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571.
572.
A Conceptual and Measurement Model of Student-Teacher Classroom Social Capital: An Exploration of Relationships
by Trahan, MayBelle N., D.Ed.  University of Louisiana at Lafayette. 2013: 307 pages; 3615296.
573.
Developing National Board Certified Teachers in North Carolina: A Journey from the Classroom to Leadership
by Bunch, Audrey Worrell, Ed.D.  The George Washington University. 2012: 226 pages; 3490743.
574.
An Examination of Factors that Impact Alternative Placement of Students in a Rural District in Southwest Louisiana
by Thibodeaux, Shirley Ann, D.E.  University of Louisiana at Lafayette. 2018: 133 pages; 13427109.
577.
578.
579.
The Relationships between Principals and Teachers: A Queer(er) Multifocal Study of the Neoliberal Policy Context
by Duarte, Bryan J., Ph.D.  The University of Texas at San Antonio. 2019: 160 pages; 13883823.
580.
Examining School Re-entry Culture through the Voices of Adjudicated Youth
by Williams, Karmin B., Ed.D.  Lewis and Clark College. 2018: 151 pages; 10790424.
582.
Teacher alienation: Reconceptualizing the educational work environment
by Soza, Jesse, Ed.D.  Loyola Marymount University. 2015: 225 pages; 3722942.
583.
The assessment of student learning outcomes at a California community college: Insight from faculty in a single department
by Creason, Paul Joseph, Ed.D.  California State University, Long Beach. 2015: 218 pages; 3705588.
585.
Traducción, adaptación y validación inicial de escala de auto-eficacia académica para estudiantes universitarios
by England Bayron, Carmen Milagros, Ed.D.  University of Puerto Rico, Rio Piedras (Puerto Rico). 2010: 190 pages; 3427301.
586.
587.
589.
Comparisons of subscoring methods in computerized adaptive testing: A simulation study
by Liu, Fu, Ph.D.  The University of North Carolina at Greensboro. 2015: 202 pages; 3745565.
591.
Teacher assessment of the impact of the data team process on core instructional practices
by Ahearn, Christopher J., Ed.D.  Northern Arizona University. 2012: 317 pages; 3509848.
593.
Considerations for Personalized Professional Learning at International Academy of South East Asia: A Gap Analysis
by Casey, Treena Louise, Ed.D.  University of Southern California. 2018: 181 pages; 10930140.
594.
Evaluating One Public School District's Teacher Evaluation Program and its Implementation: A Qualitative Case Study
by Raymond, Jillynne K., Ed.D.  Saint Mary's University of Minnesota. 2017: 269 pages; 10284435.
595.
596.
Critical pedagogy as an instructional leadership initiative in a small urban high school setting
by Gordon, Jake, Ed.D.  California State University, Long Beach. 2012: 205 pages; 3530675.
600.
Teacher Collaboration and Student Achievement
by Wimberley, Cordie E., Ed.D.  Lindenwood University. 2011: 125 pages; 3490620.
571 - 600 of 6660 displayed.
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