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Liberty University. School of Education. degree granting institution.

(2)

Apollo, Damian, author.

(1)

Aurora University. Leadership in Curriculum and Instruction, K-12 Learning. degree granting institution.

(1)

Biondo, Gerri Michelle, author.

(1)

Bradford, Melissa, author.

(1)

Briggs, Ebony Nicole, author.

(1)

Burbach, Jessica H., author.

(1)

California Institute of Integral Studies. Philosophy and Religion with a concentration on Philosophy, Cosmology, and Consciousness. degree granting institution.

(1)

California Institute of Integral Studies. Transformative Studies. degree granting institution.

(1)

Carlson, Ginger L., author.

(1)

Celoski, Michael J., author.

(1)

Clapp, Mary Jean, author.

(1)

Collins, Timothy Joseph, author.

(1)

Creighton University. Interdisciplinary Leadership. degree granting institution.

(1)

De Leon, Luis Fernando, author.

(1)

DePaul University. Education. degree granting institution.

(1)

Demma, Rachel, author.

(1)

Drexel University. Education (School of Education). degree granting institution.

(1)

Flynt, Anna Carrie, author.

(1)

Forbes, Nathan Jay, author.

(1)

Gardner-Webb University. Education. degree granting institution.

(1)

Griffin, Nichole L., author. (orcid)0000-0001-7792-5018

(1)

Gruber-Hine, Lora, author.

(1)

Hammonds, Carrol, author.

(1)

Henry, Lisa H., author.

(1)

Indiana State University. Educational Leadership, Administration, and Foundations. degree granting institution.

(1)

Indiana University. Education. degree granting institution.

(1)

Ireland, Kyle James, author. (orcid)0000-0001-6292-5613

(1)

Itow, Rebecca Chiyoko, author. (orcid)0000-0001-8847-5542

(1)

Jenkins, Debra Kaye, author.

(1)

Johnston-Jones, Anne, author.

(1)

Jumbo-Fitch, Rosanna, author.

(1)

Kaplan, Rebecca G., author. (orcid)0000-0002-0291-176X

(1)

Metz, Stephanie M., author.

(1)

Miller, Elizabeth Morgan, author.

(1)

Murdock, Sara, author.

(1)

Murua, Vanessa, author.

(1)

Newell, Mechele Antonette, author.

(1)

Nichols, T. Philip, author.

(1)

Nordstrom, Ingrid Jayne, author. (orcid)0000-0002-9251-3908

(1)

Northcentral University. School of Business and Technology Management. degree granting institution.

(1)

Northern Arizona University. Teaching and Learning. degree granting institution.

(1)

Northern Illinois University. Leadership, Educational Psychology and Foundations. degree granting institution.

(1)

Pearsall, Louis, author.

(1)

Penrod, Brandon Heath, author.

(1)

Pete, Shandin Hashkeh, author.

(1)

Portland State University. Education. degree granting institution.

(1)

Raspanti, Tarra Elizabeth, author.

(1)

Regis College. Education. degree granting institution.

(1)

Robert Morris University. degree granting institution.

(1)

Seton Hall University. Education Leadership, Management and Policy. degree granting institution.

(1)

Shadley, Matrisa Ann, author.

(1)

Stol, Talia Mieiam, author.

(1)

Syracuse University. Science Teaching. degree granting institution.

(1)

The University of Memphis. Education. degree granting institution.

(1)

The University of Memphis. Higher & Adult Education. degree granting institution.

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The University of North Dakota. Instructional Design and Technology. degree granting institution.

(1)

The University of Wisconsin - Milwaukee. English. degree granting institution.

(1)

The University of the Arts. Museum Education. degree granting institution.

(1)

Torgrimson, Sarah Jo, author.

(1)

Trevecca Nazarene University. Doctoral Studies. degree granting institution.

(1)

University of California, Los Angeles. Culture & Performance Studies 0378. degree granting institution.

(1)

University of California, Los Angeles. Education 0249. degree granting institution.

(1)

University of California, Los Angeles. Education. degree granting institution.

(1)

University of Colorado at Boulder. Education. degree granting institution.

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University of Kansas. Educational Leadership and Policy Studies. degree granting institution.

(1)

University of Montana. Curriculum & Instruction. degree granting institution.

(1)

University of Pennsylvania. Education. degree granting institution.

(1)

University of Pennsylvania. Educational and Organizational Leadership. degree granting institution.

(1)

University of Southern California. Education. degree granting institution.

(1)

University of West Georgia. School Improvement. degree granting institution.

(1)

Western Connecticut State University. Education and Educational Psychology. degree granting institution.

(1)

Yale University. Yale School of Medicine. degree granting institution.

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Teacher education.

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Educational leadership.

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Educational psychology.

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Educational administration.

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Educational evaluation.

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Educational philosophy.

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Educational technology.

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Native American studies.

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Secondary education.

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Adult education.

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Business education.

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Cultural anthropology.

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Curriculum development.

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Developmental psychology.

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Early childhood education.

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Education finance.

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Education policy.

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Educational sociology.

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English as a second language.

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Hispanic American studies.

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Instructional design.

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Mathematics education.

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Middle school education.

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Cover image for Perceptions of the Role of Connection and Identity in Creating a Positive School Experience

Perceptions of the Role of Connection and Identity in Creating a Positive School Experience

13.

Perceptions of the Role of Connection and Identity in Creating a Positive School Experience

by

Johnston-Jones, Anne, author.

http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10751650

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Excerpt:

. Our schools need to reflect this reality and become places that value and foster the human elements of

Cover image for Tennessee ESL Teachers' Self-efficacy: A Predictive Correlational Study

Tennessee ESL Teachers' Self-efficacy: A Predictive Correlational Study

14.

Tennessee ESL Teachers' Self-efficacy: A Predictive Correlational Study

by

Flynt, Anna Carrie, author.

http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10751347

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Excerpt:

predictive value. The conclusion drawn from this study is that Tennessee, and perhaps other ESL teachers in

Cover image for School Finance in Indiana: Predicting Referendum Success in K-12 Public School Districts

School Finance in Indiana: Predicting Referendum Success in K-12 Public School Districts

15.

School Finance in Indiana: Predicting Referendum Success in K-12 Public School Districts

by

Penrod, Brandon Heath, author.

http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10788343

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Excerpt:

study model to be a good model with a significance value of .53. Inferential statistics also showed that

Cover image for School Culture Survey Constructs and Student Achievement Relationships in Title I K-8 Schools

School Culture Survey Constructs and Student Achievement Relationships in Title I K-8 Schools

16.

School Culture Survey Constructs and Student Achievement Relationships in Title I K-8 Schools

by

Hammonds, Carrol, author.

http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10813461

Format:

Excerpt:

student achievement. Both constructs had a p value of 0.00, which means a significant relationship exists

Cover image for Parting a Read Sea of Images: An Exploration of Field Dependent-Independent Responses to Minimalist, Pictographic and Infographic Data Displays

Parting a Read Sea of Images: An Exploration of Field Dependent-Independent Responses to Minimalist, Pictographic and Infographic Data Displays

17.

Parting a Read Sea of Images: An Exploration of Field Dependent-Independent Responses to Minimalist, Pictographic and Infographic Data Displays

by

Jenkins, Debra Kaye, author.

http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10815337

Format:

Excerpt:

perceived aesthetic efficacy, value and preference for minimalist information graphics, pictograms and

Cover image for Professional Development Is Not a Summer Job: Designing for Teacher Learning that Is Valuable and Valued

Professional Development Is Not a Summer Job: Designing for Teacher Learning that Is Valuable and Valued

18.

Professional Development Is Not a Summer Job: Designing for Teacher Learning that Is Valuable and Valued

by

Itow, Rebecca Chiyoko, author. (orcid)0000-0001-8847-5542

http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10826318

Format:

Excerpt:

that value teacher insight and relationship building in a pragmatic, sustainable fashion.

Cover image for Experiencing Success: A Hermeneutic Phenomenology of Successful Remedial Mathematics Students

Experiencing Success: A Hermeneutic Phenomenology of Successful Remedial Mathematics Students

19.

Experiencing Success: A Hermeneutic Phenomenology of Successful Remedial Mathematics Students

by

Ireland, Kyle James, author. (orcid)0000-0001-6292-5613

http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10810710

Format:

Excerpt:

individual task-value beliefs towards the course. A total of 10 participants were included to describe and

Cover image for Integrating Diné Culture and Language to Transform Construction Management Curriculum

Integrating Diné Culture and Language to Transform Construction Management Curriculum

20.

Integrating Diné Culture and Language to Transform Construction Management Curriculum

by

Jumbo-Fitch, Rosanna, author.

http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10813142

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Excerpt:

critically needed ways; to value and validate local knowledge bases and construction expertise that best

Cover image for Improving Instructional Practice via Walkthrough Implementation: A Superintendent Centered Perspective

Improving Instructional Practice via Walkthrough Implementation: A Superintendent Centered Perspective

21.

Improving Instructional Practice via Walkthrough Implementation: A Superintendent Centered Perspective

by

Celoski, Michael J., author.

http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10813261

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Excerpt:

pertaining to the value of walkthrough implementation. Through the process of qualitative data analysis

Cover image for Becoming a Multicultural Teacher: Reflections on Responsibility in First-Year Writing

Becoming a Multicultural Teacher: Reflections on Responsibility in First-Year Writing

22.

Becoming a Multicultural Teacher: Reflections on Responsibility in First-Year Writing

by

Nordstrom, Ingrid Jayne, author. (orcid)0000-0002-9251-3908

http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10814619

Format:

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populations are trained to value writing from marginalized groups, recognize the intelligence that lies within

Cover image for Examining the Puente Program Through Group Dialogue and Shared Space: Engaging Stakeholders Using a Collaborative Inquiry Approach

Examining the Puente Program Through Group Dialogue and Shared Space: Engaging Stakeholders Using a Collaborative Inquiry Approach

23.

Examining the Puente Program Through Group Dialogue and Shared Space: Engaging Stakeholders Using a Collaborative Inquiry Approach

by

Murua, Vanessa, author.

http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10816328

Format:

Excerpt:

-based elements that value the contributions of Latino students, as opposed to the deficit-based models

Cover image for Using Assessment Feedback for Motivation Among Early Adolescents: A Grounded Theory Study

Using Assessment Feedback for Motivation Among Early Adolescents: A Grounded Theory Study

24.

Using Assessment Feedback for Motivation Among Early Adolescents: A Grounded Theory Study

by

Griffin, Nichole L., author. (orcid)0000-0001-7792-5018

http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10817661

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(SDT), and to a lesser degree expectancy-value theory (Wigfield & Eccles, 2000) and self

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