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Victory Bell

No. 27

Victory Bell was created by George Miller in January 1942. An Art Department faculty member at Slippery Rock State Teachers College (SRSTC), Miller corresponded with Slippery Rock students serving in World War II. The newsletter featured excerpts and news from these ...
Show moreVictory Bell was created by George Miller in January 1942. An Art Department faculty member at Slippery Rock State Teachers College (SRSTC), Miller corresponded with Slippery Rock students serving in World War II. The newsletter featured excerpts and news from these students’ letters. Victory Bell was distributed to soldiers associated with SRSTC all over the world.
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1944

Victory Bell

Victory Bell was created by George Miller in January 1942. An Art Department faculty member at Slippery Rock State Teachers College (SRSTC), Miller corresponded with Slippery Rock students serving in World War II. The newsletter featured excerpts and news from these ...
Show moreVictory Bell was created by George Miller in January 1942. An Art Department faculty member at Slippery Rock State Teachers College (SRSTC), Miller corresponded with Slippery Rock students serving in World War II. The newsletter featured excerpts and news from these students’ letters. Victory Bell was distributed to soldiers associated with SRSTC all over the world.
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Victory Bell

No. 25

Victory Bell was created by George Miller in January 1942. An Art Department faculty member at Slippery Rock State Teachers College (SRSTC), Miller corresponded with Slippery Rock students serving in World War II. The newsletter featured excerpts and news from these ...
Show moreVictory Bell was created by George Miller in January 1942. An Art Department faculty member at Slippery Rock State Teachers College (SRSTC), Miller corresponded with Slippery Rock students serving in World War II. The newsletter featured excerpts and news from these students’ letters. Victory Bell was distributed to soldiers associated with SRSTC all over the world.
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1944

Vic Henley Publicity Photograph

Xtremes Publicity Photograph Collection

Digitized copy of the Vic Henley Publicity Photograph

1995

Vargo, Edward Interview Transcript

Baseball in Pennsylvania Oral History Collection

Transcript of the interview of Edward Vargo.

1994

Vargo, Edward Interview Audio

Baseball in Pennsylvania Oral History Collection

Audio recording of the interview of Edward Vargo.

1994

Vandergrift, Kaci Interview Transcript

Queens of Slippery Rock Oral History Collection

Transcript of the interview of the 2015 Homecoming Queen Kaci Vandergrift.

2017

Vandergrift, Kaci Interview Audio

Queens of Slippery Rock Oral History Collection

Audio recording of the interview of the 2015 Homecoming Queen Kaci Vandergrift.

2017

The untapped superpower of comics

the positive effects of a comic reading curriculum in a special education classroom

Peter Nolan

The purpose of this mixed methods action research case study was to determine if the use of a researcher-created comic reading curriculum would improve students’ knowledge of Tier Two academic vocabulary, increase oral reading fluency rates, and lead to increased lev...
Show moreThe purpose of this mixed methods action research case study was to determine if the use of a researcher-created comic reading curriculum would improve students’ knowledge of Tier Two academic vocabulary, increase oral reading fluency rates, and lead to increased levels of student engagement in a pull-out special education classroom. A multiple-choice vocabulary pretest was administered at the start of the study, followed by a nine-week intervention period in which students were instructed with a researcher designed comic curriculum. The vocabulary test was administered again at the conclusion of the study. A running record was used as the assessment to determine student reading fluency growth. The data (scores) collected from the running record examined any effects in student oral reading fluency from the first day of research to the ninth week of research. The researcher, acting as a participant observer, took daily notes in a field log with attention to behaviors of student engagement. The four student participants were selected by the researcher. The researcher taught for nine weeks, thirty minutes a day. The data from the pre and posttest was analyzed using a paired sample t-test to determine if the scores of participants showed a significant improvement. The data collected from the running records of reading rates for each student were analyzed using linear regression analysis to determine if improved reading rates were statistically significant. Observational data was entered into Dedoose qualitative data analysis software and analyzed using a Grounded Theory (Glaser et. al. 1968) approach in which new theories emerged through a deductive process. The results of the t-test showed that all students made significant improvements in knowledge of the targeted Tier Two vocabulary. Analysis of running records showed that only one student had a significant increase in their rate of oral reading fluency. All students exhibited increased behaviors of engagement as demonstrated by their abilities to complete three tasks in a session and to contribute to a positive learning environment. The results imply that practitioners could use a comic curriculum with similar components to achieve positive academic outcomes for students receiving special education support. Future research of a similar curriculum might focus on its potential uses for English Language Learners.
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2022

Tylor Mason Publicity Photograph

Xtremes Publicity Photograph Collection

Digitized copy of the Tylor Mason Publicity Photograph

1993

Trauma-informed care

exploring the perceptions of secondary general education teachers

Nicole Burson-Belcher

Trauma exposure during adolescence is common and has dramatically increased nationally. Trauma exposure is associated with emotional, mental, and behavioral problems, such as, depression, anxiety, delinquency, substance abuse, suicidality, and posttraumatic stress di...
Show moreTrauma exposure during adolescence is common and has dramatically increased nationally. Trauma exposure is associated with emotional, mental, and behavioral problems, such as, depression, anxiety, delinquency, substance abuse, suicidality, and posttraumatic stress disorder (PTSD) (Darnell et al., 2019). While new legislation, programs, and school leadership have sought to address these problems, no significant changes have been documented. At the forefront, teachers witness students’ mental health needs, in conjunction with declining academic performance, behavior, socialization, and emotional state. Further studies must be conducted to gain the teachers’ perspective on trauma-informed care (TIC) in order to provide critical information to educational leadership and policymakers in hopes of solving or at least reducing these problems. Such information was gathered in this phenomenological research study, where interviews were conducted with five secondary general education teachers within public school systems in Southwestern Pennsylvania. Data was collected by asking the participants open-ended questions about their perceptions of trauma-informed care and students with a trauma background. The research questions focused on teacher’s knowledge of TIC, school policies on TIC, the vital components, and critical issues of providing TIC to students, the importance of addressing trauma-based mental health needs, and ways districts can provide more support for teachers. Next, the data, via transcribed interviews, was hand coded to ensure a rich and in-depth description is obtained through analyzing data for nuance and phraseology. Using the hand coding through the iterative approach, the investigator explored the major themes and subthemes within the data by analyzing the frequency of the word or phrases used most often, comparing participant responses, while using guiding theories and research questions. Based upon the results of this study, the following respective themes emerged: secondary general education teachers’ understanding of trauma-informed care is varied; communication, differentiation, and flexibility are current supports implemented to address students’ with a trauma background; overall professional development related to trauma-informed care is lacking; and barriers to addressing and supporting students exposed trauma are lack of professional development, training, confidentiality, retraumatization, and lack of communication. Ultimately, these research findings may enhance forthcoming professional development, trainings, best practices, and established literature pertaining to trauma-informed care.
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2022

Transition experiences of college students with disabilities between high school graduation and enrollment in postsecondary education and its correlation with student self-determination, college readiness, and registration for disability services during the freshman year of college

Melinda Phillips

Students with disabilities who do not receive effective transition planning during their high school years may lack self-determination skills and be ill equipped to advocate or conjure up the skills necessary to independently self-disclose for the receipt of accommod...
Show moreStudents with disabilities who do not receive effective transition planning during their high school years may lack self-determination skills and be ill equipped to advocate or conjure up the skills necessary to independently self-disclose for the receipt of accommodative support services at the post-secondary level. This study sought to identify the relationship between these variables.
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2022

Tonic Sol-Fa Publicity Photograph

Xtremes Publicity Photograph Collection

Digitized copy of the Tonic Sol-Fa Publicity Photograph

1994

Tommy Miles Reggae Band Publicity Photograph

Xtremes Publicity Photograph Collection

Digitized copy of the Tommy Miles Reggae Band Publicity Photograph

1992

Tommy Blaze Publicity Photograph

Xtremes Publicity Photograph Collection

Digitized copy of the Tommy Blaze Publicity Photograph

1993

Tommy Belmont Publicity Photograph

Xtremes Publicity Photograph Collection

Digitized copy of the Tommy Belmont Publicity Photograph

1992

Tomeo, Melba Interview Video Clip

ROCKvoices Oral History Project

Video clip from the interview of Melba Tomeo conducted on September 29, 2008.

2008

Tomeo, Melba Interview Transcript

ROCKvoices Oral History Project

Transcript of the interview of Melba Tomeo conducted on September 29, 2008.

2008

Tomeo, Melba Interview Audio

ROCKvoices Oral History Project

Audio recording of the interview of Melba Tomeo conducted on September 29, 2008.

2008

Tom DeLuca Publicity Photograph

Xtremes Publicity Photograph Collection

Digitized copy of the Tom DeLuca Publicity Photograph

1996

Thomas Ball Publicity Photograph

Xtremes Publicity Photograph Collection

Digitized copy of the Thomas Ball Publicity Photograph

1993

Theories of the Old School Publicity Photograph

Xtremes Publicity Photograph Collection

Digitized copy of the Theories of the Old School Publicity Photograph

1992

Teresa Publicity Photograph

Xtremes Publicity Photograph Collection

Digitized copy of the Teresa Publicity Photograph

1993

Teachers' perceptions of successfully sustained PBIS programs

Nathan Pfeiffer

Positive Behavioral Interventions and Supports (PBIS) is a system of support that includes proactive interventions for defining, teaching, and supporting student behaviors to ensure a positive school atmosphere. PBIS programs are being implemented more and more and t...
Show morePositive Behavioral Interventions and Supports (PBIS) is a system of support that includes proactive interventions for defining, teaching, and supporting student behaviors to ensure a positive school atmosphere. PBIS programs are being implemented more and more and there is a large amount of research and literature about best practices when implementing these programs, but not as much on sustaining these programs. The purpose of this mixed methods study is to look at successfully sustained PBIS programs and to find commonalities from teacher perspectives on these programs. Finding these common trends will help other schools and districts being able to maintain their PBIS program after implementation. The data for this study was collected through teacher responses to open-ended questions on PBIS programs and ratings based on Likert-type questions on the importance and effectiveness of key PBIS program components. The school used for this study had been identified by the state of Pennsylvania as having sustained fidelity with their PBIS program. Themes that emerged from this research were the importance of adapting programs, staff buy-in, the use of data, teacher training and professional development, administrative support, and the token economy. These findings show the need to continually make changes to programs over time, the proper use of data, continued professional development, and the importance of funding to sustain PBIS programs.
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2022