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Stahlman, Joe Interview AudioROCKvoices Oral History ProjectAudio recording of the interview of Joe Stahlman conducted on September 11, 2008.
2008
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The Spencers Publicity Photograph (1996)Xtremes Publicity Photograph CollectionDigitized copy of the The Spencers Publicity Photograph (1996)
1996
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The Spencers Publicity Photograph (1994)Xtremes Publicity Photograph CollectionDigitized copy of the The Spencers Publicity Photograph (1994)
1994
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Special Education Teacher Job SatisfactionWhat Can We Learn from Positive Organizational Scholarship and Satisfied Special EducatorsSpecial Education Teacher (SET) job satisfaction and workplace commitment have long remained an elusive goal for many school communities and administrators. Workplace stress and burnout have burdened the role since its inception in 1975, leading to significantly more...
Show moreSpecial Education Teacher (SET) job satisfaction and workplace commitment have long remained an elusive goal for many school communities and administrators. Workplace stress and burnout have burdened the role since its inception in 1975, leading to significantly more turnover than in other teaching roles and, more generally, other fields. This turnover, and various efforts to fill SET roles with unqualified educators, negatively affect the learning and school success of over one million students with disabilities each year. This study sought to learn from the small percentage of individuals who choose to stay in the Special Education Teacher role for more than 10 years and report high job satisfaction as well as a sense of thriving at work. Utilizing a qualitative research approach, as well as positive deviance lens, this study sought to understand what school leaders may learn from highly satisfied SETs and which leadership practices and strategies may encourage SET job satisfaction. Furthermore, potential intersections between SET job satisfaction and positive organizational scholarship were examined, to best understand how the field of Positive Organizational Scholarship (POS) may, if at all, inform the role of special education administrator. The findings of this study extend beyond the intersection of POS and SET job satisfaction and suggest the addition Diversity, Equity and Inclusion initiatives into current conceptualizations of SET job satisfaction and retention.
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Special Education Teacher and Administrator Perception of the Teacher Evaluation Process in Western PennsylvaniaTeacher evaluations have long been used to increase teacher effectiveness and accountability in public schools. According to the literature, special education teachers have varied roles and responsibilities, the most crucial being improving the post-secondary outcome...
Show moreTeacher evaluations have long been used to increase teacher effectiveness and accountability in public schools. According to the literature, special education teachers have varied roles and responsibilities, the most crucial being improving the post-secondary outcomes for students with disabilities. With the number of students identified with disabilities increasing each year, it is more important than ever to develop the skills of marginal teachers and further develop those who are already proficient. This qualitative study investigates the perceptions of special education teachers and administrators in Western Pennsylvania regarding the evaluation process used by public school districts. Survey data were collected from five special education teachers and five administrators representing five different school districts in Western Pennsylvania. Data tools included the Teacher Evaluation Profile for Teachers and Administrators, followed by individual interviews via Zoom. The Teacher Evaluation Profile had Likert-type questions and open-ended responses. The Likert-type questions, open-ended responses, and subsequent interviews allowed special education teachers and administrators to reflect on their perception of the evaluation process in their district. This study demonstrated that special education teachers are more frustrated with the evaluation process. However, the administrators were reasonably satisfied with the process. They found that using Differentiated Supervision allowed special education teachers to take a more active role in their evaluation and subsequent professional development decisions. This study resulted in findings that support the need for additional professional development for teachers and administrators in evidence-based practices in special education classrooms and a more significant presence in the special education classroom by administrators.
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Snyder, Sid Interview TranscriptBaseball in Pennsylvania Oral History CollectionTranscript of the interview of Sid Snyder on October 17, 1994.
1994
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Snyder, Sid Interview AudioBaseball in Pennsylvania Oral History CollectionAudio recording of the interview of Sid Snyder on October 17, 1994.
1994
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Smith, Robert Interview Video ClipROCKvoices Oral History ProjectVideo clip from the interview of Robert Smith conducted on December 5, 2019.
2019
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Smith, Robert Interview TranscriptROCKvoices Oral History ProjectTranscript of the interview of Robert Smith conducted on December 5, 2019.
2019
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Smith, Robert Interview AudioROCKvoices Oral History ProjectAudio recording of the interview of Robert Smith conducted on December 5, 2019.
2019
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Smith, G. Warren Interview Video ClipROCKvoices Oral History ProjectVideo clip from the interview of G. Warren Smith conducted on July 30, 2008.
2008
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Smith, G. Warren Interview TranscriptROCKvoices Oral History ProjectTranscript of the interview of G. Warren Smith conducted on July 30, 2008.
2008
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Smith, G. Warren Interview AudioROCKvoices Oral History ProjectAudio recording of the interview of G. Warren Smith conducted on July 30, 2008.
2008
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Slippery Rock University in the Sixties Oral History CollectionA collection of audio recordings and transcripts of interviews conducted by Joseph Riggs and Leah Brown in 1991, mainly on the topic of Slippery Rock University in the Sixties.
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Slippery Rock University Centennial Oral History CollectionA collection of audio recordings of interviews conducted by George Force and Donald Kelly for the oral history portion of the book "A Profile of the Early Alumni of the Pennsylvania State Normal School at Slippery Rock: the First Twenty-Five Years, 1890-1915; and, Se...
Show moreA collection of audio recordings of interviews conducted by George Force and Donald Kelly for the oral history portion of the book "A Profile of the Early Alumni of the Pennsylvania State Normal School at Slippery Rock: the First Twenty-Five Years, 1890-1915; and, Selected Oral Histories of Slippery Rock University Alumni."
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Sky Sands Publicity PhotographXtremes Publicity Photograph CollectionDigitized copy of the Sky Sands Publicity Photograph
1994
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Sinoply, Jen Interview TranscriptQueens of Slippery Rock Oral History CollectionTranscript of the interview of the 1997 Homecoming Queen Jen Sinoply.
2017
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Sinoply, Jen Interview AudioQueens of Slippery Rock Oral History CollectionTranscript of the interview of the 1997 Homecoming Queen Jen Sinoply.
2017
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Sinchak, Judy Interview TranscriptQueens of Slippery Rock Oral History CollectionTranscript of the interview of the 1964 Homecoming Queen Judy Sinchak.
2017
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Sinchak, Judy Interview AudioQueens of Slippery Rock Oral History CollectionAudio recording of the interview of the 1964 Homecoming Queen Judy Sinchak.
2017
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Significance of Academic and Social/Emotional Accommodations and SupportsExamining the Perceived Impact on College Students with DisabilitiesCollege students with disabilities are attending college at increasing rates. However, their success and retention still lag when compared to their non-disabled peers. This mixed methods research design aimed to look at perceived success and challenges that college s...
Show moreCollege students with disabilities are attending college at increasing rates. However, their success and retention still lag when compared to their non-disabled peers. This mixed methods research design aimed to look at perceived success and challenges that college students with disabilities faced. Using both a survey and an open-ended interview, the researched examined what areas students felt were areas they used the most to support their success, areas of social/emotional need, executive functioning challenges and resources to address those needs, as well as additional stressors faced. The researcher aimed to address the following research questions: 1. What academic supports benefit students with disabilities the most at the college/university level? 2. What level of importance does social and/or emotional supports factor into the retention of students with disabilities in higher education? 3. What executive functioning capabilities present the biggest challenge(s) for students with disabilities in college/university? 4. What other stressors (such as finances, family support, virtual learning, etc.) factor into the retention and success of students with disabilities in college? Through qualitative and quantitative analysis and thematic coding, the following themes emerged: (1) professor office hours are most beneficial academic support, (2) campus resources are least beneficial academic support, (3) the social experience is an important aspect to college life, (4) emotional wellbeing greatly impacts the college experience, (5) starting tasks is the most challenging aspect of executive functioning, (6) planners and/or calendars are the most effective tool to address executive functioning challenges, and (7) academic performance is a significant stress factor.
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