Search Results241 to 260 of 710
Hicks, John Interview Transcript
Title
Hicks, John Interview Transcript
Year Created
2008
Abstract
Transcript of the interview of John Hicks conducted on July 23, 2008.
Sub-title
ROCKvoices Oral History Project
Hicks, John Interview Video Clip
Title
Hicks, John Interview Video Clip
Year Created
2008
Abstract
Video clip from the interview of John Hicks conducted on July 23, 2008.
Sub-title
ROCKvoices Oral History Project
Hill, Katie Interview Audio
Title
Hill, Katie Interview Audio
Year Created
2017
Abstract
Audio recording of the interview of the 2014 Homecoming Queen Katie Hill.
Sub-title
Queens of Slippery Rock Oral History Collection
Hill, Katie Interview Transcript
Title
Hill, Katie Interview Transcript
Year Created
2017
Abstract
Transcript of the interview of the 2014 Homecoming Queen Katie Hill.
Sub-title
Queens of Slippery Rock Oral History Collection
Hill, Tori Interview Audio
Title
Hill, Tori Interview Audio
Year Created
2017
Abstract
Audio recording of the interview of the 2016 Homecoming Queen Tori Hill.
Sub-title
Queens of Slippery Rock Oral History Collection
Hill, Tori Interview Transcript
Title
Hill, Tori Interview Transcript
Year Created
2017
Abstract
Transcript of the interview of the 2016 Homecoming Queen Tori Hill.
Sub-title
Queens of Slippery Rock Oral History Collection
Hillgrove, Bill Interview Audio
Title
Hillgrove, Bill Interview Audio
Year Created
1994
Abstract
Audio recording of the interview of Bill Hillgrove on October 20, 1994.
Sub-title
Baseball in Pennsylvania Oral History Collection
Hillgrove, Bill Interview Transcript
Title
Hillgrove, Bill Interview Transcript
Year Created
1994
Abstract
Transcript of the interview of Bill Hillgrove on October 20, 1994.
Sub-title
Baseball in Pennsylvania Oral History Collection
Identifying salient factors in the retention of special education teachers :
Title
Identifying salient factors in the retention of special education teachers :
Abstract
The purpose of this study was to determine the reasons why special education teachers continue to teach in their present special education positions for five years or longer. The factors that influence special education teachers to remain were identified and analyzed...
Show moreThe purpose of this study was to determine the reasons why special education teachers continue to teach in their present special education positions for five years or longer. The factors that influence special education teachers to remain were identified and analyzed. The study was a quantitative design including a survey and one open-ended question. Relational support factors and organizational factors were categorized into the survey questions from Billingley’s (2004) research. The participants included 90 special education teachers from Erie, Crawford and Warren counties. The survey and the open-ended question data were analyzed. The quantitative results indicated that there was a significant difference at a .05% probability level from the response data modes for relational support factors as compared to the organizational support factors. The three most common retention factors included enjoyment gained from job, ability to make a difference in the lives of students, and support of fellow special education teachers. Three themes emerged from the open-ended question: administrative support, helping students succeed and colleague support. The responses were more influential with the relational support factors than the organizational factors. This study should help administrators identify strategies to help retain special education teachers in their current special education teaching positions.
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Year Issued
2018
Author
Mary P. Nientimp
Sub-title
what makes them stay?
Imagining a post–intentional phenomenology of cisnormativity
Title
Imagining a post–intentional phenomenology of cisnormativity
Abstract
My original plan for this thesis project was to conduct a phenomenological study that focuses on how cisnormativity influences and emerges through a clinician’s development of micro-skills, especially those who are transgender, Two Spirit, and Intersex or otherwise n...
Show moreMy original plan for this thesis project was to conduct a phenomenological study that focuses on how cisnormativity influences and emerges through a clinician’s development of micro-skills, especially those who are transgender, Two Spirit, and Intersex or otherwise non-conforming to the colonial gender paradigm (TTSI+) (Lugones, 2007). However, I struggled to find any phenomenological or clinical consideration of cisnormativity as a phenomenon, and it is rarely articulated as a system immersed in white supremacist bio-essentialism. So, this thesis is a philosophical inquiry that is grounded in Vagle’s post-intentional phenomenological (PIP) paradigm (2018). This inquiry details: 1) how the PIP paradigm may nurture more nuanced investigation of bio-essentialist systems of oppression, 2) how critical phenomenological and post-structural concepts in may be utilized to attend to cisnormativity as a phenomenon that is a part of the imperialist white supremacist capitalist cisheteropatriarchy (hooks, 1997; Yancy & hooks, 2015), 3) the productions and provocations of cisnormativity that emerged through my research process, 4) how these findings connect to current music therapy and related care work literature, and 5) what research project ideas have emerged for future study. Overall, I assert cisnormativity affects everyone, not just TTSI+ people. It is urgently important to slow down and open up to ways cisheteropatriarchy emerges through our habits, through text, and through theoretical frameworks, and to ways we may retroactively and proactively shift these dynamics. I hope my work enables all to nurture their reflexivity and resistance to bio-essentialist oppression through attending to relationships and holding consideration for the more-than-visual.
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Year Issued
2023
Author
Inmon, Braedyn D'mitri
Sub-title
A philosophical inquiry
The impact of discontinue criteria on potential gifted students' scores on the Wechsler Intelligence Scale for Children - fifth edition
Title
The impact of discontinue criteria on potential gifted students' scores on the Wechsler Intelligence Scale for Children - fifth edition
Year Issued
2021
Abstract
Gifted identification varies across the United States between states, districts, and school psychologists. Although multiple measures of cognitive ability exist, one of the most popular tools is the Wechsler Intelligence Scale for Children- Fifth Edition, published i...
Show moreGifted identification varies across the United States between states, districts, and school psychologists. Although multiple measures of cognitive ability exist, one of the most popular tools is the Wechsler Intelligence Scale for Children- Fifth Edition, published in 2014. This standardized assessment measures cognitive abilities and is now in its fifth edition. The most notable difference is the use of five primary index scales, rather than four, that combine to yield a Full Scale IQ score. Another change is that the discontinue criteria are shorter for a few subtests within the measure. Although this leads to a shorter test administration time, many gifted advocates believe that this shortened discontinue criteria may underestimate gifted students' abilities by not allowing them to demonstrate knowledge beyond those three missed items (National Association for Gifted Children, 2018; Silverman and Gilman, 2020). The purpose of this study is to begin to explore how those shortened discontinue criteria on the Verbal Comprehension Index may or may not impact potentially gifted students’ scores and moreover, gifted eligibility. Understanding how these shortened discontinue criteria may or may not impact scores will help to guide districts and school psychologists into proper identification methods and criteria and a further understanding of the Verbal Comprehension Index on the WISC-V. This study will focus on the following questions: How do shortened discontinue criteria impact potential gifted students' scores on the Similarities subtest? How do shortened discontinue criteria impact potential gifted students' scores on the Vocabulary subtest? With limited verbal subtests, how does the WISC-V's shortened discontinue criteria impact potential gifted scores on the Verbal Comprehension Index? How do these discontinue criteria impact how school psychologists and schools determine eligibility?
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Author
Iera, Dana
The Importance of Employability Skills for Students with Disabilities
Title
The Importance of Employability Skills for Students with Disabilities
Abstract
A misalignment exists between instruction provided in schools for students with disabilities preparing for employment and the employers’ expectations for entry-level employees. Task-related social behaviors are one set of necessary skills individuals with and without...
Show moreA misalignment exists between instruction provided in schools for students with disabilities preparing for employment and the employers’ expectations for entry-level employees. Task-related social behaviors are one set of necessary skills individuals with and without disabilities need to maintain employment. This study compared descriptions of task-related social behaviors provided by employers’ and educators’ through an online survey. Additionally, employers’ and educators’ importance ratings for the same task-related social behaviors were analyzed. Results show employers and educators agree on descriptions and importance ratings for some of the task-related social behaviors included in this study and have differing opinions for others. An employee that can exhibit appropriate task-related social behaviors will strengthen coworker relationships, demonstrate personal growth, and add to business success. Results of this study may provide a starting point for restructuring secondary transition programming for students with disabilities to include more direct instruction of necessary social skills during work-based learning experiences.
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Year Issued
2023
Author
Eppley, Karen
Sub-title
A Comparison of Employer and Educator Perspectives
Improving Parent Collaboration at IEP Meetings
Title
Improving Parent Collaboration at IEP Meetings
Abstract
An Individual Education Program (IEP) is a critical document that drives decisions about educational support and services for students with a disability. It is imperative that parents have a role in the development of their child’s IEP through a collaborative process...
Show moreAn Individual Education Program (IEP) is a critical document that drives decisions about educational support and services for students with a disability. It is imperative that parents have a role in the development of their child’s IEP through a collaborative process. This study examines the correlations between various subgroups and the level of satisfaction of a collaborative IEP meeting. In this qualitative study, a digital survey is used to gain feedback from 29 parents of students from preschool through twelfth grade receiving special education services. Findings reveal that parents expressed overall satisfaction with the level of collaboration at IEP meetings with relatively positive satisfactory ratings consistent through each survey question. Survey data was then correlated with four subgroups; grade level, disability category, number of IEP meetings attended, and race/ethnicity. Themes emerged from synthesizing the data specific to four subgroups that included variations in the data. As part of the study, participants provided suggestions for improving collaboration at IEP meetings. Parents expressed a desire for improved communication, opportunity to provide feedback, and improved agenda for IEP meetings. In contrast, some challenges were noted by some parents that limit parental engagement. The importance of this data can potentially impact the effectiveness of IEP meetings and improve student outcomes. A consideration for future research could explore the impact of the recommended interventions, change of district policies, and generalization across other school districts.
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Year Issued
2024
Author
Michaelson, Jill
Sub-title
The Correlation to Various Subgroups
Inside Out Publicity Photograph
Title
Inside Out Publicity Photograph
Year Created
1993
Abstract
Digitized copy of the Inside Out Publicity Photograph
Sub-title
Xtremes Publicity Photograph Collection
Institutional Repository
Title
Institutional Repository
Abstract
Scholarly projects completed by Slippery Rock University students and faculty.
The instructional leadership role of Pennsylvania public school principals and their effect on special education practices
Title
The instructional leadership role of Pennsylvania public school principals and their effect on special education practices
Year Issued
2019
Abstract
Pennsylvania public-school principals are expected to be instructional leaders for all students within their district. When it comes to leadership for students with disabilities, this role can be problematic due to a lack of experience in the field of special educati...
Show morePennsylvania public-school principals are expected to be instructional leaders for all students within their district. When it comes to leadership for students with disabilities, this role can be problematic due to a lack of experience in the field of special education and pre-service special education training. Special education leadership should be a significant concern for school administrators as their roles have increased to ensuring successful outcomes for all students, the increased number of students placed in special education, the high cost associated with educating students in special education, and the due process ramifications if educational outcomes are not achieved. The research has demonstrated that overall, public-school principals receive little to no formal training in leading special education in pre-service or on-going professional development. The purpose of this research study was twofold. The research is helpful to colleges and universities when developing plans of study and programming for future public-school principal and leadership training degrees and certificates. This research also provides a platform where current Pennsylvania public-school principals can identify where their special education knowledge is lacking and how to become a better instructional leader for their own district’s special education population. This study provided insight into understanding the factors that contribute to the lack of special education training in special education programs by higher education entities.
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Author
Truitt-Smith, Amanda
Ionta, Dom Interview Audio
Title
Ionta, Dom Interview Audio
Year Created
2023
Abstract
Audio recording of the interview of Dom Ionta conducted on November 16, 2023.
Sub-title
ROCKvoices Oral History Project
Ionta, Dom Interview Transcript
Title
Ionta, Dom Interview Transcript
Year Created
2023
Abstract
Transcript of the interview of Dom Ionta conducted on November 16, 2023.
Sub-title
ROCKvoices Oral History Project
Ionta, Dom Interview Video Clip
Title
Ionta, Dom Interview Video Clip
Year Created
2023
Abstract
Video clip from the interview of Dom Ionta conducted on November 16, 2023.
Sub-title
ROCKvoices Oral History Project
Jack Dinger Special Ed Building
Title
Jack Dinger Special Ed Building