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A Legal Analysis of the Involvement of School Resource Officers in Searches and Seizures in K-12 Public Schools
A Legal Analysis of the Effects of Morse V. Frederick on Student Speech in K-12 Education
How Intercollegiate Athletics Contributes to Institutional Viability and Culture: Small Private College Presidents’ Perspectives.
K-12 Principals' Perceptions of State and Local Wellness Policies
Educational Leadership Coaches' Development of Domain Specific Expertise: A Phenomenological Study
FACTORS THAT DETERMINE THE CAREER STABILITY OF ASSISTANT PRINCIPALS IN A LARGE URBAN SCHOOL DISTRICT IN THE SOUTHEAST
FACTORS THAT INFLUENCE BOARD MEMBERS IN THE SELECTION OF AN ARCHITECTURAL FIRM FOR NEW SCHOOL CONSTRUCTION AND/OR RENOVATION PROJECTS IN NORTH CAROLINA
A Study of Leadership Factors, Retention Strategies, and Retention Rates in Associate Degree Nursing Programs
A QUALITATIVE STUDY OF THE PERCEPTIONS OF BEGINNING PK–12 PUBLIC EDUCATION TEACHERS ON DEFINED BENEFIT RETIREMENT PLANS
An analysis of administrative spending across education organizational forms
AN EXAMINATION OF THE PERCEIVED RESOURCES AND DEMANDS OF NORTH CAROLINA ELEMENTARY SCHOOL PRINCIPALS
North Carolina High School Alternative School Administrators’ Perceptions of School Performance Measures
State-Led Virtual School Senior Leaders: An Exploratory Study
USING THE MULTIMEDIA STRATEGIES OF LEARNER-GENERATED DRAWING AND PEER DISCUSSION TO RETAIN TERMINOLOGY IN SECONDARY EDUCATION SCIENCE CLASSROOMS
THE DEVELOPMENT OF A COMPARATIVE APPRAISAL OF PERCEIVED RESOURCES AND DEMANDS FOR PRINCIPALS
The Development and Validation of an Intercultural Competencies Assessment Instrument for K-12 Educators
Motivational Factors Affecting Black Male Principals in Rural North Carolina
SUSPENSION RATES FOR STUDENTS OF COLOR IN RELATION TO THE PRESENCE OF SCHOOL RESOURCE OFFICERS IN THREE PUBLIC SCHOOL DISTRICTS IN THE SOUTHEASTERN UNITED STATES
High School Success: An Effective Intervention for Achievement and Dropout Prevention
Why Some Stay When So Many Leave: A Phenomenological Study on Why Teachers Remain in Low-Income, High-Minority Schools