don't lose you": Interrogating whiteness and deficit at a no excuses charter school
by Javier-Watson, Jason, Ed.D.  University of Pennsylvania. 2016: 236 pages; 10116304.
137.
Latino and Latina Urban Elementary Principals' Entry into Educational Administration
by Montano, Jose, Ed.D.  Loyola Marymount University. 2016: 204 pages; 10155613.
140.
Vignettes of scholars: A case study of black male students at a STEM early college high school
by Adams, Tempestt Richardson, Ph.D.  The University of North Carolina at Charlotte. 2016: 217 pages; 10111898.
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147.
An Examination of Vocabulary Acquisition by Kindergarten English Learners
by Matuszewski, Judith L., Ed.D.  Northern Illinois University. 2017: 274 pages; 10636857.
148.
Please Don’t Go: An Examination of Teacher Retention in High Needs Schools
by Rodriguez, Angela Carter, Ed.D.  California State University, Long Beach. 2019: 241 pages; 13895521.
149.
Elementary Charter School Teachers' Perceptions of Student Discipline on Academic Achievement
by Shelton, Simone, Ed.D.  Nova Southeastern University. 2018: 109 pages; 13865172.
150.
Assistant Principals and Reform: A Socialization Paradox?
by Best, Marguerita L., Ed.D.  The University of North Carolina at Chapel Hill. 2013: 158 pages; 3615151.
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