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242.
Teacher knowledge: An ideal typology
by Michaloski, Gordon Anthony, Ph.D.  University of Maryland, College Park. 2009: 236 pages; 3359409.
243.
Catholic Liberation Education: Implications for Msgr. Edward Pace High School
by Rodriguez, George Luis, D.Min.  Barry University. 2008: 271 pages; 3328116.
245.
Being heard: An evaluation of procedural theories of autonomy and their application to engaged pedagogy
by Osborne, Page, M.A.  California State University, Long Beach. 2012: 72 pages; 1522821.
246.
The Perceptions of Language Minority Parents Regarding Informed Consent in the Special Education Process
by Foster, Rebecca Lynn, Ed.D.  The George Washington University. 2016: 180 pages; 10149216.
248.
250.
From Traditional to Experiential Education: The Transformative Experience of Teachers
by Fridari, I Gusti Ayu Diah, Ph.D.  Sofia University. 2018: 187 pages; 10786007.
251.
Spiritual and religious diversity: Implications for counselor education programs
by Gough, Sharon R., Ph.D.  Walden University. 2009: 211 pages; 3396312.
253.
Global Education: Assets and Challenges for Global Competency in Catholic Schools
by Winkler Nguyen, Beate, Ed.D.  Loyola Marymount University. 2018: 244 pages; 10929796.
254.
Análisis historiográfico de la enseñanza de la psicología de la religión en Estados Unidos de Norte América: 1899–1927
by Lopez-Sierra, Hector E., Ph.D.  University of Puerto Rico, Rio Piedras (Puerto Rico). 2011: 199 pages; 3478460.
255.
Beginning in the midst of the world: Ethics, poetics and social change on an international stage
by Fontaine, Michael, Ed.D.  University of San Francisco. 2008: 169 pages; 3317691.
256.
Teacher Emotional Intelligence and Best Practices for Classroom Management
by Kelley Dixon, Juanita E., Ed.D.  Brandman University. 2018: 132 pages; 10973003.
257.
Exploring Adjunct Instructors' Decisions to Pursue Disciplinary Action for Plagiarism
by Kight, Deborah Wylie, Ed.D.  Grand Canyon University. 2018: 253 pages; 10747961.
258.
Stakeholders' Perceptions and Practice of Culturally Responsive Pedagogy in a Private School
by Franklin, Elizabeth Maria, Ed.D.  Lindenwood University. 2016: 231 pages; 10181201.
260.
Wesleyan ministerial study programs' relationship to ministerial effectiveness of Wesleyan pastoral leaders
by Hammond, Priscilla Bray, Ph.D.  Indiana Wesleyan University. 2016: 145 pages; 10129765.
262.
Student Discipline Strategies: Practitioner Perspectives
by Mancini, Joseph A., Ed.D.  Nova Southeastern University. 2017: 83 pages; 10637843.
264.
A textual analysis of the historical voices of African American women's transformative leadership
by Stephens, Christiane, Ed.D.  University of Redlands. 2010: 138 pages; 3422245.
267.
Student ownership of learning: An analysis
by Wiley, Justin, M.Ed.  University of Hawai'i at Manoa. 2009: 62 pages; 1471761.
268.
Holding Tight to the Tail of a Shooting Star: An Autoethnography of Unschooling as Just Education
by Purcell, William H., Ph.D.  The University of North Carolina at Greensboro. 2019: 317 pages; 27547537.
269.
Western myths of knowledge: Particles of stone and waves of elixir
by Linn, William Michael, II, Ph.D.  Pacifica Graduate Institute. 2015: 464 pages; 3702860.
270.
Illusion in the commonplace: Reinterpreting Ernst Gombrich's concept of illusion
by Auyer, Jonathan P., Ph.D.  State University of New York at Albany. 2013: 272 pages; 3565358.
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