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Condravy, Joan Interview Transcript
Condravy, Joan Interview Transcript
ROCKvoices Oral History Project
Transcript of the interview of Joan Condravy conducted on July 28, 2008.
2008
Condravy, Joan Interview Video Clip
Condravy, Joan Interview Video Clip
ROCKvoices Oral History Project
Video clip from the interview of Joan Condravy conducted on July 28, 2008.
2008
Cornelius, Virginia Interview Audio
Cornelius, Virginia Interview Audio
James Mennell Oral History Collection
Audio recording of the interview of Virginia Cornelius.
Coryea, Maude Interview Audio
Coryea, Maude Interview Audio
James Mennell Oral History Collection
Audio recording of the interview of Maude Coryea.
Craig Kanges Publicity Photograph (1992)
Craig Kanges Publicity Photograph (1992)
Xtremes Publicity Photograph Collection
Digitized copy of the Craig Kanges Publicity Photograph (1992)
1992
Craig Kanges Publicity Photograph (1994)
Craig Kanges Publicity Photograph (1994)
Xtremes Publicity Photograph Collection
Digitized copy of the Craig Kanges Publicity Photograph (1994)
1994
Craig Kanges Publicity Photograph (1995)
Craig Kanges Publicity Photograph (1995)
Xtremes Publicity Photograph Collection
Digitized copy of the Craig Kanges Publicity Photograph (1995)
1995
Creating a Trauma Informed School
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 ...
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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 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
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...
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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 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
Dan Hamlin Publicity Photograph
Xtremes Publicity Photograph Collection
Digitized copy of the Dan Hamlin Publicity Photograph
1993
Dave Wopat Publicity Photograph
Dave Wopat Publicity Photograph
Xtremes Publicity Photograph Collection
Digitized copy of the Dave Wopat Publicity Photograph
1990
David Kaye Publicity Photograph
David Kaye Publicity Photograph
Xtremes Publicity Photograph Collection
Digitized copy of the David Kaye Publicity Photograph
1993
David Naster Publicity Photograph
David Naster Publicity Photograph
Xtremes Publicity Photograph Collection
Digitized copy of the David Naster Publicity Photograph
1995
Dipple, Hazel Interview Audio
Dipple, Hazel Interview Audio
James Mennell Oral History Collection
Audio recording of the interview of Hazel Dipple.
Dispirito, Bob Interview Audio
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 Transcript
Dispirito, Bob Interview Transcript
ROCKvoices Oral History Project
Transcript of the interview of Bob Dispirito conducted on October 2, 2008.
2008
Dispirito, Bob Interview Video Clip
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
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
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
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
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
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 Transcript
Dreyer, Diana Interview Transcript
ROCKvoices Oral History Project
Transcript of the interview of Diana Dreyer conducted on September 22, 2008.
2008
Dreyer, Diana Interview Video Clip
Dreyer, Diana Interview Video Clip
ROCKvoices Oral History Project
Video clip from the interview of Diana Dreyer conducted on September 22, 2008.
2008