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A Multiple Case Study on the Lived Experiences of Five Upper Elementary School Teachers Who Transitioned from Traditional Grading Practices to Standards-Based Grading Practices
An Investigation of Academic Resiliency among African-American Males in Secondary Schools
An Investigation of the Mental Health Literacy of High School Advanced Placement Teachers
Black Male Teachers' Perspectives and Experiences in North Carolina Secondary Public Schools
Building a Computing Identity: The Role of Middle School Computer Science Courses in Igniting Student Interest to Consider a Career in Software Development
CHARACTERISTICS AND SKILLS OF SUSTAINED LEADERS OF SUCCESSFUL PUBLIC CHARTER SCHOOLS IN NORTH CAROLINA
COOPERATING TEACHERS’ TRAINING, CHALLENGES, AND PERCEIVED READINESS TO HOST STUDENT TEACHERS
Caught in the Middle: Middle School Principals' Perceptions of Traditional And Standards-based Grading Practices
EXPANDING THE CONVERSATION AMONG SECONDARY EDUCATORS TOWARD A SHARED UNDERSTANDING OF STUDENT ENGAGEMENT
Experiences and Perceptions of Professional Development Facilitators In a Job-Embedded School Initiative
Exploring Secondary Classroom Engagement in Mathematics
Leading for Equity: Perceptions of How School Districts Build the Capacity of Equity-Driven District Leaders
North Carolina High School Alternative School Administrators’ Perceptions of School Performance Measures
PRINCIPAL PERCEPTIONS OF THE EFFECTS OF PERSONALIZED LEARNING INSTRUCTION ON MIDDLE GRADES ENGLISH LANGUAGE ARTS EDUCATION
Service Learning: Social-Emotional Development and Civic-Engagement of Elementary School Students
Small Magnet High School Support Staff Experiences With Student Mental Health Needs
TEACHERS’ PERSPECTIVES OF THE PRINCIPALS’ INVITATIONAL LEADERSHIP BEHAVIORS, TEACHER JOB SATISFACTION AND PRINCIPAL EFFECTIVENESS IN HIGH-POVERTY RURAL ELEMENTARY SCHOOLS
The Balancing of the Artist-Teacher Dual Identity in K-12 Public School Visual Art Educators
The Effects of Prekindergarten on Kindergarten School Readiness as Measured by Reading Scores at Two Title I Schools
USING THE MULTIMEDIA STRATEGIES OF LEARNER-GENERATED DRAWING AND PEER DISCUSSION TO RETAIN TERMINOLOGY IN MIDDLE SCHOOL SECONDARY EDUCATION SCIENCE CLASSROOMS