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Papa, John Interview Audio
Title
Papa, John Interview Audio
Year Created
2023
Abstract
Audio recording of the interview of John Papa conducted on April 27, 2023.
Sub-title
ROCKvoices Oral History Project
Papa, John Interview Transcript
Title
Papa, John Interview Transcript
Year Created
2023
Abstract
Transcript of the interview of John Papa conducted on April 27, 2023.
Sub-title
ROCKvoices Oral History Project
Papa, John Interview Video Clip
Title
Papa, John Interview Video Clip
Year Created
2023
Abstract
Video clip from the interview of John Papa conducted on April 27, 2023.
Sub-title
ROCKvoices Oral History Project
Patterson, Edna Interview Audio
Title
Patterson, Edna Interview Audio
Year Created
1980
Abstract
Audio recording of the interview of Edna Patterson on September 30, 1980.
Sub-title
James Mennell Oral History Collection
Patterson Hall
Title
Patterson Hall
Payne, Ursula Interview Audio
Title
Payne, Ursula Interview Audio
Year Created
2024
Abstract
Audio recording of the interview of Ursula Payne conducted on February 3, 2024.
Sub-title
ROCKvoices Oral History Project
Payne, Ursula Interview Transcript
Title
Payne, Ursula Interview Transcript
Year Created
2024
Abstract
Transcript of the interview of Ursula Payne conducted on February 3, 2024.
Sub-title
ROCKvoices Oral History Project
Payne, Ursula Interview Video Clip
Title
Payne, Ursula Interview Video Clip
Year Created
2024
Abstract
Video clip from the interview of Ursula Payne conducted on February 3, 2024.
Sub-title
ROCKvoices Oral History Project
Pearl K Stoner Instructional Complex
Title
Pearl K Stoner Instructional Complex
Sub-title
East and West Gym
Perceived levels of burnout in public school SLPs
Title
Perceived levels of burnout in public school SLPs
Year Issued
2023
Abstract
School-based speech-language pathologists (SLPs) experience high caseloads and increasing demands on their time. Simultaneously, levels of burnout are increasing across many fields, including education. As burnout rates are increasing, so are the numbers of workers l...
Show moreSchool-based speech-language pathologists (SLPs) experience high caseloads and increasing demands on their time. Simultaneously, levels of burnout are increasing across many fields, including education. As burnout rates are increasing, so are the numbers of workers leaving specific fields. As of now, there are no studies that explore the level of burnout that school SLPs are facing. Therefore, the aim of this study was do determine these levels, identify the factors contributing to these feelings, and how they impact the potential for SLPs to leave the field. A qualitative study was completed via surveys sent to eligible school-based SLPs. The SLPs were asked to complete an open-ended survey, which would provide a snapshot of the lived experiences of the participants. The results showed that the SLPs that participated are experiencing similar situations, with similar constraints put on their time during work hours. All of the participants report experiencing at least one symptom of burnout, with many experiencing these feelings multiple times per week. The SLPs identified similar factors contributing to their feelings, as well as specific ways administrators could work to fix these problems. The results showed that, while SLPs are experiencing burnout, most are unlikely to leave the school-based sector at this time.
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Author
DeCarlo, Christy Olexa
Perceptions and pragmatics of therapy dog implementation in schools
Title
Perceptions and pragmatics of therapy dog implementation in schools
Year Issued
2022
Abstract
The benefits of the application of therapy dogs have been well documented. Studies related to therapy dogs have shown success in reducing stress and anxiety, improving behavior and self-esteem, increasing reading scores, promoting socialization and motivation, increa...
Show moreThe benefits of the application of therapy dogs have been well documented. Studies related to therapy dogs have shown success in reducing stress and anxiety, improving behavior and self-esteem, increasing reading scores, promoting socialization and motivation, increasing rates of de-escalation, and helping younger children develop empathy. Common concerns related to the use of therapy dogs have previously been documented. These concerns include child and animal welfare, animal hygiene, zoonotic disease, and fear or cultural differences. Concerns such as these may cause schools to deny the use of therapy dogs in their facilities. The purpose of this qualitative study was to determine what problems have manifested in schools and how they compare to concerns documented by previous studies. Staff in Pennsylvania schools were surveyed to identify what, if any, problems arose during the implementation of therapy dog programs within their districts, and whether staff perceptions changed after implementation. Results from this study can assist school stakeholders in decision-making and policy development related to therapy dog implementation. Despite problems that have manifested, including those specific to K-12 schools, staff perspectives of therapy dogs became more favorable after implementation.
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Author
Garchinsky, Janet
Percussion Ensemble and World Percussion Ensemble
Title
Percussion Ensemble and World Percussion Ensemble
Year Created
2022
Percussion Ensemble and World Percussion Ensemble
Title
Percussion Ensemble and World Percussion Ensemble
Year Created
2022
Percussion Ensemble and World Percussion Ensemble
Title
Percussion Ensemble and World Percussion Ensemble
Year Created
2023
Performance Programs
Title
Performance Programs
Performance Recordings
Title
Performance Recordings
Perspectives of Music Therapists Working with Sibling Pairs with at Least One who is Neurodivergent
Title
Perspectives of Music Therapists Working with Sibling Pairs with at Least One who is Neurodivergent
Year Issued
2024
Abstract
This thesis explored music therapists’ perceptions of the benefits and challenges of working within a sibling structure, with at least one sibling identifying as neurodivergent. This research adds to the literature by contributing the perspectives of music therapists...
Show moreThis thesis explored music therapists’ perceptions of the benefits and challenges of working within a sibling structure, with at least one sibling identifying as neurodivergent. This research adds to the literature by contributing the perspectives of music therapists that work within this framework. Data was analyzed from two participants who completed a semi-structured interview focused on their experiences engaging in this work. Five primary themes emerged in the data: 1) training, 2) goal work, 3) session space, 4) therapist role, and 5) family. Overall, both participants shared similar experiences with their clients. The findings showed that music therapy is beneficial when working with siblings. However, due to the lack of research and minimal research participants, more research needs to be conducted in order to fully support these findings.
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Author
Auty, Rebecca
Perspectives of special education teachers on students with disabilities in an inclusive setting
Title
Perspectives of special education teachers on students with disabilities in an inclusive setting
Abstract
In this study, the educational discussion focused on inclusion, methods for teaching in inclusive classrooms, and positive aspects of inclusion for academic growth. Also studied were the perspectives of special education teachers on students with disabilities in an i...
Show moreIn this study, the educational discussion focused on inclusion, methods for teaching in inclusive classrooms, and positive aspects of inclusion for academic growth. Also studied were the perspectives of special education teachers on students with disabilities in an inclusion setting. Inclusion in public school districts is a very debated and sensitive subject that has been controversial for many years. Inclusion denotes the education of students with disabilities and students that do not have disabilities in the same classroom setting. The data collected from this study was analyzed using measures of central tendency, specifically the mode and percentages and the chi-square test of independence. Data analysis was conducted to determine the perspectives of special education teachers on the controversy of inclusion practices for students with disabilities in two separate clusters, grades K-3 and 4-6, respectively. The qualitative analysis results revealed the presence of two main themes regarding teacher attitudes on inclusion: (a) Risks of inclusion are special education student lack of success, increased burden on teachers, and class disruptions; and (b) Inclusion can benefit all students. Results of the quantitative analysis revealed no statistically significant relationship between years spent in a special education environment and teacher inclusion attitudes. These results suggest that teachers’ views on inclusion are varied and are not significantly influenced by their years of experiences teaching in a special education environment. Recommendations for future research include changes to the study design and data collection techniques. Implications for positive social change include increased teacher confidence, diverse learning opportunities for all students, and the potential for a positive shift in societal beliefs about special education student capabilities and the benefits of inclusion.
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Year Issued
2021
Author
Ronald Steven Carlisle
Sub-title
A comparative analysis
Perspectives of special education teachers on students with disabilities in an inclusive setting
Title
Perspectives of special education teachers on students with disabilities in an inclusive setting
Abstract
In this study, the educational discussion focused on inclusion, methods for teaching in inclusive classrooms, and positive aspects of inclusion for academic growth. Also studied were the perspectives of special education teachers on students with disabilities in an i...
Show moreIn this study, the educational discussion focused on inclusion, methods for teaching in inclusive classrooms, and positive aspects of inclusion for academic growth. Also studied were the perspectives of special education teachers on students with disabilities in an inclusion setting. Inclusion in public school districts is a very debated and sensitive subject that has been controversial for many years. Inclusion denotes the education of students with disabilities and students that do not have disabilities in the same classroom setting. The data collected from this study was analyzed using measures of central tendency, specifically the mode and percentages and the chi-square test of independence. Data analysis was conducted to determine the perspectives of special education teachers on the controversy of inclusion practices for students with disabilities in two separate clusters, grades K-3 and 4-6, respectively. The qualitative analysis results revealed the presence of two main themes regarding teacher attitudes on inclusion: (a) Risks of inclusion are special education student lack of success, increased burden on teachers, and class disruptions; and (b) Inclusion can benefit all students. Results of the quantitative analysis revealed no statistically significant relationship between years spent in a special education environment and teacher inclusion attitudes. These results suggest that teachers’ views on inclusion are varied and are not significantly influenced by their years of experiences teaching in a special education environment. Recommendations for future research include changes to the study design and data collection techniques. Implications for positive social change include increased teacher confidence, diverse learning opportunities for all students, and the potential for a positive shift in societal beliefs about special education student capabilities and the benefits of inclusion.
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Year Issued
2021
Author
Carlisle, Ronald Steven
Sub-title
a comparative analysis
A phenomenological qualitative inquiry : assistive technology use or discontinued use in the school setting
Title
A phenomenological qualitative inquiry : assistive technology use or discontinued use in the school setting
Year Issued
2021
Abstract
This phenomenological qualitative inquiry was designed to explore the phenomenon of using assistive technology (AT) or putting AT “on the shelf” in the school setting. The purpose of this study was to identify factors involved in educators’ use or discontinued use AT...
Show moreThis phenomenological qualitative inquiry was designed to explore the phenomenon of using assistive technology (AT) or putting AT “on the shelf” in the school setting. The purpose of this study was to identify factors involved in educators’ use or discontinued use AT in the school setting. The researcher wanted to learn more about educator efficacy with implementing AT and interviewed 10 participants of various stakeholder roles in the AT decision-making process. Participants shared their insight through one of two options: a live interview or a written questionnaire. Key findings were generated through emergent themes from the sample’s responses. Findings indicated that participants used AT continuously when there was buy-in from IEP team members. AT was discontinued by this sample due to lack of buy-in and challenges with the technology. Further research stemming from this study includes the exploration of instructional coaching as an approach to support educators with the use of AT in the school setting.
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Author
Bittner, Kendra