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A Confirmatory Factor Analysis of a Measure of Preservice Teacher Knowledge, Skills and Dispositions
A Phenomenological Study: The Lived Experience of Teen Mothers Who Graduated From High School and Attended or Completed College
A Post-modern Teacher Educator: A Phenomenological Study of Teacher Educators with Significant Experiences in High-Needs, High-Minority Urban Schools
A Sense of Preparation: Perceptions of Alternative Licensure Teacher Candidates
A Study of the Attitudes of University of North Carolina Education Faculty Toward the Use of Computer-Based Simulation in Pre-service Teacher Education Methods Courses
DESIGNING AND IMPLEMENTING PROFESSIONAL DEVELOPMENT TO SUPPORT CRITICAL SCIENCE CONSCIOUSNESS AMONG SCIENCE EDUCATORS
DEVELOPING A FRAMEWORK FOR THRESHOLD CONCEPTS IN ELEMENTARY MATHEMATICS METHODS COURSES
Does practice make perfect? Evaluating the impact of deliberate practice and coaching in teacher training
Does ‘Working After Work’ Affect Teachers’ Confidence?   Examining Teacher Efficacy in a Professional Development Program
EFFECTS OF TEACHER DIVERSITY AND STUDENT-TEACHER RACIAL/ETHNIC MATCHING IN ELEMENTARY SCHOOLS ON EDUCATIONAL OUTCOMES
Experiences and Perceptions of Professional Development Facilitators In a Job-Embedded School Initiative
Experiencing the crux of agency and structure in urban education: On becoming a teacher educator
From Recall to Resolve: Supporting the Development of Culturally Responsive Preservice Teachers in a Language Arts Methods Course
How school leaders prioritize and allocate resources to improve teacher quality through teacher professional development: A multiple case study in suburban North Carolina
Into the Figured Worlds of First Grade Teachers: Perceptions and Enactments of Instructional Grouping and Differentiation for English Learners in New South Classroom Contexts
Loving and Leaving the Classroom: Contextualizing the Attrition of Black Women Teachers From Urban Schools
Navigating the Epistemological Rocky Waters of Mathematics Education: An Instrumental Multiple Case Study
QUALITY ASSURANCE AND RELIABILITY  OF THE NORTH CAROLINA TEACHER EVALUATION PROCESS FOR  EARLY CHILDHOOD EDUCATORS
Science as a critical method for deconstructing diversity discourse: Towards an anti-racist teacher education
Supporting communicative autonomy through academics: The effects of text-based listening comprehension strategy instruction on communicative turn-taking