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UNIVERSITY OF WASHINGTON
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Professional development for the underserved educator: Developing the paraeducator as an instructional resource
The use of a cognitive perspective to inform the revision of a professional growth teacher evaluation policy
Committed to Connected Learning: Exploring the Experience of Graduate Students Teaching Service-Learning Courses
An Empirical Study of the Conceptualization of Overall Organizational Justice and Its Relationship with Psychological Empowerment, Organizational Commitment and Turnover Intention in Higher Education
Instructional Decision-Making Authority and Job Satisfaction of Four-Year Faculty by Primary Job Activity, Percentage of Time Spent Teaching, and Academic Discipline
Overcoming Barriers to Faculty Engagement in Study Abroad
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