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Victory BellVictory 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 BellNo. 25Victory 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.
Show less1944
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Vic Henley Publicity PhotographXtremes Publicity Photograph CollectionDigitized copy of the Vic Henley Publicity Photograph
1995
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Vargo, Edward Interview TranscriptBaseball in Pennsylvania Oral History CollectionTranscript of the interview of Edward Vargo.
1994
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Vargo, Edward Interview AudioBaseball in Pennsylvania Oral History CollectionAudio recording of the interview of Edward Vargo.
1994
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Vandergrift, Kaci Interview TranscriptQueens of Slippery Rock Oral History CollectionTranscript of the interview of the 2015 Homecoming Queen Kaci Vandergrift.
2017
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Vandergrift, Kaci Interview AudioQueens of Slippery Rock Oral History CollectionAudio recording of the interview of the 2015 Homecoming Queen Kaci Vandergrift.
2017
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The Untapped Superpower of ComicsThe Positive Effects of a Comic Reading Curriculum in a Special Education ClassroomThe 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.
Show less2022
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Tylor Mason Publicity PhotographXtremes Publicity Photograph CollectionDigitized copy of the Tylor Mason Publicity Photograph
1993
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Trauma-Informed CareExploring the Perceptions of Secondary General Education TeachersTrauma 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.
Show less2022
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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.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.
Show less2022
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Tonic Sol-Fa Publicity PhotographXtremes Publicity Photograph CollectionDigitized copy of the Tonic Sol-Fa Publicity Photograph
1994
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Tommy Miles Reggae Band Publicity PhotographXtremes Publicity Photograph CollectionDigitized copy of the Tommy Miles Reggae Band Publicity Photograph
1992
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Tommy Blaze Publicity PhotographXtremes Publicity Photograph CollectionDigitized copy of the Tommy Blaze Publicity Photograph
1993
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Tommy Belmont Publicity PhotographXtremes Publicity Photograph CollectionDigitized copy of the Tommy Belmont Publicity Photograph
1992
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Tomeo, Melba Interview Video ClipROCKvoices Oral History ProjectVideo clip from the interview of Melba Tomeo conducted on September 29, 2008.
2008
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Tomeo, Melba Interview TranscriptROCKvoices Oral History ProjectTranscript of the interview of Melba Tomeo conducted on September 29, 2008.
2008
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Tomeo, Melba Interview AudioROCKvoices Oral History ProjectAudio recording of the interview of Melba Tomeo conducted on September 29, 2008.
2008
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Tom DeLuca Publicity PhotographXtremes Publicity Photograph CollectionDigitized copy of the Tom DeLuca Publicity Photograph
1996
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Thomas Ball Publicity PhotographXtremes Publicity Photograph CollectionDigitized copy of the Thomas Ball Publicity Photograph
1993
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Theories of the Old School Publicity PhotographXtremes Publicity Photograph CollectionDigitized copy of the Theories of the Old School Publicity Photograph
1992
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Teresa Publicity PhotographXtremes Publicity Photograph CollectionDigitized copy of the Teresa Publicity Photograph
1993
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Teachers' Perceptions of Successfully Sustained PBIS ProgramsPositive 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.
Show less2022
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Teachers' Attitudes Towards Inclusion and the Effect on Professional DevelopmentSub-Title test field.Inclusive education has increased for students with disabilities within our public schools since the reauthorization of IDEA ( 1997). This change has resulted in a paradigm shift for both general and special education teachers. Research has shown the success of inclu...
Show moreInclusive education has increased for students with disabilities within our public schools since the reauthorization of IDEA ( 1997). This change has resulted in a paradigm shift for both general and special education teachers. Research has shown the success of inclusive education is impacted by many factors, one being the attitude of the teachers. Attitude is comprised of three components, Behavioral, Cognitive and Affective (Gregory & Noto, 2012). Understanding what component is a strength or an area that could use improvement will enable educational leaders to develop professional development and training opportunities to address their educators' gaps in attitude in regards to inclusive education. This study identified whether there was a relationship between teacher attitude about inclusion and their teaching assignment, level at which they teach and/or years of teaching experience. A survey was conducted resulting in 219 participants completing the necessary information to be included in the research, which included three demographic questions, as well as a nine item Likert scale questionnaire. General education teachers made up 69.90% of the participants, special education teachers made up 30.10%. Elementary educators were 58% of the respondents, secondary were 42%. Regarding years of teaching experiences for the participants, 7.3% had 0-3 years, 11.9% had 4-9 years and the largest majority of respondents, 80.80%, had ten years or more. After receiving the survey for this quantitative study, responses were analyzed using SPSS, descriptive statistics, Cronbach a, t-Tests, ANOVA and multiple linear regression. Findings of this study indicated general education teachers have a lower level of agreement than their special education colleagues in both the cognitive and affective components of attitude towards inclusion for students with disabilities. Results also indicated that teachers with more than ten years of teaching experience have lower cognitive agreement than those who have taught for fewer years. Lastly, the study showed there was no significant difference in regards to the three components based on the grade level teachers taught. From this study, recommendations for professional development and trainings, as well as future research, were addressed.
Show less2018