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Cheng meets Nancy Reagan
Title
Cheng meets Nancy Reagan
Year Created
1987
Abstract
Nien Cheng meets Nancy Reagan at the White House.
Cheng meets Nancy Reagan
Title
Cheng meets Nancy Reagan
Year Created
1987
Abstract
Nien Cheng meets Nancy Reagan at the White House.
Cheng meets Ronald Reagan
Title
Cheng meets Ronald Reagan
Year Created
1987
Abstract
Nien Cheng meets Ronald Reagan at the White House.
Cheng Signing Books in Japan
Title
Cheng Signing Books in Japan
Year Created
1990
Abstract
Nien Cheng signs copies of her book during her lecture circuit to Japan.
Cheng Signs Books at Meet and Greet
Title
Cheng Signs Books at Meet and Greet
Abstract
Nien Cheng signs copies of her book at a meet and greet event.
Cheng Signs Books in Japan
Title
Cheng Signs Books in Japan
Year Created
1990
Abstract
Nien Cheng signs copies of her book during her lecture circuit to Japan.
Cheng with Reagans
Title
Cheng with Reagans
Year Created
1987
Abstract
Nien Cheng poses in a photo with the Reagans after they invited her to the White House for dinner.
Cheng's Humanitarian Award
Title
Cheng's Humanitarian Award
Year Created
1987
Abstract
A photo of the Slippery Rock University Humanitarian Award that was awarded to Nien Cheng at the 1987 Academic Honors Convocation.
Chris Brady Publicity Photograph
Title
Chris Brady Publicity Photograph
Year Created
1990
Abstract
Digitized copy of the Chris Brady Publicity Photo
Sub-title
Xtremes Publicity Photograph Collection
Chris Fonseca Publicity Photograph
Title
Chris Fonseca Publicity Photograph
Year Created
1993
Abstract
Digitized copy of the Chris Fonseca Publicity Photograph
Sub-title
Xtremes Publicity Photograph Collection
Clinicians' perceptions of the certification board for music therapists exam
Title
Clinicians' perceptions of the certification board for music therapists exam
Year Issued
2024
Abstract
This study utilized survey research to determine contributing factors to the downward trend in passing rates for the board certification examination for music therapists from the test takers’ perspectives. This was accomplished by inquiring about test preparation, te...
Show moreThis study utilized survey research to determine contributing factors to the downward trend in passing rates for the board certification examination for music therapists from the test takers’ perspectives. This was accomplished by inquiring about test preparation, test-taking experiences, test accessibility, and perceptions about the overall structure of the exam. 76.67% of participants indicated that they were White or European, 16.67% were Hispanic or Latino/a, and 3.33% were American Indian or Alaska Native, 96.43% were female, and 61% passed the exam on their first attempt. 75% of survey respondents said that the exam was accessible to their individual test taking needs. Survey participants in both categories, those who passed on their first attempt and those who did not, reported experiencing restrictions that hindered them from (re)taking the CBMT exam. When asked whether or not they agreed with the statement “My exam score(s) reflect my competence as a music therapist,” 57% of participants disagreed to some extent. When those who did not pass on their first attempt were asked how this impacted their self-concept, there was a common theme among respondents. Using words like failure, dreadful, discouraged, and defeated to describe how they felt after not passing, it was clear that many exam candidates put a strong emphasis on this exam and what it indicates about them as a music therapist. Nearly half of the respondents admitted to experiencing test taking anxiety which made taking the CBMT exam more challenging. Participants noted that the most challenging section for exam candidates overall was treatment, implementation, and termination. 67% of respondents agreed to some degree that their undergraduate program’s approach/philosophy was well-rounded enough to fully prepare them for the exam. Yet, 46% believe that the content of these same programs did not fully prepare them for the exam. That said, most survey respondents also disclosed that they received little to no support from academic professors when preparing for the exam.
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Author
Miller, Sara
Clips from Nien Cheng's Acceptance Speech
Title
Clips from Nien Cheng's Acceptance Speech
Year Created
1987
Abstract
Clips from the acceptance speech given by Nien Cheng after receiving Slippery Rock University's Humanitarian Award at the Academic Honors Convocation held on October 21, 1987.
College Catalogs
Title
College Catalogs
Abstract
Course catalogs were published in print from 1889 until the 2003-2004 academic year. The following academic year Slippery Rock University switched to an all online course catalog. At times there were separate undergraduate and graduate catalogs in print as well as ca...
Show moreCourse catalogs were published in print from 1889 until the 2003-2004 academic year. The following academic year Slippery Rock University switched to an all online course catalog. At times there were separate undergraduate and graduate catalogs in print as well as catalogs for summer sessions. Catalogs contained course and degree descriptions, curriculum outlines, an academic year calendar, fees, history of the institution, scholarship requirements, information on individual Board of Trustee Members, administrators and faculty, and other useful information for students.
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College Catalogs Thumbnail
Title
College Catalogs Thumbnail
A correlational study
Title
A correlational study
Abstract
The Kindergarten Readiness Assessment was administered to every kindergartener in Maryland with the purpose of identifying students for interventions and support. Title I schools received federal funding to close the achievement gap between socioeconomic groups. Give...
Show moreThe Kindergarten Readiness Assessment was administered to every kindergartener in Maryland with the purpose of identifying students for interventions and support. Title I schools received federal funding to close the achievement gap between socioeconomic groups. Given KRA data and additional funding, Title I schools are given additional support to close the achievement gaps. This study investigated if the scores correlate to the third-grade state assessment (Maryland Comprehensive Assessment Program) in ELA and Math when sorted by Title I and non-Title I schools. Descriptive statistics were conducted to determine skewness and kurtosis and then Pearson’s Correlation was conducted to determine correlation between scores. It was determined that there was a correlation between KRA scores in both MCAP-ELA/L and MCAP-M in both Title I and non-Title I schools, but it was not as strong in Title I schools as it was in non-Title I schools. It is recommended that future research investigates testing fidelity when teacher administer the KRA and MCAP assessments. Research should also review how Title I schools use funding in early childhood interventions, and if the funding is effective or efficiently used to close the achievement gap. If the purposes of KRA and Title I were effective, the achievement gap would be closing between Title I and non-Title I school.
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Year Issued
2023
Author
Locke, Danelle
Sub-title
kindergarten readiness and third grade state assessment scores within Title 1 and non-Title 1 schools
Craig Kanges Publicity Photograph (1992)
Title
Craig Kanges Publicity Photograph (1992)
Year Created
1992
Abstract
Digitized copy of the Craig Kanges Publicity Photograph (1992)
Sub-title
Xtremes Publicity Photograph Collection
Craig Kanges Publicity Photograph (1994)
Title
Craig Kanges Publicity Photograph (1994)
Year Created
1994
Abstract
Digitized copy of the Craig Kanges Publicity Photograph (1994)
Sub-title
Xtremes Publicity Photograph Collection
Craig Kanges Publicity Photograph (1995)
Title
Craig Kanges Publicity Photograph (1995)
Year Created
1995
Abstract
Digitized copy of the Craig Kanges Publicity Photograph (1995)
Sub-title
Xtremes Publicity Photograph Collection
Creating a trauma informed school
Title
Creating a trauma informed school
Abstract
The purpose of this study was to determine the impact of a social-emotional learning (SEL) resource in kindergarten through grade 4 classrooms on creating a trauma-sensitive school. One tenet of supporting a trauma-sensitive and informed school is the utilization of ...
Show moreThe purpose of this study was to determine the impact of a social-emotional learning (SEL) resource in kindergarten through grade 4 classrooms on creating a trauma-sensitive school. One tenet of supporting a trauma-sensitive and informed school is the utilization of a social-emotional resource. The resource entitled In Focus authored by Thomas McSheehy MSW, LSW was implemented in general education classrooms for 45 school days. Prior to the implementation of the resource, a qualitative survey was provided to participating teachers to determine previous knowledge of trauma-informed schools and social-emotional learning. This information would be further used to support professional development needs of educators in the participating district to support students that have been impacted by traumatic events. During the 45 days, weekly professional development meetings were conducted with the study group that focused on equipping educators with the necessary skills and knowledge to provide a trauma-sensitive environment. At the conclusion of the 45 day study, an electronic qualitative survey was provided to the participants to confirm or refute the success of the selected social-emotional resource, In Focus. iv The research questions examined during the study included: 1. Prior to this study what training or professional development did Kindergarten-Grade 4 teachers participate in related to trauma-informed schools? 2. After nine weeks of incorporating a daily social-emotional learning resource, what impact was evidenced in the classroom community? 3. After implementing a social-emotional learning resource, and attending the weekly professional development meetings, what specific skills, knowledge, and/or strategies do Kindergarten-Grade 4 teachers feel the most confident to implement in their classrooms? 4. After attending the weekly professional development meetings and evening professional development event, at what level will K-4 teachers feel prepared to deliver a social-emotional learning resource to students? This study contributes to the research in the area of supporting students that have experienced traumatic events and the teachers that support them. Further, it outlines the needs of the participating teachers in the district relating to past and future professional development opportunities around the topic of social-emotional learning and trauma-informed and sensitive schools. An electronic survey was conducted to gather feedback on the areas of the resource that participating teachers determined to be both successful and not helpful to their classroom community. Additionally, teachers provided a comparison of social-emotional competencies that they observed in their students as compared to prior observations to the resource implementation.
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Year Issued
2022
Author
Doyle, Kristen
Sub-title
a study of the implementation of a social-emotional learning resource
Critical analysis of classroom management issues within early childhood classrooms
Title
Critical analysis of classroom management issues within early childhood classrooms
Year Issued
2018
Abstract
Classroom management has been the topic of many research studies in the past (Anderson & Kinaid, 2005; Carter & Pool, 2012; Chu, 2015; Ersozlu & Cacyi, 2016; Evertson, 1989; Grining, et al., 2010; Ritz et al., 2014). The purpose of this study was to examine what earl...
Show moreClassroom management has been the topic of many research studies in the past (Anderson & Kinaid, 2005; Carter & Pool, 2012; Chu, 2015; Ersozlu & Cacyi, 2016; Evertson, 1989; Grining, et al., 2010; Ritz et al., 2014). The purpose of this study was to examine what early childhood teachers regarded as disruptive behaviors, what strategies were used to manage said behaviors, and the usefulness of using said strategies. All participants in this research were currently teaching in a Head Start or Pre-K classroom. To collect data for this study, a mixed method study was conducted. A quantitative survey was conducted to gather information on the types of classroom management strategies that were used and the frequency and usefulness of said strategy. To gather qualitative data for this study, four open-ended questions were asked at the beginning of the survey to gather more in-depth answers from teachers on classroom management. The participants interviewed for this study were certified teachers who were employed as early childhood teachers located in Western Pennsylvania. The interviews occurred during the 2017-2018 school year. Results from this study included five main findings. First, it was determined that disruptive behaviors vary between early childhood classrooms and that teachers would benefit from learning classroom management strategies that focus on managing a range of behaviors. Second, lack of knowledge in the time and consistency it takes to shape behaviors leads to teachers not committing to research-based classroom management techniques. Third, teachers have not had enough training in using research-based classroom management techniques for those techniques to be considered useful and effective in their classroom. Fourth, teachers need additional support within their classroom to better meet the needs of diverse learners. Finally, when specific research-based teaching strategies were used frequently, teachers found them to be very useful. Findings suggest that early childhood teachers would benefit and are in need of additional trainings in how to use research-based classroom management techniques to manage disruptive behaviors.
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Author
Reed, Cybill