Lincoln Memorial University
Lincoln Memorial University, Duncan School of Law: Digital Commons @ LMU-DSOLNot a member yet
2832 research outputs found
Sort by
Sherman, William T. 6
No full textA carte-de-visite card of William Tecumseh Sherman, 1820-1891, a general in the Union Army during the American Civil War.https://digitalcommons.lmunet.edu/allmcdv/1457/thumbnail.jp
Sherman, William T. 7
No full textA carte-de-visite card of William Tecumseh Sherman, 1820-1891, a general in the Union Army during the American Civil War.https://digitalcommons.lmunet.edu/allmcdv/1458/thumbnail.jp
Shurtleff, Giles Waldo
No full textA carte-de-visite card of Giles Waldo Shurtleff, an officer for the Union during the American Civil War.https://digitalcommons.lmunet.edu/allmcdv/1466/thumbnail.jp
Tennessee science teachers’ views, challenges, and practices addressing scientific misinformation in the science classroom
Full text linkScientific misinformation was a major threat to society in the 2020s because individuals often made ill-informed decisions impacting their well-being and the well-being of others. Because of the unique nature of scientific misinformation, key stakeholders advocated for science education to incorporate skills associated with identifying scientific misinformation into science curricula. Despite the call for action, there was little extant research about how high school science teachers addressed and felt about addressing scientific misinformation. Therefore, the purpose of my interpretive qualitative study was to determine Tennessee high school science teachers’ views, challenges, and practices addressing scientific misinformation in the science classroom. I created and distributed a 15-item questionnaire to Tennessee high school science teachers in West, Middle, and East Tennessee. I obtained responses from 33 teachers. I conducted a follow-up interview with four of the questionnaire participants who indicated they had experience addressing scientific misinformation in the science classroom. Through my analysis of the questionnaire and interview items, I determined that Tennessee high school science teachers agreed on the importance of teaching students skills to detect scientific misinformation. However, Tennessee high school science teachers were not systematically incorporating lessons addressing scientific misinformation because they faced time limitations, testing concerns, and curricular restraints. Through this study, I provided valuable data about high school science teachers’ views, challenges, and practices addressing scientific misinformation, which should be used to inform the future of science education
East Tennessee general and special education high school teachers\u27 perceptions of co-teaching in core academic classrooms
Full text linkIn April 2023, Tennessee legislators implemented rigorous graduation requirements for all students, disabled and non-disabled, including Algebra II and Chemistry or Physics. The legislators created angst among school leaders and educators across the state due to the more rigorous graduation requirements and the lack of qualified math, science, and special education teachers to help meet those new requirements. I found a lack of research on guidance for educators in how to address the changing of Tennessee’s high school graduation requirements in 2023. I also found a lack of research on how to better instruct special education and general education high school students in East Tennessee co-taught classrooms. The purpose of this qualitative, interpretive study was to explore special education and general education teachers’ perceptions of co-teaching and the professional development of co-teaching in East Tennessee High School core academic classrooms. I based the research on Bandura’s (1977) theory of selfefficacy combined with Guskey’s (1994) theory of professional development. For this study, I sampled 12 participants, which included East Tennessee High School general and special education co-teachers in core academic classes through an online questionnaire; six of those participants also completed a semi-structured interview to deepen the study. After analyzing data, I found co-teachers lacked adequate professional development, pre-service coursework, co-planning time, and effective collaboration; however, overwhelmingly, general education and special education teachers agreed effective co-teaching led to student academic success. This was a foundational study as it could be used as a framework for future research in the co-teaching realm of education
Speed, Mrs. Joshua Fry (view #1, elderly)
No full textA carte-de-visite card of Fanny Henning Speed, 1820-1902, wife of Joshua Speed.https://digitalcommons.lmunet.edu/allmcdv/1479/thumbnail.jp
Thoreau, Henry David
No full textA carte-de-visite card of Henry David Thoreau, 1817-1862, an American essayist, poet, philosopher, and naturalist.https://digitalcommons.lmunet.edu/allmcdv/1503/thumbnail.jp
Washington, George
No full textA carte-de-visite card of George Washington, 1732-1799, Founding Father of the United States and first President of the United States.https://digitalcommons.lmunet.edu/allmcdv/1523/thumbnail.jp
Washington and Lincoln (Apotheosis) with Angels
No full textA carte-de-visite card of Washington and Lincoln (Apotheosis) with Angelshttps://digitalcommons.lmunet.edu/allmcdv/1527/thumbnail.jp
Watts, Robert Back
No full textThe back of a carte-de-visite card of Robert Watts, Jr., a member of the Union army during the American Civil War.https://digitalcommons.lmunet.edu/allmcdv/1537/thumbnail.jp