Search Results241 to 260 of 730
Harris, Kenneth Interview Video Clip
Title
Harris, Kenneth Interview Video Clip
Year Created
2011
Abstract
Video clip from the interview of Kenneth Harris conducted on July 28, 2011.
Sub-title
ROCKvoices Oral History Project
Hassel, June Interview Audio
Title
Hassel, June Interview Audio
Abstract
Audio recording of the interview of June Hassel.
Sub-title
James Mennell Oral History Collection
Hassel, Norman Interview Audio
Title
Hassel, Norman Interview Audio
Abstract
Audio recording of the interview of Norman Hassel.
Sub-title
James Mennell Oral History Collection
Havens, Signoura Interview Audio
Title
Havens, Signoura Interview Audio
Year Created
1980
Abstract
Audio recording of the interview of Signoura Havens in 1980.
Sub-title
James Mennell Oral History Collection
Hayduk, Sam Interview Audio
Title
Hayduk, Sam Interview Audio
Year Created
2017
Abstract
Audio recording of the interview of the 2010 Homecoming Queen Sam Hayduk.
Sub-title
Queens of Slippery Rock Oral History Collection
Hayduk, Sam Interview Transcript
Title
Hayduk, Sam Interview Transcript
Year Created
2017
Abstract
Transcript of the interview of the 2010 Homecoming Queen Sam Hayduk.
Sub-title
Queens of Slippery Rock Oral History Collection
Hazley, Richard Interview Audio
Title
Hazley, Richard Interview Audio
Year Created
1991
Abstract
Audio recording of the interview of Richard Hazley on June 10, 1991.
Sub-title
Slippery Rock University in the Sixties Oral History Collection
Hazley, Richard Interview Transcript
Title
Hazley, Richard Interview Transcript
Year Created
1991
Abstract
Transcript of the interview of Richard Hazley on June 10, 1991.
Sub-title
Slippery Rock University in the Sixties Oral History Collection
Hicks, John Interview Audio
Title
Hicks, John Interview Audio
Year Created
2008
Abstract
Audio recording of the interview of John Hicks conducted on July 23, 2008.
Sub-title
ROCKvoices Oral History Project
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 a Short-Term Music Therapy Program on Emotional Regulation Development in Preschool Age Children Following the COVID-19 Pandemic
Title
The Impact of a Short-Term Music Therapy Program on Emotional Regulation Development in Preschool Age Children Following the COVID-19 Pandemic
Year Issued
2024
Abstract
Early child development has been impacted by the COVID-19 pandemic, which effects later development through school and adulthood (Davies et al., 2021; Jiao et al. 2020; Paulauskaite et al., 2021; Spiteri, 2021; Takahashi and Honda, 2021; Timmons et al., 2021). Concer...
Show moreEarly child development has been impacted by the COVID-19 pandemic, which effects later development through school and adulthood (Davies et al., 2021; Jiao et al. 2020; Paulauskaite et al., 2021; Spiteri, 2021; Takahashi and Honda, 2021; Timmons et al., 2021). Concerns related to early childhood development of academic and social-emotional skills, including emotion regulation, have arisen due to isolation during the COVID-19 pandemic, which have been linked to increased school readiness, forming positive relationships, and preventing maladaptive behaviors in older childhood and adulthood. Music therapy has been shown to support emotion regulation skills in older childhood and adolescence (Foran, 2009; Ross, 2016; Williams, 2018; Zhenyu and Zhenhua, 2022). There is limited research on the use of music therapy in early childhood for emotion regulation. Since the developmental impact of the COVID-19 pandemic, it is imperative to understand ways music therapy can support emotion regulation development in early childhood. This study used a short-term music therapy program focused on shifting arousal levels in preschool-age children to understand the effect on emotion regulation skill development in early childhood with two groups experiencing music therapy over the course of eight weeks compared to eight weeks of typical learning. Participants were assessed at baseline, following music therapy, and following typical learning for emotion regulation skills. 83% of participants experienced a reduction in behavioral concerns with music therapy. Half of participants increased self-regulation with music therapy. On average all participants with music therapy intervention increased social-emotional and attention and self-control skills. This research shows potential for improving emotion-regulation skill in early childhood, but future research is needed with a larger sample size. Other areas of social-emotional skills could benefit from future research in preschool-age children, such as attachment.
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Author
Oldland, Kelsey