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The Symphonic Wind Ensemble
Title
The Symphonic Wind Ensemble
Year Created
2015
The Symphonic Wind Ensemble
Title
The Symphonic Wind Ensemble
Year Created
2015
The Symphonic Wind Ensemble
Title
The Symphonic Wind Ensemble
Year Created
2016
The Symphonic Wind Ensemble
Title
The Symphonic Wind Ensemble
Year Created
2016
The Symphonic Wind Ensemble
Title
The Symphonic Wind Ensemble
Year Created
2016
The Symphonic Wind Ensemble
Title
The Symphonic Wind Ensemble
Year Created
2016
Featured Music Group
Maniacal 4
The Symphonic Wind Ensemble
Title
The Symphonic Wind Ensemble
Year Created
2017
Sub-title
Music Major for a Day Preview Concert
The Symphonic Wind Ensemble
Title
The Symphonic Wind Ensemble
Year Created
2017
The Symphonic Wind Ensemble
Title
The Symphonic Wind Ensemble
Year Created
2017
The Symphonic Wind Ensemble
Title
The Symphonic Wind Ensemble
Year Created
2017
Taylor, David Interview Audio
Title
Taylor, David Interview Audio
Year Created
2015
Abstract
Audio recording of the interview of David Taylor conducted on November 20, 2015.
Sub-title
ROCKvoices Oral History Project
Taylor, David Interview Transcript
Title
Taylor, David Interview Transcript
Year Created
2015
Abstract
Transcript of the interview of David Taylor conducted on November 20, 2015.
Sub-title
ROCKvoices Oral History Project
Taylor, David Interview Video Clip
Title
Taylor, David Interview Video Clip
Year Created
2015
Abstract
Video clip from the interview of David Taylor conducted on November 20, 2015.
Sub-title
ROCKvoices Oral History Project
TC Smith Publicity Photograph
Title
TC Smith Publicity Photograph
Year Created
1992
Abstract
Digitized copy of the TC Smith Publicity Photograph
Sub-title
Xtremes Publicity Photograph Collection
Teacher preparedness for educating students with emotional disturbances within the inclusive setting
Title
Teacher preparedness for educating students with emotional disturbances within the inclusive setting
Year Issued
2022
Abstract
Approximately fourteen percent or 6.7 million school age children in the United States have a disability. Of those fourteen percent of students, it is estimated that 335,000 or five percent of those students qualify under the criteria of emotional disturbance (Nation...
Show moreApproximately fourteen percent or 6.7 million school age children in the United States have a disability. Of those fourteen percent of students, it is estimated that 335,000 or five percent of those students qualify under the criteria of emotional disturbance (National Center for Education Statistics (NCES), 2020). Many of these students are included with general education peers and taught by general education teachers. While the teachers strive to implement supports and services to provide an equitable education, it appears that teachers do not enter the field with foundational knowledge or practice. Research has focused on pre-service teacher programs as well as preparedness of teachers to work with students of specific disabilities such as autism spectrum disorder and students who are deaf or hard of hearing. Other research has focused on teacher's literacy in the field of mental health and awareness around mental health needs of students. This study aims to bridge the gap between these areas of research. The study design utilized an interview of twelve current general education teachers to gain information regarding teacher’s pre-service training and experience in supporting students with emotional disturbance within the inclusive setting. Information gained from this study can inform future programming for general educators to best support students with emotional disturbance in the inclusive setting.
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Author
Susan Stegman
Teachers' Attitudes Towards Inclusion and the Effect on Professional Development
Title
Teachers' Attitudes Towards Inclusion and the Effect on Professional Development
Abstract
Inclusive education has increased for students with disabilities within our public schools since the reauthorization of IDEA ( 1997). This change has resulted in a paradigm shift for both general and special education teachers. Research has shown the success of inclu...
Show moreInclusive education has increased for students with disabilities within our public schools since the reauthorization of IDEA ( 1997). This change has resulted in a paradigm shift for both general and special education teachers. Research has shown the success of inclusive education is impacted by many factors, one being the attitude of the teachers. Attitude is comprised of three components, Behavioral, Cognitive and Affective (Gregory & Noto, 2012). Understanding what component is a strength or an area that could use improvement will enable educational leaders to develop professional development and training opportunities to address their educators' gaps in attitude in regards to inclusive education. This study identified whether there was a relationship between teacher attitude about inclusion and their teaching assignment, level at which they teach and/or years of teaching experience. A survey was conducted resulting in 219 participants completing the necessary information to be included in the research, which included three demographic questions, as well as a nine item Likert scale questionnaire. General education teachers made up 69.90% of the participants, special education teachers made up 30.10%. Elementary educators were 58% of the respondents, secondary were 42%. Regarding years of teaching experiences for the participants, 7.3% had 0-3 years, 11.9% had 4-9 years and the largest majority of respondents, 80.80%, had ten years or more. After receiving the survey for this quantitative study, responses were analyzed using SPSS, descriptive statistics, Cronbach a, t-Tests, ANOVA and multiple linear regression. Findings of this study indicated general education teachers have a lower level of agreement than their special education colleagues in both the cognitive and affective components of attitude towards inclusion for students with disabilities. Results also indicated that teachers with more than ten years of teaching experience have lower cognitive agreement than those who have taught for fewer years. Lastly, the study showed there was no significant difference in regards to the three components based on the grade level teachers taught. From this study, recommendations for professional development and trainings, as well as future research, were addressed.
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Year Issued
2018
Author
Joyce A. Carr
Sub-title
Sub-Title test field.
Teachers' attitudes towards inclusion and the effect on professional development
Title
Teachers' attitudes towards inclusion and the effect on professional development
Year Issued
2018
Abstract
Inclusive education has increased for students with disabilities within our public schools since the reauthorization of IDEA ( 1997). This change has resulted in a paradigm shift for both general and special education teachers. Research has shown the success of inclu...
Show moreInclusive education has increased for students with disabilities within our public schools since the reauthorization of IDEA ( 1997). This change has resulted in a paradigm shift for both general and special education teachers. Research has shown the success of inclusive education is impacted by many factors, one being the attitude of the teachers. Attitude is comprised of three components, Behavioral, Cognitive and Affective (Gregory & Noto, 2012). Understanding what component is a strength or an area that could use improvement will enable educational leaders to develop professional development and training opportunities to address their educators' gaps in attitude in regards to inclusive education. This study identified whether there was a relationship between teacher attitude about inclusion and their teaching assignment, level at which they teach and/or years of teaching experience. A survey was conducted resulting in 219 participants completing the necessary information to be included in the research, which included three demographic questions, as well as a nine item Likert scale questionnaire. General education teachers made up 69.90% of the participants, special education teachers made up 30.10%. Elementary educators were 58% of the respondents, secondary were 42%. Regarding years of teaching experiences for the participants, 7.3% had 0-3 years, 11.9% had 4-9 years and the largest majority of respondents, 80.80%, had ten years or more. After receiving the survey for this quantitative study, responses were analyzed using SPSS, descriptive statistics, Cronbach a, t-Tests, ANOVA and multiple linear regression. Findings of this study indicated general education teachers have a lower level of agreement than their special education colleagues in both the cognitive and affective components of attitude towards inclusion for students with disabilities. Results also indicated that teachers with more than ten years of teaching experience have lower cognitive agreement than those who have taught for fewer years. Lastly, the study showed there was no significant difference in regards to the three components based on the grade level teachers taught. From this study, recommendations for professional development and trainings, as well as future research, were addressed.
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Author
Joyce A. Carr
Teachers' perceptions of successfully sustained PBIS programs
Title
Teachers' perceptions of successfully sustained PBIS programs
Year Issued
2022
Abstract
Positive Behavioral Interventions and Supports (PBIS) is a system of support that includes proactive interventions for defining, teaching, and supporting student behaviors to ensure a positive school atmosphere. PBIS programs are being implemented more and more and t...
Show morePositive Behavioral Interventions and Supports (PBIS) is a system of support that includes proactive interventions for defining, teaching, and supporting student behaviors to ensure a positive school atmosphere. PBIS programs are being implemented more and more and there is a large amount of research and literature about best practices when implementing these programs, but not as much on sustaining these programs. The purpose of this mixed methods study is to look at successfully sustained PBIS programs and to find commonalities from teacher perspectives on these programs. Finding these common trends will help other schools and districts being able to maintain their PBIS program after implementation. The data for this study was collected through teacher responses to open-ended questions on PBIS programs and ratings based on Likert-type questions on the importance and effectiveness of key PBIS program components. The school used for this study had been identified by the state of Pennsylvania as having sustained fidelity with their PBIS program. Themes that emerged from this research were the importance of adapting programs, staff buy-in, the use of data, teacher training and professional development, administrative support, and the token economy. These findings show the need to continually make changes to programs over time, the proper use of data, continued professional development, and the importance of funding to sustain PBIS programs.
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Author
Pfeiffer, Nathan
Teresa Publicity Photograph
Title
Teresa Publicity Photograph
Year Created
1993
Abstract
Digitized copy of the Teresa Publicity Photograph
Sub-title
Xtremes Publicity Photograph Collection
Theories of the Old School Publicity Photograph
Title
Theories of the Old School Publicity Photograph
Year Created
1992
Abstract
Digitized copy of the Theories of the Old School Publicity Photograph
Sub-title
Xtremes Publicity Photograph Collection