Craig Kanges Publicity Photograph (1992)

Xtremes Publicity Photograph Collection

Digitized copy of the Craig Kanges Publicity Photograph (1992)

1992

Craig Kanges Publicity Photograph (1994)

Xtremes Publicity Photograph Collection

Digitized copy of the Craig Kanges Publicity Photograph (1994)

1994

Craig Kanges Publicity Photograph (1995)

Xtremes Publicity Photograph Collection

Digitized copy of the Craig Kanges Publicity Photograph (1995)

1995

Creating a Trauma Informed School

A Study of the Implementation of a Social-Emotional Learning Resource

Kristen Doyle

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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2022

A Critical Analysis of Classroom Management Issues Within Early Childhood Classrooms

Cybill Reed

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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2018

Dan Hamlin Publicity Photograph

Xtremes Publicity Photograph Collection

Digitized copy of the Dan Hamlin Publicity Photograph

1993

Dave Wopat Publicity Photograph

Xtremes Publicity Photograph Collection

Digitized copy of the Dave Wopat Publicity Photograph

1990

David Kaye Publicity Photograph

Xtremes Publicity Photograph Collection

Digitized copy of the David Kaye Publicity Photograph

1993

David Naster Publicity Photograph

Xtremes Publicity Photograph Collection

Digitized copy of the David Naster Publicity Photograph

1995

Dipple, Hazel Interview Audio

James Mennell Oral History Collection

Audio recording of the interview of Hazel Dipple.

Dispirito, Bob Interview Audio

ROCKvoices Oral History Project

Audio recording of the interview of Bob Dispirito conducted on October 2, 2008.

2008

Dispirito, Bob Interview Video Clip

ROCKvoices Oral History Project

Video clip from the interview of Bob Dispirito conducted on October 2, 2008.

2008

DiSpirito, Robert Interview Audio

Slippery Rock University in the Sixties Oral History Collection

Audio recording of the interview of Robert DiSpirito on April 29, 1991.

1991

DiSpirito, Robert Interview Transcript

Slippery Rock University in the Sixties Oral History Collection

Transcript of the interview of Robert DiSpirito on April 29, 1991.

1991

Douglas, Tab Interview Audio

Baseball in Pennsylvania Oral History Collection

Audio recording of the interview of Tab Douglas on November 2, 1994.

1994

Douglas, Tab Interview Transcript

Baseball in Pennsylvania Oral History Collection

Transcript of the interview of Tab Douglas on November 2, 1994.

1994

Dreyer, Diana Interview Audio

ROCKvoices Oral History Project

Audio recording of the interview of Diana Dreyer conducted on September 22, 2008.

2008

Dreyer, Diana Interview Video Clip

ROCKvoices Oral History Project

Video clip from the interview of Diana Dreyer conducted on September 22, 2008.

2008

Dub Squad Publicity Photograph

Xtremes Publicity Photograph Collection

Digitized copy of the Dub Squad Publicity Photograph

1993

Earth Tones Publicity Photograph

Xtremes Publicity Photograph Collection

Digitized copy of the Earth Tones Publicity Photograph

1996

Eaton, Albert Interview Audio

James Mennell Oral History Collection

Audio recording of the interview of Albert Eaton.

Effectiveness of a Summer Intervention Program on Improving Kindergarten Readiness in At-Risk Students

Nicole Billak

While a wealth of knowledge exists supporting the need for early intervention in improving kindergarten readiness, very few programs have offered an evidence-based solution to providing remediation for at-risk children demonstrating weak academic or social readiness ...
Show moreWhile a wealth of knowledge exists supporting the need for early intervention in improving kindergarten readiness, very few programs have offered an evidence-based solution to providing remediation for at-risk children demonstrating weak academic or social readiness skills during the kindergarten registration process. Often, children who are identifies as having weak readiness skills at kindergarten registration will need to wait until school begins in the fall to receive intervention, putting students further at-risk for school failure. The United Way of Mercer County’s Success By 6™ program offers a 6-week intervention for students identified during registration as having poor readiness skills. This study determined the effectiveness of Success By 6™ on improving both academic and social readiness skills deemed necessary for school success. A total of 216 students completed the Kindergarten Readiness Test at the beginning and the end of the program. Teachers also rated students’ social emotional learning using the Social Skills Improvement System Social Emotional Learning Progress Monitoring Scales. Results from paired sample t-tests indicated a statistically significant improvement in students’ academic readiness, t(215) = 16.58 p < .001, after completing the program. Students also made statistically significant gains in social emotional skills needed for kindergarten readiness, t(231) = 22.13, p < .001, after participating in the program. Both calculations revealed large effect sizes (d = 1.13 and 1.45, respectively). Implications of this research can effect social change at local, state, and federal levels in order to expand evidence-based practices in early childhood education.
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2021

Effects of an iPad as a Prompting Device on Increasing Independence Skills in Elementary Students with Autism Spectrum Disorder

Stephanie M. Hindman

Students with autism spectrum disorder can experience challenges in acquiring the necessary adaptive skills to successfully transition out of high school. These challenges can prevent them from achieving independence, making them reliant on adults for everyday tasks ...
Show moreStudents with autism spectrum disorder can experience challenges in acquiring the necessary adaptive skills to successfully transition out of high school. These challenges can prevent them from achieving independence, making them reliant on adults for everyday tasks and having a restrictive impact on their level of involvement in their school and community. Current research is exploring the use of iPads as prompting tools on the acquisition of adaptive skills in individuals with autism spectrum disorder, specifically with individuals at the middle and high school level (Bouck, Savage, Meyer, Taber-Doughty, & Hunley, 2014; Gardner & Wolfe, 2015; Plavnick, Sam, Hume, & Odom, 2013). The purpose of this study was to determine the effectiveness of an iPad with the FileMaker app to promote independence skills by presenting daily living tasks through video and static picture prompting to third through sixth grade students with autism. A multiple probe design was utilized across three daily living skills and replicated across four participants to determine the effectiveness of an iPad with the FileMaker app as a prompting tool. Results indicate that participants could select a desired prompt type and that some participants could self-prompt through task steps for various skills without adult intervention. All participants were able to decrease the mean percentage of steps completed independently correct from the initial probe phase to the iPad intervention phase. In addition, participants were able to maintain high levels of performance in follow-up and maintenance probes.
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2017

Effects of implementing a transition curriculum using Google Classroom on the self-determination, post-secondary readiness, and career readiness skills of high school students with high incidence disabilities

Katie Williams

Students with high incidence disabilities continue to fall behind when compared to their nondisabled peers who experience much greater post-secondary and employment success after high school. The purpose of the study was to determine if using Google Classroom to impl...
Show moreStudents with high incidence disabilities continue to fall behind when compared to their nondisabled peers who experience much greater post-secondary and employment success after high school. The purpose of the study was to determine if using Google Classroom to implement a transition curriculum would affect the career readiness, post-secondary readiness, and self-determination skills of students with high incidence disabilities. The literature review revealed that there are several definitions and theories defining the components that comprise an effective transition curriculum. Using Google Classroom transition modules were created and implemented that focused on the components: age-appropriate assessments, individualized and student-centered planning and goal setting, career exploration, post-secondary training exploration, employment preparations, and self-determination. A quantitative study was designed to determine whether utilizing Google Classroom had an effect on the self-determination, career readiness, and post-secondary readiness skills of the student participants. Two rating scales were utilized, and a Wilcoxon signed-rank test was used to analyze the data. Utilizing Google Classroom had an overall positive effect on the self-determination, career readiness, and post-secondary readiness skills. The transition curriculum also had a positive effect on all areas except leisure activities. This positive effect has many implications on future transition educational practices and post-high school outcomes for students with disabilities. This positive effect could help students secure financial stability and successfully live independently after high school.
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2021