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Walwik, Ted Interview AudioROCKvoices Oral History ProjectAudio recording of the interview of Ted Walwik conducted on October 16, 2008.
2008
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Walwik, Ted Interview TranscriptROCKvoices Oral History ProjectTranscript of the interview of Ted Walwik conducted on October 16, 2008.
2008
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Walwik, Ted Interview Video ClipROCKvoices Oral History ProjectVideo clip from the interview of Ted Walwik conducted on October 16, 2008.
2008
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Walwik, Theodore Interview AudioSlippery Rock University in the Sixties Oral History CollectionAudio recording of the interview of Theodore Walwik on April 1, 1991.
1991
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Watson, Emily Interview AudioQueens of Slippery Rock Oral History CollectionAudio recording of the interview of the 2006 Homecoming Queen Emily Watson.
2017
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Watson, Emily Interview TranscriptQueens of Slippery Rock Oral History CollectionTranscript of the interview of the 2006 Homecoming Queen Emily Watson.
2017
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Watson, Robert Interview AudioROCKvoices Oral History ProjectAudio recording of the interview of Robert Watson conducted on January 11, 2021.
2021
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Watson, Robert Interview TranscriptROCKvoices Oral History ProjectTranscript of the interview of Robert Watson conducted on January 11, 2021.
2021
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Watson, Robert Video ClipROCKvoices Oral History ProjectVideo clip of the interview of Robert Watson conducted on January 11, 2021.
2021
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Wheaton, Marie Interview AudioSlippery Rock University in the Sixties Oral History CollectionAudio recording of the interview of Marie Wheaton on November 2, 1994.
1994
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Why parents choose or do not choose cyberschools for their childrenParents and guardians have many options regarding the type of educational institution that their child can attend. The two most common options for school-aged children are a traditional brick-and-mortar school or a cyberschool. Since children come from diverse backgr...
Show moreParents and guardians have many options regarding the type of educational institution that their child can attend. The two most common options for school-aged children are a traditional brick-and-mortar school or a cyberschool. Since children come from diverse backgrounds, have individual needs, and learn differently, it is important for children and their parents and guardians to understand what each type of school has to offer so they can make an informed decision. This study aimed to understand the specific reasons why parents and guardians choose cyberschools for their children. Ten participants were asked to complete a survey and answer open-ended interview questions; answers were analyzed using Weiss’s 4 I’s framework to determine key factors of school choice. Furthermore, participant responses and collected enrollment data were analyzed to determine student enrollment trends over the past five years at six cyberschools in Pennsylvania. The findings of this study indicated that there are specific, but different, characteristics that both cyberschools and brick-and-mortar schools possess that influence parents and guardians choices regarding educational institutions. Based on this study some parents and guardians prefer the safety and teacher communication that cyberschools offer, and some parents and guardians prefer the extracurricular activities that brick-and-mortar schools offer. Additionally, this study analyzes if the Covid-19 pandemic persuaded parents and guardians to choose one type of school over the other. The data collected from this study can help parents and guardians make informed decisions, based on their children’s needs, to which type of schooling would be most beneficial to them. Additionally, data can help school administrators make changes within their school to help maintain or increase student enrollment by meeting a larger range of student needs.
Show less2023
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William B. Miller North Hall Fire AccountAccount of the 1937 North Hall Fire by William B. Miller
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Williams, Bill Interview AudioROCKvoices Oral History ProjectAudio recording of the interview of Bill Williams conducted on June 25, 2013.
2013
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Williams, Bill Interview TranscriptROCKvoices Oral History ProjectTranscript of the interview of Bill Williams conducted on June 25, 2013.
2013
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Williams, Bill Interview Video ClipROCKvoices Oral History ProjectVideo clip from the interview of Bill Williams conducted on June 25, 2013.
2013
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Wilma Carroll Publicity PhotographXtremes Publicity Photograph CollectionDigitized copy of the Wilma Carroll Publicity Photograph
1994
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Wind Ensemble Concert March 8, 2023
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wood, stone, brick and steelAn Architectural History of Slippery Rock UniversityThe Architectural History of Slippery Rock University was completed in conjunction with the inauguration of President G. Warren Smith as the 14th President of Slippery Rock University during winter commencement ceremonies on December 19, 1998. In 1999, a pictorial po...
Show moreThe Architectural History of Slippery Rock University was completed in conjunction with the inauguration of President G. Warren Smith as the 14th President of Slippery Rock University during winter commencement ceremonies on December 19, 1998. In 1999, a pictorial portion of this display was permanently installed in the lobby of Old Main.
Show less1999
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Woodling, Carl Interview AudioSlippery Rock University in the Sixties Oral History CollectionAudio recording of the interview of Carl Woodling on July 29, 1991.
1991
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Woodling, Carl Interview TranscriptSlippery Rock University in the Sixties Oral History CollectionTranscript of the interview of Carl Woodling on July 29, 1991.
1991
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Workload ManageabilityExploring the Perceptions of School-Based Speech-Language PathologistsLegal reform measures and evidence-based referral processes significantly expanded speech-language pathologists’ scope of practice; however, contemporary research initiatives fail to directly address perceived challenges that arise as a result of workload inequities....
Show moreLegal reform measures and evidence-based referral processes significantly expanded speech-language pathologists’ scope of practice; however, contemporary research initiatives fail to directly address perceived challenges that arise as a result of workload inequities. Therefore, the purpose of this qualitative research study was to investigate speech-language pathologists’ perceptions of workload management within the public-school setting. The contents of this narrative systematically describe federal and state legislative actions pertaining to professional responsibilities and the conceptual frameworks that are often used to evaluate personal and job-related workload implications. A purposeful sampling approach allowed the co-investigator to assemble a team of eight school-based speech-language pathologists, currently employed in public-school districts located in Southwestern Pennsylvania, who met an explicit set of criteria relevant to the premise of the investigation. Participants were interviewed and data was analyzed utilizing descriptive coding followed by NVivo coding in order to identify major themes and patterns in regard to the following research questions: What workload responsibilities do school-based speech-language pathologists perceive as the most demanding? How do school-based speech-language pathologists describe the relationship between perceived workload demands and job performance? How do school-based speech-language pathologists view the impact of perceived workload demands on their body, mood, and/or behavior? Four major themes emerged from the data and indicate the following: SLPs have a clear understanding of the terms caseload and workload in regard to school-based speech and language support services; Workload obligations perceivably cause SLPs to encounter psychological and physical implications, including stress, anxiety, and frustration; Workload obligations perceivably impact SLPs’ ability to meaningfully provide therapeutic services; and the roles and responsibilities of school-based SLPs are perceivably misinterpreted and/or misunderstood by educational stakeholders, including administrators, teachers, and parents. Findings from this study may contribute to future professional development initiatives, caseload dissemination methods, and the growing body of literature related to the topic.
Show less2021
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Workload manageabilityexploring the perceptions of school-based speech-language pathologistsLegal reform measures and evidence-based referral processes significantly expanded speech-language pathologists’ scope of practice; however, contemporary research initiatives fail to directly address perceived challenges that arise as a result of workload inequities....
Show moreLegal reform measures and evidence-based referral processes significantly expanded speech-language pathologists’ scope of practice; however, contemporary research initiatives fail to directly address perceived challenges that arise as a result of workload inequities. Therefore, the purpose of this qualitative research study was to investigate speech-language pathologists’ perceptions of workload management within the public-school setting. The contents of this narrative systematically describe federal and state legislative actions pertaining to professional responsibilities and the conceptual frameworks that are often used to evaluate personal and job-related workload implications. A purposeful sampling approach allowed the co-investigator to assemble a team of eight school-based speech-language pathologists, currently employed in public-school districts located in Southwestern Pennsylvania, who met an explicit set of criteria relevant to the premise of the investigation. Participants were interviewed and data was analyzed utilizing descriptive coding followed by NVivo coding in order to identify major themes and patterns in regard to the following research questions: What workload responsibilities do school-based speech-language pathologists perceive as the most demanding? How do school-based speech-language pathologists describe the relationship between perceived workload demands and job performance? How do school-based speech-language pathologists view the impact of perceived workload demands on their body, mood, and/or behavior? Four major themes emerged from the data and indicate the following: SLPs have a clear understanding of the terms caseload and workload in regard to school-based speech and language support services; Workload obligations perceivably cause SLPs to encounter psychological and physical implications, including stress, anxiety, and frustration; Workload obligations perceivably impact SLPs’ ability to meaningfully provide therapeutic services; and the roles and responsibilities of school-based SLPs are perceivably misinterpreted and/or misunderstood by educational stakeholders, including administrators, teachers, and parents. Findings from this study may contribute to future professional development initiatives, caseload dissemination methods, and the growing body of literature related to the topic.
Show less2021
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Wright, Russell Interview AudioSlippery Rock University in the Sixties Oral History CollectionAudio recording of the interview of Russell Wright on August 16, 1992.
1992
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Wright, Russell Interview TranscriptSlippery Rock University in the Sixties Oral History CollectionTranscript of the interview of Russell Wright on August 16, 1992.
1992