Social emotional learning (SEL), prevalent since the 1960's, is intended to meet the needs of the whole child (Collaborative for Academic, Social and Emotional Learning [CASEL], n.d.). Over the last three years, the effects of the Coronavirus (COVID-19) pandemic infiltrated society, and stressors during the pandemic created challenges for families and educators. At the beginning of the pandemic, students were disconnected physically from schools, and depending on the resources of schools and families, students had various modalities to connect with school. Extracurricular activities ceased at the beginning of the pandemic, and students lost access to mental health support, all impacting the SEL needs of students. As students returned to school in person, the SEL needs of students increased, and principals were faced with finding resources and strategies to meet those needs. Several research studies exist on the impacts of various models of SEL and trauma-informed practices, but there is little research on administrator perceptions of SEL. The purpose of this qualitative research study was to identify elementary school principal perceptions on the SEL needs of students, aligned to the CASEL framework, during the COVID-19 pandemic and to identify the resources and strategies needed and used to meet the SEL needs of students. Eight elementary school principals from one suburban school division in Virginia were interviewed. Elementary school principals reported environmental factors that may have increased self-management and relationship skill deficits for students. Using a variety of resources and strategies, elementary school principals have seen improvement in SEL needs of students when staff explicitly teach SEL. Elementary school principals desire more resources to meet the SEL needs of students but are faced with funding challenges and a lack of qualified candidates. To meet the SEL needs of students, it is recommended that school divisions work with local, state, and federal funding sources, as well as universities and colleges to provide additional support and resources. It is a moral imperative of elementary school principals to demand more support to meet the SEL needs of elementary students. / Doctor of Education / The purpose of this qualitative research study was to identify elementary school principal perceptions on the social emotional learning (SEL) needs of students, aligned to the CASEL framework, during the COVID-19 pandemic and to identify the resources and strategies needed and used to meet the SEL needs of students. The COVID-19 pandemic brought on sickness, death, anxiety, and depression while educational and family structures changed. Schools closed physically in the beginning of the pandemic, impacting the connectivity of students with one another and with teachers. Additionally, extracurricular activities ceased for some time, and students did not have the same consistent access to medical or mental health providers, all impacting the mental well-being of children. Families were also impacted economically and socially by the pandemic. As students returned to school in person, educators were challenged to meet the SEL needs of students during the COVID-19 pandemic. This research study investigated elementary principal perceptions on the SEL needs of students and examined the resources and strategies needed and used to support the SEL needs of students. Eight elementary school principals were interviewed from one suburban school division in Virginia. The elementary school principals reported an increase in the SEL needs of students and described a variety of resources and strategies used to support the SEL needs. While SEL needs are improving when elementary school principals and school staff focus resources and strategies to improve SEL deficits, the elementary school principals reported needing more resources to meet the SEL needs of students. Elementary school principals described challenges in funding and a lack of qualified candidates. To lessen those challenges, elementary school principals should demand more resources through local, state, and federal agencies to support the SEL needs of students.

The thrust for institutional reform and desire for accountability has caused important changes in school districts across the nation. In many schools, authority is shifting from the central office to the school, and both parents and teachers are assuming more responsibility for making decisions about school matters that are important to them. This process, often called school-based management, has potential for creating an environment that will allow reform and accountability to occur in districts seeking options to top down management. The purpose of this study was to acquire information about professional responsibility and involvement of building-level educators, parents, and community leaders in this reform movement and to provide a picture of school-based management in the public elementary schools of Virginia. The research describes a range of decision making that exists at different administrative levels in Virginia's schools systems and the parameters established for site-based decision making in Virginia's elementary schools. / Ed. D.

no abstract provided by author / Master of Science

The effects of participation of fifth grade students in the Mathematical Olympiad for Elementary Schools were investigated. Fifth grade subjects at one school who participated in the Mathematical Olympiad for Elementary Schools were compared with non-participants in routine and non-routine mathematics problem-solving achievement, non-routine problem-solving process levels, and attitudes towards mathematics. Results indicated that participation positively affected the participants’ non-routine problem-solving process levels but no uniform results were found on the other factors. The importance of appropriate non-routine mathematics problem-solving tests was indicated as a future source of study. A description of the investigation, instruments and results is included. / Master of Arts

This investigation was designed to secure data concerning the over-all effects of a high fox population on other game species, particularly the quail, rabbit, squirrel and ground-hog. In order to obtain a better understanding of the influence of the red fox upon other game species, some knowledge of the size of the populations of other game animals must be known. For this reason, a rather intensive study of the fox was made on the 2300- acre V.P.I. College Farms as some data were available on this area regarding the population and population changes in the quail, rabbit, squirrel and woodchuck. The study was carried on from April, 1950, to March, 1952. An extremely high fox population existed on the area during the period covered by the investigation (April, 1950, through March, 1952), so it was natural for the study to be carried on here. It is hoped that this investigation will point out some of the ecological factors which must be considered in determining a sound wildlife program for the management of the red fox and other game species on the same areas. / M.S.

This study describes the effects of a structured employee wellness program as related to stress management in an elementary school of thirty-eight staff members. The study was designed to measure the residual effects of the intervention program after subjects completed the sustained personal program of stress management with emphasis on relaxation techniques. The research design in which the wellness program tested was a behavioral modification study which used subjects as their own controls across two baseline stress assessments. The instruments used to measure the perceived sources of stress, levels of stress, subjects knowledge of stress, and identified symptoms of stress were: 1)the General Well·Being Schedule; 2)How to Manage Stress Computer Program Tests; 3)State-Trait Anxiety Inventory and 4) Personal Exit Interviews. These assessment instruments, except for the interviews, were used before and after each intervention treatment. In addition to the above measures, other criterion data included observations during the intervention program and after individual and group activities. These observations were done to show how school employees succeed in using stress management and relaxation techniques after exposure to the specific interventions. Analysis was made using network comparisons across both assessment periods. The networking included the implementation of Stress Managing Techniques and How to Manage Stress Computer Program. / Ed. D.

The purpose of this study is to develop an in-service training program for the teachers of the Sherman Elementary Schools in the use of audio-visual aids and materials as a means toward effective child growth and development.

The purpose of this study is to present the appraisal of the Los Fresnos Elementary School in terms of the criteria in the Handbook for Self-Appraisal and Improvement of Elementary Schools as made by a committee of twelve teachers of that school. Attention is given to the seven major areas of the school and to certain subtopics under each heading.

The purpose of this study is to determine the weak points and the strong points of the Tolar Elementary School, and to offer suggestions for improvement where needed.

The purpose of this study is to determine what relation, if any, exists between the social interests and participation of parents and the social success of their children in elementary school. An additional purpose is to determine the relationship between occupational status of parents and social success of children.