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213.
First grade teachers' perceptions of and expectations for ELL students
by Couch, Marsha, Ed.D.  Walden University. 2010: 184 pages; 3396309.
214.
A case study of an early childhood minority teacher and how she formed her professional identity
by Al-Khatib, Amal Jamal, Ph.D.  Kent State University. 2013: 284 pages; 3618938.
215.
Dual Language Teachers: Personal and Professional Testimonios
by Murillo, Rosamaria, Ed.D.  California State University, Fullerton. 2018: 159 pages; 10978425.
222.
Teachers' Use of Instructional Moves During Technology-Based Mathematical Activities
by Miller, Susan B., Ph.D.  University of Colorado at Boulder. 2017: 319 pages; 10270262.
223.
Esteemicide: Countering the Legacy of Self-Esteem in Education
by Bergeron, Kenzo, Ed.D.  Loyola Marymount University. 2016: 204 pages; 10103330.
224.
Teacher collaborative leadership on behalf of access to technological literacy for English Language Learners
by Bernasconi, Natalie, Ed.D.  University of California, Santa Cruz. 2010: 190 pages; 3421267.
226.
228.
The extent of the use of data-driven instruction techniques in middle school instruction
by Dedman, Scheherazade, Ed.D.  Pepperdine University. 2014: 109 pages; 3665078.
229.
Coming alive: the relationship between color and spirituality
by Ferraro, Rosanna, M.T.P.  Institute of Transpersonal Psychology. 2012: 133 pages; 1511972.
231.
The impact of induction/mentoring on job satisfaction and retention of novice teachers
by Williams, Ingrid Rene'e, Ed.D.  Bowie State University. 2012: 152 pages; 3523552.
232.
Legitimate Voices: A Multi-Case Study of Trans and Non-Binary Singers in the Applied Voice Studio
by Sauerland, William R., Ed.D.C.T.  Teachers College, Columbia University. 2018: 280 pages; 10825714.
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236.
Color Field Painting in the Cultural Context of America
by Kajiya, Kenji, Ph.D.  New York University. 2014: 517 pages; 3614877.
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