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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: 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.
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Title: K-12 General educator and special educator knowledge and preparedness in special education law
Year Issued: 2024

Abstract: 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.
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Author: McBroom, Kelley

Title: Kelly, Don Interview Audio

Abstract: Audio recording of the interview of Don Kelly on [Date].
Sub-title: James Mennell Oral History Collection

Title: Kelly, Donald Interview Audio
Year Created: 1988

Abstract: Audio recording of the interview of Don Kelly on July 12, 1988.
Sub-title: Slippery Rock University Centennial Oral History Collection

Title: Kelly, Donald Interview Audio
Year Created: 2009

Abstract: Audio recording of the interview of Donald Kelly conducted on March 20, 2009.
Sub-title: ROCKvoices Oral History Project

Title: Kelly, Donald Interview Transcript
Year Created: 2009

Abstract: Transcript of the interview of Donald Kelly conducted on March 20, 2009.
Sub-title: ROCKvoices Oral History Project

Title: Kelly, Donald Interview Video Clip
Year Created: 2009

Abstract: Video clip from the interview of Donald Kelly conducted on March 20, 2009.
Sub-title: ROCKvoices Oral History Project

Title: Kendziorski, Stanley Interview Audio
Year Created: 1993

Abstract: Audio recording of the interview of Stanley Kendziorski on October 20, 1993.
Sub-title: Slippery Rock University in the Sixties Oral History Collection

Title: Kendziorski, Stanley Interview Transcript
Year Created: 1993

Abstract: Transcript of the interview of Stanley Kendziorski on October 20, 1993.
Sub-title: Slippery Rock University in the Sixties Oral History Collection

Title: Key factors contributing to the academic success of African American males with a disability
Year Issued: 2022

Abstract: 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.
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Author: Nation, Lorna

Title: Klein, Mel Interview Audio
Year Created: 2009

Abstract: Audio recording of the interview of Mel Klein conducted on July 31, 2009.
Sub-title: ROCKvoices Oral History Project

Title: Klein, Mel Interview Transcript
Year Created: 2009

Abstract: Transcript of the interview of Mel Klein conducted on July 31, 2009.
Sub-title: ROCKvoices Oral History Project