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AchieveNJ and Its Effects on Hiring Principals
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Contexts for Teacher Practice - (Re)Considering the Role of Context in Interventions in Early Childhood Teacher Engagement with New Approaches to Shared Book Reading
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New York State Middle Schools and Instructional Scheduling, Teaming and Common Planning - A Descriptive Study
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The Invisible Schism: Teachers’ and Administrators’ Differing Perceptions of Education Reforms
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Seeing Through Transparency in Education Reform - Illuminating the “Local”
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English in Public Primary Schools in Colombia - Achievements and Challenges Brought about by National Language Education Policies
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The Academic Achievement of Limited English Proficient (LEP) Youth in New and Established Immigrant States: Lessons from the National Assessment of Educational Progress (NAEP)
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English Language Education in Primary Schooling in Argentina - Special Issue - August 1, 2016
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The Teaching of English in Public Primary Schools in Mexico - More Heat than Light?
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North Dakota’s Experience with the Academy Model - A Successful Replication
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Walking the Walk - The Presence of Core Educational Leadership Standards in the Development and Implementation of Partnership Academies
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Changing from Traditional Practice to a New Model for Preparing Future Leaders
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District Liaison Involvement in Partnership Academies - Debra M. Gustafson and Nancy Kiltz
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Inspiring Confidence and Professional Growth in Leadership - Student Perspectives on University District Partnership Master’s Academies
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Revisiting Public School/University Partnerships for Formal Leadership Development - A Brief 30-Year Retrospective
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