Below are the Ed.D. Dissertations from the Carter and Moyers' School of Education at Lincoln Memorial University. If you have any questions or concerns, please contact Sarah Senter or the LMU IR Team for assistance.

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Theses/Dissertations from 2019

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“Be Calm, Keep Calm”: A Study of Fourth-Grade Students’ Experiences of High-Stakes, Marcinda Asburry

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The Relationship Between Students' ACT Math Subscores and High School Math Course Completion in Tennessee, Jacob Carver

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Teachers' and Administrators' Perceptions of Departmentalization in Elementary Schools, Mary Day

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Boredom Proneness and Character Strengths Related to Academic Achievement in Adolescence, Bonnie Iannaccone

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Exploring Higher Order Thinking Strategies in Georgia's Top Performing Middle Schools, Karen Kister

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The Relationship Between the Supportive Principal Behavior Dimension and Teachers’ Perceptions of Self-Efficacy in Rural Schools, Elizabeth Lackey

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Academic Match and the Tennessee Promise: Rural High School Counselors’ Perspectives, Charles Painter

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Effects of Restorative Practices on Students with Disabilites: A Quantitative Study, Tammy Potter

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Teacher Perspectives of Their Implementation of Guided Reading Instruction, Kristi Presley

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The Effect of Comprehensive Instructional Program on Grades 3-8 Student Achievement, Marcia Shortt

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Examining Predictor Measures for Students' Testing in the International Baccalaureate Diploma Programme, Shannon Siebe

Theses/Dissertations from 2012

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An Analysis of Factors That Impact Secondary Science Outcomes in Tennessee, Suzanne Lawson South

Theses/Dissertations from 2011

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Principal and Teacher Perceptions of the Effectiveness of the Olweus Bullying Prevention Program, Carolyn Spears Daugherty

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Considering the Perspective of Emergency Management Professionals Regarding Radiological Response and School Resiliency, Ronald G. Edmond

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Leadership Traits, Tools, and Practices: Decision Making in a Crisis, Linda M. Murawski

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First Amendment Knowledge of Classroom Teachers, Gary L. Taft