Abstract This study used a case study research design to investigate the knowledge, perceptions, and beliefs of elementary principals regarding whole-grade acceleration for gifted students. The research literature is overwhelmingly positive on student outcomes – academically, socially, and emotionally. However, little research exists on the impact of principal leadership and the use of acceleration as an academic option. The study explored principals’ prior training, personal and professional experiences with whole-grade acceleration. In addition, the research questions aimed to understand what participants considered to be both benefits and challenges with acceleration. The theoretical framework for this study was human capital theory that is frequently used in both educational policymaking and educational research. The theory posits that investing in education and job training programs, among others, yields positive outcomes over time for both students and society. Findings from this study revealed that elementary principals are cautious about using this option regardless of the robust research that supports acceleration. In addition, the study revealed a dearth of knowledge and experiences among participants with whole-grade acceleration. A discussion of implications for practice and policy is included. The study highlights a need for substantive policy, specific planning to provide research best practice guidelines and processes for school districts, as well as strong leadership. Recommendations for future study are addressed that could add to the body of literature. Keywords: whole-grade acceleration, grade skipping, gifted students, elementary principals, principal leadership, human capital theory

The third grade year is a seminal moment for children moving into a fluent reader stage that continues to evolve well across their school career. Research indicates that not learning to read well by the third grade sets some children on a path of overall diminished school and life success, and thus, school leaders are faced with the challenge of altering the trajectory for students behind their peers in reading development. School leaders and teachers have a limited number of tools to assess literacy progress of beginning readers; therefore, it is important educators understand the connections between two of the most commonly used assessments. This exploratory study investigated the correlations between an Informal Reading Inventory (IRI), specifically, the Rigby, and the Virginia third grade Standards of Learning (SOL) assessment as well as a survey to capture principals’ self-ratings around the use of IRI quantitative and qualitative information within a data-informed instructional decision-making model. Findings indicated a significant relationship between the Rigby IRI and the Virginia third grade reading SOL as well as a significant relationship between where students scored on the quarter 1 Rigby IRI and where they end on both the quarter 4 Rigby IRI and the SOL. Moreover, principals’ perceptions of their leadership skills and processes indicated a stronger knowledge base and use of quantitative data from IRIs within a data monitoring system and a benchmarking process rather than the qualitative personalized instructional use of data from an IRI. If acceleration in reading progress is to be achieved in order to close reading gaps, IRI qualitative data needs to be utilized for a more dynamic instructional approach. Recommendations for practice and future studies are offered.

Algebra 1 is often called the “gateway” course to higher education and opportunity. In the state of Virginia, the Algebra Readiness Diagnostic Test (ARDT) is the recommended mathematics formative assessment selected to monitor progress of students at each grade level. This program evaluation sought to take a closer look at tasks that teachers practice in the formative assessment process which exceed the mandatory ARDT periods for assessment. Teachers felt strongly about the adverse impact of assessment overload, but they also stressed the need to have continual alternative assessments, such as memory recall practices, to make certain that elementary students retained the mathematical concepts that were taught throughout the year. Further, teachers expressed the need to reinvent ways to keep elementary students engaged in the learning process, and most spoke about the need to vary instruction practices and intervention choices with peer tutoring, computer based instruction, and ongoing feedback. ARDT was not used often outside of mandatory assessment sessions; teachers opted to use more user-friendly mathematics software containing animations and varying content delivery methods. Teachers were consistent in their expressed belief that elementary students work best in assessment environments that are not delivered in mere black and white font, but are lively and changing in font color and delivery methods. Teachers also stated that using more than one formative assessment was a necessity because one would not meet the many needs of diverse student populations while continuing to keep the interest of elementary students.

This action research study explored how instructional staff members at a rural high school in Central Virginia can improve their PBL instructional practices to promote students to acquire the 21st century skills of communication, collaboration, creativity, and critical thinking. Based on the results of this action research study, the top three strengths of PBL were students learning from mistakes, students taking responsibility for their learning, and that projects come in all shapes and sizes. The study revealed that there is not a tight fit or alignment between PBL and the Four Cs of communication, creativity, and critical thinking, and collaboration; however instructional staff members still perceived PBL as promoting the Four Cs in various ways. The study revealed that instructional staff members envision their school as students learning from their mistakes in a non-punitive way, being responsible for their learning, and creating their own educational paths to success. The study revealed that instructional staff members would like professional development on grading PBL lessons, as well as infusing PBL into the curriculum.

Empathy is an important instructor variable that improves learning outcomes by creating a safe learning environment (Herbek & Yammarino, 1990). Advancements in virtual reality technology and 360-degree videography allow individuals to empathize with others through a perceptual illusion called embodiment (Bertrand et al., 2018). The purpose of this mixed-methods action research study was to explore the effect of virtual reality perspective taking (VRPT) on teachers’ cognitive empathy. Additional goals included examining how teachers’ beliefs about cognitive empathy impacted teacher-student interactions and teaching practices. Lastly, the study sought to understand teachers’ perceptions regarding the efficacy of VRPT as a viable, professional development tool. Measurement instruments included Interpersonal Reactivity Index survey, semi-structured interviews, and a focus group discussion. The analysis of data included coding methods as prescribed by Saldaña (2016). After taking the perspective of a student through VRPT, teachers improved their ability to empathize with students. VRPT also allowed teachers to reflect on elements of physicality and student engagement in the classroom. In terms of teaching practices, teachers were able to reflect on lesson pacing, teacher feedback, and lesson set-up. Concerning VRPT’s viability as a professional development tool, teachers valued the ability to look around freely, expressed desire for more content, and suggested ways to collaborate with other teachers. Thus, results support the use of VRPT to facilitate empathic educational practices. Limitations and implications of this research are discussed in the final chapter.

The purpose of this study was to examine the relationship, if any, between the self- reported emotional intelligence (EI) of school-level administrators and changes in student achievement. EI data were collected from school-level administrators in a large urban school district using the Administrator Attribute Survey© which comprised of the Schutte Self-Reported Emotional Intelligence Test and the Administrator Emotional Intelligence Perception Test. Student achievement was derived from 2017-2019 Florida Standards Assessment English Language Arts and Mathematics for Grades 3 through 8. Findings from this study exhibited overall mean school-level administrator EI scores varied by position, gender, educational attainment, years of experience in education, and years as an administrator at the school site. Elementary assistant principal mean EI scores ranked highest overall compared to EI scores of elementary principals, middle school assistant principals, and middle school principals. Quantitative analyses were conducted to examine whether a statistically significant difference existed between self-reported EI mean scores of school-level administrators and their perception of EI attributes of other administrators. Statistically significant differences were found in the mean self-reported EI scores compared to the mean EI perception scores of school-level administrators. Furthermore, findings from the study indicated a significant relationship between elementary principal's self-reported emotional intelligence and changes in mathematics achievement for Grades 3 through 5. School-level administrators may benefit from learning how the components of EI can enhance relationships to build human capital with the potential of impacting positive changes in student achievement, particularly in elementary mathematics.

Performance-based funding policies have become popular among state legislators seeking ways to hold public higher education institutions accountable. Approximately 30 states currently use performance-based funding policies to tie state appropriations to institutional outcomes according to a defined set of metrics. Despite the popularity of the policy approach, very little empirical evidence exists to suggest that performance-based funding is effective in producing the often-intended outcomes of increased student retention and degree attainment rates. Numerous studies have indicated that these policies may produce unintended outcomes including the restriction of access, the gaming of performance-based funding systems, and the widening of equity gaps. This quantitative study employed an independent t test assuming unequal variances to investigate the effectiveness of performance-based funding policies on student retention by comparing the retention rates of full-time, first-time-in-college (FTIC) students by race, gender, and Pell grant eligibility for the four years following the implementation of these policies at a single Florida College System institution. This study also sought to determine if differences exist among enrollment rates for these same variables following the implementation of performance-based funding policies. Though findings were mixed, results revealed that in most cases there were statistically significant differences among the retention and enrollment rates across the variables of race, gender, and Pell Grant-eligibility for the sample of fulltime FTIC students following the implementation of PBF policies. Based on the study findings, policy recommendations are proposed to enhance the effectiveness of the performance-based funding policies for the Florida College System.

Expectations of parental involvement in a student's collegiate experience are grounded in the opportunities presented during the 13 years of the student's K-12 schooling. However, due to legal implications and informed by college student development theories, higher education administrators often deterred parental involvement. This research focused on the parents' perceptions of their involvement their first-time-in-college (FTIC) students' first year of college. The researcher utilized the 261 survey responses from parents of FTIC students at Large Research University (LRU). The intent of the research was to contribute to literature regarding parental involvement with their college students. The collected data included parents' perceptions, as the dependent variables, regarding (a) their personal involvement, (b) appropriate involvement, (c) expected involvement, and (d) the university's involvement. Additionally, collected data about the parents' characteristics served as the independent variables for the analyses. The analyses rendered significant differences in parents' perceptions of their involvement based on the parents' ethnicity, if the parent had a first-generation college student, and their students' residence in their first year of college. Parents, who identified as White, responded with perceptions of less involvement compared to other ethnicities. Alternatively, parents of first-generation college students and parents with a student residing at home held perceptions of more involvement. There were significant, positive correlations between parents' perceptions of their involvement and the number of hours the parent anticipated communicating with their student and the parent's anticipated number of visits to the student's college. The insight gathered from this completed research was informative for educational leaders in higher education concerning the involvement of parents in students' collegiate experience. Educational leaders can apply the knowledge proactively to inform their policies, procedures, and practices.

The purpose of this causal comparative quantitative study was to examine relationships between types of crises, perceptions of instructional leadership practices, and length of service as principal. Data from a purposive sampling using the Instructional Leadership, Job Satisfaction, and Retention Survey (ILJSRS) were collected from principals in one district and analyzed to assess the impact crises played on their perceptions of instructional leadership practices and their retention. Independent variables included demographics, type of crisis (weather, violence, health), and principal retention. The dependent variable was perception scores on the ILJSRS. Statistical analyses included the General Linear Model with Robust Standard Errors (OLS regressions). The study found partial findings related to the impact that crises and experience have on the perceptions of instructional leadership practices for principals and assistant principals. Information from these findings could aid district leaders in minimizing the impacts crises have on retention by supporting principals with instructional leadership practices. Implications for policy and practice will be included for one district.

The purpose of this phenomenological study was to understand how experienced higher education faculty conceptualize authenticity in teaching. A second purpose of the study explored how faculty communicate authenticity in teaching in the online classroom through course design. Related to communicating authenticity through course design, this study explored how faculty use engagement tools and strategies in the online classroom. The overarching research question for this study was "How do faculty communicate their humanness in an online course?" The study was conducted at a State College in the Southeastern United States. Using semi-structured interviews and art-based inquiry, this study considered authenticity in teaching through the lens of person-centered learning and course design through the Community of Inquiry framework. This study found that experienced online faculty conceptualized authenticity from a professional and personal perspective as driven by a genuine concern for the learner. Carl Rogers' theory of person-centered learning, as related to conditions for the educator, emerged throughout the thematic analysis of the data. Faculty reported various ways of communicating authenticity through course design. Faculty found the Learning Management System (LMS) to be robust and expressed an aversion to adopting Web 2.0 tools external to the LMS. Finally, though not related to the research question driving this study, faculty discussed the immense time and energy required to design and facilitate an engaging online classroom. Implications for practice include purposeful faculty development initiatives that support person-centered online course design and institutional support for the faculty and the learner.