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Dipple, Hazel Interview Audio
Title
Dipple, Hazel Interview Audio
Abstract
Audio recording of the interview of Hazel Dipple.
Sub-title
James Mennell Oral History Collection
Dispirito, Bob Interview Audio
Title
Dispirito, Bob Interview Audio
Year Created
2008
Abstract
Audio recording of the interview of Bob Dispirito conducted on October 2, 2008.
Sub-title
ROCKvoices Oral History Project
Dispirito, Bob Interview Transcript
Title
Dispirito, Bob Interview Transcript
Year Created
2008
Abstract
Transcript of the interview of Bob Dispirito conducted on October 2, 2008.
Sub-title
ROCKvoices Oral History Project
Dispirito, Bob Interview Video Clip
Title
Dispirito, Bob Interview Video Clip
Year Created
2008
Abstract
Video clip from the interview of Bob Dispirito conducted on October 2, 2008.
Sub-title
ROCKvoices Oral History Project
DiSpirito, Robert Interview Audio
Title
DiSpirito, Robert Interview Audio
Year Created
1991
Abstract
Audio recording of the interview of Robert DiSpirito on April 29, 1991.
Sub-title
Slippery Rock University in the Sixties Oral History Collection
DiSpirito, Robert Interview Transcript
Title
DiSpirito, Robert Interview Transcript
Year Created
1991
Abstract
Transcript of the interview of Robert DiSpirito on April 29, 1991.
Sub-title
Slippery Rock University in the Sixties Oral History Collection
Douglas, Tab Interview Audio
Title
Douglas, Tab Interview Audio
Year Created
1994
Abstract
Audio recording of the interview of Tab Douglas on November 2, 1994.
Sub-title
Baseball in Pennsylvania Oral History Collection
Douglas, Tab Interview Transcript
Title
Douglas, Tab Interview Transcript
Year Created
1994
Abstract
Transcript of the interview of Tab Douglas on November 2, 1994.
Sub-title
Baseball in Pennsylvania Oral History Collection
Dreyer, Diana Interview Audio
Title
Dreyer, Diana Interview Audio
Year Created
2008
Abstract
Audio recording of the interview of Diana Dreyer conducted on September 22, 2008.
Sub-title
ROCKvoices Oral History Project
Dreyer, Diana Interview Transcript
Title
Dreyer, Diana Interview Transcript
Year Created
2008
Abstract
Transcript of the interview of Diana Dreyer conducted on September 22, 2008.
Sub-title
ROCKvoices Oral History Project
Dreyer, Diana Interview Video Clip
Title
Dreyer, Diana Interview Video Clip
Year Created
2008
Abstract
Video clip from the interview of Diana Dreyer conducted on September 22, 2008.
Sub-title
ROCKvoices Oral History Project
Dub Squad Publicity Photograph
Title
Dub Squad Publicity Photograph
Year Created
1993
Abstract
Digitized copy of the Dub Squad Publicity Photograph
Sub-title
Xtremes Publicity Photograph Collection
Earth Tones Publicity Photograph
Title
Earth Tones Publicity Photograph
Year Created
1996
Abstract
Digitized copy of the Earth Tones Publicity Photograph
Sub-title
Xtremes Publicity Photograph Collection
Eaton, Albert Interview Audio
Title
Eaton, Albert Interview Audio
Abstract
Audio recording of the interview of Albert Eaton.
Sub-title
James Mennell Oral History Collection
Educating the severely disabled medically complex child
Title
Educating the severely disabled medically complex child
Abstract
This study examines the perspectives of parents who have children with severe and profound disabilities and medically complex conditions. Children have the right to a free and appropriate public education. However, when faced with extremely significant physical, cogn...
Show moreThis study examines the perspectives of parents who have children with severe and profound disabilities and medically complex conditions. Children have the right to a free and appropriate public education. However, when faced with extremely significant physical, cognitive, and medical deficits, quality of life plays a central role in determining the least restrictive environment for their education to take place. In this qualitative single case study research design, parent participants were interviewed to gain their perspective based on the conceptual framework that incorporates school options, barriers and resources, parent support, and quality of life. Data from interview transcripts were coded leveraging thematic analysis. Four major themes were found, and conclusions were developed by weaving evidence from the interviews and literature. Results revealed the importance of education, the importance of quality of life, giving the child what he or she needs, and finding the support needed to raise a child with severe and profound disabilities and medically complex conditions. These findings indicate that all stakeholders play a positive role in fostering more inclusive and equitable educational practices. This includes supporting educational programs, ensuring access to specialized schools or medical care, promoting social opportunities, advocating for vulnerable students, and acting with empathy, thereby shaping the policies and frameworks that guide special education.
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Year Issued
2024
Author
Grassmyer, Cassie
Sub-title
A case study on parent perspectives
Effective professional development implementation and the outcome on student progress
Title
Effective professional development implementation and the outcome on student progress
Year Issued
2023
Abstract
Professional development is a topic that has been researched in length. Researchers have spent time determining the most effective practices to increase student achievement. Although the research exists studies show professional development is still not consistently ...
Show moreProfessional development is a topic that has been researched in length. Researchers have spent time determining the most effective practices to increase student achievement. Although the research exists studies show professional development is still not consistently effective. Teacher’s views have been shown to contribute to the ineffectiveness of professional development practices. There is a need to determine what teachers’ opinions are as far as what professional development practices are useful for them within the classroom and what adaptations they make to these professional developments to use them in their classroom or with a particular group of students they serve. The study will be organized by the following central ideas: teachers’ views of professional development, teachers' views of professional development and the effect on student outcomes, what re-inventions participants made, and the effect re-inventions had on student outcomes. This study's purpose is to apply Roger’s Diffusion Theory to present professional development and determine student outcomes based on how the teacher views and re-invents professional development. The study uses mixed-method research to collect data and analyze results. The study results showed there was a positive correlation between re-invention and student outcomes. Based on the size of the sample, no conclusion on the effect of professional development on student outcomes could be made. The major theme of the study is the need for professionals to be adaptable and sustainable. The study highlights the need for the administration to have a plan of sustainability for each of the professional development trainings presented to teachers. Future research on the topic should be large-scale and include longitudinal studies.
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Author
Decker, Alison
Effectiveness of a summer intervention program on improving kindergarten readiness in at-risk students
Title
Effectiveness of a summer intervention program on improving kindergarten readiness in at-risk students
Year Issued
2021
Abstract
While a wealth of knowledge exists supporting the need for early intervention in improving kindergarten readiness, very few programs have offered an evidence-based solution to providing remediation for at-risk children demonstrating weak academic or social readiness ...
Show moreWhile a wealth of knowledge exists supporting the need for early intervention in improving kindergarten readiness, very few programs have offered an evidence-based solution to providing remediation for at-risk children demonstrating weak academic or social readiness skills during the kindergarten registration process. Often, children who are identifies as having weak readiness skills at kindergarten registration will need to wait until school begins in the fall to receive intervention, putting students further at-risk for school failure. The United Way of Mercer County’s Success By 6™ program offers a 6-week intervention for students identified during registration as having poor readiness skills. This study determined the effectiveness of Success By 6™ on improving both academic and social readiness skills deemed necessary for school success. A total of 216 students completed the Kindergarten Readiness Test at the beginning and the end of the program. Teachers also rated students’ social emotional learning using the Social Skills Improvement System Social Emotional Learning Progress Monitoring Scales. Results from paired sample t-tests indicated a statistically significant improvement in students’ academic readiness, t(215) = 16.58 p < .001, after completing the program. Students also made statistically significant gains in social emotional skills needed for kindergarten readiness, t(231) = 22.13, p < .001, after participating in the program. Both calculations revealed large effect sizes (d = 1.13 and 1.45, respectively). Implications of this research can effect social change at local, state, and federal levels in order to expand evidence-based practices in early childhood education.
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Author
Billak, Nicole
Effectiveness of inclusion in K-12 schools on students' academic performance
Title
Effectiveness of inclusion in K-12 schools on students' academic performance
Abstract
Students with disabilities are entitled to free appropriate public education in the least restrictive environment. With this mandate inclusionary practices are expected to be implemented into school districts nationwide. Inclusion is defined in many ways making it di...
Show moreStudents with disabilities are entitled to free appropriate public education in the least restrictive environment. With this mandate inclusionary practices are expected to be implemented into school districts nationwide. Inclusion is defined in many ways making it difficult for educators to effectively educated diverse students. The purpose of this qualitative descriptive study sought to understand how inclusion impacts the learning of all students. Twelve participants were used in this study that included general education teachers, special education teachers, and administrators. Semi-structured interviews were conducted which each participant. The results of this study conclude that many educators feel unprepared to educate diverse classrooms and uneducated on special education regulations. A recommendation for future research is to evaluate the effectiveness of teacher preparation programs. Finally, there is a need for more professional development and training in the area of special education for educators.
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Year Issued
2023
Author
Confair, Angela
Sub-title
a qualitative study
The effects of an interactive online learning platform on second-grade students' mathematics performance
Title
The effects of an interactive online learning platform on second-grade students' mathematics performance
Year Issued
2023
Abstract
As the effects of the COVID-19 pandemic continue to surface, educational deficits are the main concern for many educators across the United States. Research has spelled out various effects the global pandemic and remote learning has had on families, especially childr...
Show moreAs the effects of the COVID-19 pandemic continue to surface, educational deficits are the main concern for many educators across the United States. Research has spelled out various effects the global pandemic and remote learning has had on families, especially children and their academic progress. Regardless of the cause, educators are planning their approach on how to fill the educational gaps presented to them to ensure all students achieve academic success. While utilizing a single subject criterion changing quantitative methodology, the purpose of this study was to identify whether IXL Learning was a successful intervention for second-grade students demonstrating a need for remediation of place value skills, as measured by researcher-created, curriculum-based weekly assessments. Data shows a slight increase in weekly researcher-created, curriculum-based assessments centering around place value skills, a large number of exposed place value questions for each student, and a slight increase in place value scores. However, a general pattern of criterion shifting was not found while utilizing IXL Learning as an interventional practice. It is recommended that a blended educational approach with various components be utilized for instructing place value concepts at the second-grade level.
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Author
Swartzfager, Alyssa
Effects of an iPad as a prompting device on increasing independence skills in elementary students with autism spectrum disorder
Title
Effects of an iPad as a prompting device on increasing independence skills in elementary students with autism spectrum disorder
Year Issued
2017
Abstract
Students with autism spectrum disorder can experience challenges in acquiring the necessary adaptive skills to successfully transition out of high school. These challenges can prevent them from achieving independence, making them reliant on adults for everyday tasks ...
Show moreStudents with autism spectrum disorder can experience challenges in acquiring the necessary adaptive skills to successfully transition out of high school. These challenges can prevent them from achieving independence, making them reliant on adults for everyday tasks and having a restrictive impact on their level of involvement in their school and community. Current research is exploring the use of iPads as prompting tools on the acquisition of adaptive skills in individuals with autism spectrum disorder, specifically with individuals at the middle and high school level (Bouck, Savage, Meyer, Taber-Doughty, & Hunley, 2014; Gardner & Wolfe, 2015; Plavnick, Sam, Hume, & Odom, 2013). The purpose of this study was to determine the effectiveness of an iPad with the FileMaker app to promote independence skills by presenting daily living tasks through video and static picture prompting to third through sixth grade students with autism. A multiple probe design was utilized across three daily living skills and replicated across four participants to determine the effectiveness of an iPad with the FileMaker app as a prompting tool. Results indicate that participants could select a desired prompt type and that some participants could self-prompt through task steps for various skills without adult intervention. All participants were able to decrease the mean percentage of steps completed independently correct from the initial probe phase to the iPad intervention phase. In addition, participants were able to maintain high levels of performance in follow-up and maintenance probes.
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Author
Stephanie M. Hindman