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Title: Someday We'll All Be Free

Title: Somewhere That’s Green

Title: Songwriting as a medium to explore the supervisory relationship in hospice music therapy
Abstract: This thesis is a culmination of an Arts-Informed Cohort-Pair Narrative Inquiry that focused upon the experiences of a supervisor and a supervisee within their supervisory relationship. Over the course of a six-month music therapy internship, the supervisor and superv...
Show moreThis thesis is a culmination of an Arts-Informed Cohort-Pair Narrative Inquiry that focused upon the experiences of a supervisor and a supervisee within their supervisory relationship. Over the course of a six-month music therapy internship, the supervisor and supervisee participants each submitted a monthly song and a written reflection to the researcher describing their experiences. The songs, in which the music and the lyrics were considered data, were analyzed through phases of thematic analysis. At the midpoint of the internship, the researcher facilitated a joint song writing experience. Findings showed that the supervisory relationship was impacted by external, intrapersonal, and interpersonal factors. Themes concerning external factors included the availability of external support systems and the overall work environment. In terms of intrapersonal factors, themes included energy, emotions, and self-awareness. Interpersonal factors included themes regarding factors that impacted the working alliance and the development of rapport. While these findings align with and support previous literature, the findings revealed that songwriting organically included reflexivity regarding many of the foundational aspects of the supervisory relationship.
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Year Issued: 2022

Author: Phair, Kelly
Sub-title: Supervisor and supervisee perspectives

Title: Special education teacher and administrator perception of the teacher evaluation process in western Pennsylvania
Year Issued: 2022

Abstract: Teacher evaluations have long been used to increase teacher effectiveness and accountability in public schools. According to the literature, special education teachers have varied roles and responsibilities, the most crucial being improving the post-secondary outcome...
Show moreTeacher evaluations have long been used to increase teacher effectiveness and accountability in public schools. According to the literature, special education teachers have varied roles and responsibilities, the most crucial being improving the post-secondary outcomes for students with disabilities. With the number of students identified with disabilities increasing each year, it is more important than ever to develop the skills of marginal teachers and further develop those who are already proficient. This qualitative study investigates the perceptions of special education teachers and administrators in Western Pennsylvania regarding the evaluation process used by public school districts. Survey data were collected from five special education teachers and five administrators representing five different school districts in Western Pennsylvania. Data tools included the Teacher Evaluation Profile for Teachers and Administrators, followed by individual interviews via Zoom. The Teacher Evaluation Profile had Likert-type questions and open-ended responses. The Likert-type questions, open-ended responses, and subsequent interviews allowed special education teachers and administrators to reflect on their perception of the evaluation process in their district. This study demonstrated that special education teachers are more frustrated with the evaluation process. However, the administrators were reasonably satisfied with the process. They found that using Differentiated Supervision allowed special education teachers to take a more active role in their evaluation and subsequent professional development decisions. This study resulted in findings that support the need for additional professional development for teachers and administrators in evidence-based practices in special education classrooms and a more significant presence in the special education classroom by administrators.
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Author: White, Amanda

Title: Special education teacher job satisfaction
Abstract: Special Education Teacher (SET) job satisfaction and workplace commitment have long remained an elusive goal for many school communities and administrators. Workplace stress and burnout have burdened the role since its inception in 1975, leading to significantly more...
Show moreSpecial Education Teacher (SET) job satisfaction and workplace commitment have long remained an elusive goal for many school communities and administrators. Workplace stress and burnout have burdened the role since its inception in 1975, leading to significantly more turnover than in other teaching roles and, more generally, other fields. This turnover, and various efforts to fill SET roles with unqualified educators, negatively affect the learning and school success of over one million students with disabilities each year. This study sought to learn from the small percentage of individuals who choose to stay in the Special Education Teacher role for more than 10 years and report high job satisfaction as well as a sense of thriving at work. Utilizing a qualitative research approach, as well as positive deviance lens, this study sought to understand what school leaders may learn from highly satisfied SETs and which leadership practices and strategies may encourage SET job satisfaction. Furthermore, potential intersections between SET job satisfaction and positive organizational scholarship were examined, to best understand how the field of Positive Organizational Scholarship (POS) may, if at all, inform the role of special education administrator. The findings of this study extend beyond the intersection of POS and SET job satisfaction and suggest the addition Diversity, Equity and Inclusion initiatives into current conceptualizations of SET job satisfaction and retention.
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Year Issued: 2022

Author: Holden, Kerra
Sub-title: what can we learn from positive organizational scholarship and satisfied special educators

Title: Special educators' perspectives and experiences with workplace bullying
Year Issued: 2023

Abstract: The purpose of this study was to determine K-12 special educators’ perceptions and experiences with workplace bullying. Specifically, this study focused on the experiences of educators in PSEA’s Midwestern Region. Their perceptions and experiences are presented seque...
Show moreThe purpose of this study was to determine K-12 special educators’ perceptions and experiences with workplace bullying. Specifically, this study focused on the experiences of educators in PSEA’s Midwestern Region. Their perceptions and experiences are presented sequentially, through key cruces that evolved through the interview process. The participants in the study were five special educators, in various teaching positions, and at varying points in their careers. Each participant was interviewed for approximately 30 minutes via Zoom. This interview was a semi-structured format, discussing their experiences and perceptions of workplace bullying in their K-12 special education positions. The intention of this research was to gather perspectives of the participants about the growing phenomenon of workplace bullying, thus lending itself to a phenomenological research design. From each question in the interview the researcher extrapolated key cruces through multicyclic coding analysis. Creswell (2007) and Tracy (2013) suggest involving participants in the review process to ensure the accuracy and intentions of their interview responses. Therefore, following the interviews, each participant received an electronic copy of the transcribed interview and reviewed it for precision. This goal of this study is for participants’ voices to uncover potential connections or truths to help understand the phenomenon of workplace bullying. These findings may transfer to other occupations or fields also struggling with workplace bullying. The population sample is unique to my personal experience, but the overarching goal spreads further than K-12 special education departments. The combination of cruces revealed in Chapter IV, can be grouped into four key areas for the purpose of further discussion. These provide a solid foundation for understanding the participants responses concerning their experience and perceptions on workplace bullying. The four key areas are workplace environment and administrative applications, similarities and differences between special educators and general educators, experiences with workplace bullying and social structures in the workplace, and personal reflections participants wished to share. This study concludes that workplace bullying is occurring in all five participants districts in various formats. The participants are calling for administration to assist in creating a safe, productive, and positive work environment for all building members.
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Author: Pierson-Malenky, Kristin

Title: The Spencers Publicity Photograph (1994)
Year Created: 1994

Abstract: Digitized copy of the The Spencers Publicity Photograph (1994)
Sub-title: Xtremes Publicity Photograph Collection

Title: The Spencers Publicity Photograph (1996)
Year Created: 1996

Abstract: Digitized copy of the The Spencers Publicity Photograph (1996)
Sub-title: Xtremes Publicity Photograph Collection

Title: Spotts World Culture Building

Title: SRU Jazz Festival

Year Created: 2023
Featured Musician: Wycliffe Gordon

Title: Stinging Rain Publicity Photograph
Year Created: 1993

Abstract: Digitized copy of the Stinging Rain Publicity Photograph
Sub-title: Xtremes Publicity Photograph Collection

Title: Stone Romeo Publicity Photograph
Year Created: 1993

Abstract: Digitized copy of the Stone Romeo Publicity Photograph
Sub-title: Xtremes Publicity Photograph Collection

Title: Strain Safety Building

Sub-title: Strain Behavioral Science Building

Title: A survey approach to effects of work related stress among special education teachers
Year Issued: 2018

Abstract: Teacher stress studies suggest that teacher stress has become progressively heightened. Researchers have acknowledged that teachers are stressed, and in turn, there has been an increase in burnout and turnover within the field. Seemingly, even with the magnitude of a...
Show moreTeacher stress studies suggest that teacher stress has become progressively heightened. Researchers have acknowledged that teachers are stressed, and in turn, there has been an increase in burnout and turnover within the field. Seemingly, even with the magnitude of attention dedicated to preventing occupational stress, the prevalence is growing. In response, this study aimed to understand special education teachers and the stressors within their occupation. This study used a questionnaire using a Likert scale and opened ended questions to gain a better understanding of the stressors and overall well-being of special education teachers. The mixed methods approach allowed for a comprehensive look at 45 K-12 special education teachers within four school districts in Western Pennsylvania. The data was collected from April to May of 2018 and used the themes: (a) working conditions, (b) professional responsibilities, (c) student needs, and (d) student behavior to categorize the data. Data suggested that the working conditions and professional responsibilities provided the most stressors for special education teachers. The questionnaire also provided insight on an individual’s inability to differentiate between types of stressors. The implications of these findings for future research, professional development, and wellness education are discussed within this study.
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Author: Hall-Wirth, Jessica

Title: A Survey Approach to Effects of Work Relates Stress Among Special Education Teachers
Year Issued: 2018

Abstract: Teacher stress studies suggest that teacher stress has become progressively heightened. Researchers have acknowledged that teachers are stressed, and in turn, there has been an increase in burnout and turnover within the field. Seemingly, even with the magnitude of a...
Show moreTeacher stress studies suggest that teacher stress has become progressively heightened. Researchers have acknowledged that teachers are stressed, and in turn, there has been an increase in burnout and turnover within the field. Seemingly, even with the magnitude of attention dedicated to preventing occupational stress, the prevalence is growing. In response, this study aimed to understand special education teachers and the stressors within their occupation. This study used a questionnaire using a Likert scale and opened ended questions to gain a better understanding of the stressors and overall well-being of special education teachers. The mixed methods approach allowed for a comprehensive look at 45 K-12 special education teachers within four school districts in Western Pennsylvania. The data was collected from April to May of 2018 and used the themes: (a) working conditions, (b) professional responsibilities, (c) student needs, and (d) student behavior to categorize the data. Data suggested that the working conditions and professional responsibilities provided the most stressors for special education teachers. The questionnaire also provided insight on an individual’s inability to differentiate between types of stressors. The implications of these findings for future research, professional development, and wellness education are discussed within this study.
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Author: Jessica Hall-Wirth

Title: A survey of the experiences of Arab music therapists' academic and cultural adjustment in music therapy training
Abstract: The field of music therapy is currently working towards increasing cultural awareness, equity, social justice, and belongingness for the wide diversity of music therapists and the people we work with. Due to the Eurocentric approach to music therapy education and tra...
Show moreThe field of music therapy is currently working towards increasing cultural awareness, equity, social justice, and belongingness for the wide diversity of music therapists and the people we work with. Due to the Eurocentric approach to music therapy education and training, the Arab community is a cultural group that has minimal representation in the music therapy literature. Throughout the Arab world the music therapy profession could still be regarded as being in its infancy stage. With limited international higher education programs in music therapy, most people living within the Arab region must travel to study. Previous research in music therapy and other mental health professions have indicated that international programs have fallen short in their ability to support the needs of international students, instead assuming they will acculturate with ease, and provide minimal education and guidance on ways therapeutic interventions can be adapted in various cultural contexts. This research study utilized a mixed-methods approach within a constructivist paradigm that pulls from feminist theoretical perspectives to better understand the educational and cultural experiences of Arab music therapists through an anonymous online survey. The data was analyzed for common themes that emerged. Overall, a majority of respondents felt that their music therapy education and training experience did not meet all of their cultural needs. The researchers hope that the data gathered will be useful for other Arab international music therapy students, but more importantly, that it will help guide and inform music therapy programs globally in their efforts to better support the needs of Arab music therapy students.
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Year Issued: 2024

Author: Foster, Kristal
Sub-title: a mixed-methods analysis

Title: The Symphonic Wind Ensemble

Year Created: 2015

Title: The Symphonic Wind Ensemble

Year Created: 2015

Title: The Symphonic Wind Ensemble

Year Created: 2016

Title: The Symphonic Wind Ensemble

Year Created: 2016