- Title
- Journal of Scholarly Endeavor
- Year Created
- 2007
- Sub-title
- Vol. 7
- Title
- Journal of Scholarly Endeavor
- Year Created
- 2008
- Sub-title
- Vol. 8
- Title
- Journal of Scholarly Endeavor
- Year Created
- 2009
- Sub-title
- Vol. 9
- Title
- Journal of Scholarly Endeavor
- Year Created
- 2010
- Sub-title
- Vol. 10
- Title
- Journal of Scholarly Endeavor
- Year Created
- 2011
- Sub-title
- Vol. 11
- Title
- Journal of Scholarly Endeavor
- Year Created
- 2012
- Sub-title
- Vol. 12
- Title
- Journal of Scholarly Endeavor
- Year Created
- 2013
- Sub-title
- Vol. 13
- Title
- Journal of Scholarly Endeavor
- Year Created
- 2014
- Sub-title
- Vol. 14
- Title
- Journal of Scholarly Endeavor
- Year Created
- 2015
- Sub-title
- Vol. 15
- Title
- Journal of Scholarly Endeavor
- Year Created
- 2016
- Sub-title
- Vol. 16
- Title
- Journal of Scholarly Endeavor
- Year Created
- 2017
- Sub-title
- Vol. 17
- Title
- Journal of Scholarly Endeavor
- Year Created
- 2018
- Sub-title
- Vol, 18
- Title
- Journal of Scholarly Endeavor
- Year Created
- 2019
- Sub-title
- Vol. 19
- Title
- Journal of Scholarly Endeavor
- Year Created
- 2020
- Sub-title
- Vol. 20
- Title
- Journal of Scholarly Endeavor
- Year Created
- 2023
- Title
- Journal of Scholarly Endeavor
- Year Created
- 2024
- Title
- Journal of Scholarly Endeavor
- Abstract
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Slippery Rock University of Pennsylvania’s Symposium for Research and Scholarship, now the Symposium for Student Research, Scholarship and Creative Achievement, was created in 2001 to celebrate and share the scholarly achievements of the university community. Launche...
Show moreSlippery Rock University of Pennsylvania’s Symposium for Research and Scholarship, now the Symposium for Student Research, Scholarship and Creative Achievement, was created in 2001 to celebrate and share the scholarly achievements of the university community. Launched by Dr. Patrick A. Burkhart, the symposium and it’s Journal of Scholarly Endeavor were the result of a motion carried by the University Forum in May of 2000. The Journal of Scholarly Endeavor presents the abstracts of the annual Symposium, representing a broad collaboration of interests from across the institution. The journal was not published in 2021 or 2022.
Show less
- Title
- K-12 General educator and special educator knowledge and preparedness in special education law
- Year Issued
- 2024
- Abstract
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Together, the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act protect students with disabilities from discrimination and ensure that services are received in order to access the general education curriculum. K-12 general educatio...
Show moreTogether, the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act protect students with disabilities from discrimination and ensure that services are received in order to access the general education curriculum. K-12 general education teachers and special education teachers are among the most critical individuals in implementing the federal laws that protect students with disabilities in the school setting. Despite the shift to inclusive practices that is safeguarded by extensive procedures subject to litigation, past research has revealed a gap between educator knowledge and preparedness to implement special education law in the classroom. The purpose of the research was to answer the research questions, “What undergraduate preparation and professional development training do K-12 general educators and special educators receive regarding IDEA and Section 504 of the Rehabilitation Act, in one public school district?” and “To what extent are K-12 general education and special education teachers familiar with the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act, in one public school district?” To obtain this information, a qualitative study was conducted consisting of a 10-question open-ended survey which was distributed to 10 general education teachers and 10 special education teachers in one public school district. Survey data was analyzed using an open-coding method. Three major findings emerged from the data and were categorized into themes. Theme one concluded that educator’s obtain knowledge of IDEA and Section 504 mainly by means of professional development and through a district administrator. Secondly, educators identify the main components of IDEA as being FAPE, LRE, IEPs, and parental involvement. The tertiary theme revealed educator’s identify the main component of Section 504 to be protection from discrimination for students with disabilities. Findings suggest that teachers may receive more training and coursework geared towards The Individuals with Disabilities Education Act when compared to Section 504 of the Rehabilitation Act. Additionally, years of experience seemed to have little impact on knowledge and preparedness pertaining to special education federal law.
Show less - Author
- McBroom, Kelley
- Title
- Key factors contributing to the academic success of African American males with a disability
- Year Issued
- 2022
- Abstract
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There is a diversity of factors that negatively affect the academic success of African American males, from early childhood through adulthood; however, there are those African Americans males with disabilities that are beating the odds and are obtaining degrees at th...
Show moreThere is a diversity of factors that negatively affect the academic success of African American males, from early childhood through adulthood; however, there are those African Americans males with disabilities that are beating the odds and are obtaining degrees at the post-baccalaureate level. This qualitative case study, therefore, aims to identify key factors that contribute to the academic success of African American males with a disability who have attained master’s and earned doctoral degrees. Both purposive sampling and snowball sampling were employed to recruit participants for the study. Three African American males with a disability, one of whom has an earned doctoral degree one, an earned Master’s 'degree and one who is currently pursuing a doctoral degree, participated in the study. Specifically, the interview method was used to gather data as the study investigated an unexplored area in research that contrasts disability diagnosis, and academic success in a specific racial group at the master's degree and terminal degree levels. After data was gathered, the researcher relied heavily on content analysis. Findings from the study show that the factors which contributed to the academic success of African American males with a disability includes family support, resilience, faith/ spirituality, academic engagement, self-advocacy and a belief in ones’ ability to succeed no matter the circumstance. African American males with a disability faces a variety of challenges on their path to academic success, however they can achieve academic success despite all the challenges they face.
Show less - Author
- Nation, Lorna
- Title
- Language discourse in music therapy
- Abstract
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The following thesis is a culmination of an interpretative phenomenological analysis research study seeking to understand music therapists’ experiences of delivering music therapy services with a language interpreter. The purpose of this study has four main tenets: 1...
Show moreThe following thesis is a culmination of an interpretative phenomenological analysis research study seeking to understand music therapists’ experiences of delivering music therapy services with a language interpreter. The purpose of this study has four main tenets: 1) To understand the therapists’ experiences of delivering music therapy services with interpreters, 2) To fill the gap in the music therapy literature on working with interpreters, 3) To serve as a resource for music therapists delivering music therapy services with interpreters, and 4) To combat the systemic issues of access and equity within the music therapy field. Data was collected through one-on-one semi-structured interviews with 5 music therapists. Data was then transcribed, coded, and thematized, resulting in 40 themes and seven domains: 1) Ways of working with interpreters, 2) Benefits of working with interpreters, 3) Drawbacks of working with interpreters, 4) Music therapists’ feelings when working with interpreters, 5) Potential reasons for not working with interpreters, 6) Dangers of not working with interpreters, and 7) Considerations for music therapists working with interpreters. The findings indicate areas of growth and the need for increased education for music therapists when working with interpreters. Music therapists are also challenged to confront their own privileged stances on the issues of language and linguistic privilege within the U.S., as related to working with patients with limited English proficiency and from historically marginalized communities within music therapy.
Show less - Year Issued
- 2023
- Author
- Obermeier, Victoria
- Sub-title
- Therapists' experiences of delivering music therapy services with interpreters