This qualitative study investigated principals' experiences with gifted students who have dropped out of school or are at risk of dropping out of school. The research was guided by the following research questions, 1.) What do high school principals indicate are their experiences with gifted dropouts? 2.) What interventions or supports do high school principals indicate were offered to gifted dropouts? and 3.) What interventions or supports do high school principals indicate are being provided to gifted students at-risk of dropping out?
The researcher sought to answer these questions by administering a qualitative survey to high schools' principals in southeastern Virginia. The survey was administered via Qualtrics utilizing the Qualitative Survey Questionnaire designed by the researcher. Responses were coded by the researcher and organized by themes. The information derived from this study may assist administrators in identifying the efforts of building leaders to support gifted students who have dropped out or are at risk of dropping out and how to support gifted students before they reach the point of dropping out.
The findings of the study indicate that principals have varying experiences with gifted students who have dropped out and gifted students at risk of dropping out. Principals identified academic and non-academic interventions. Principals identified building-level, school division-level, and community-based staff as providing interventions to those students. / Doctor of Education / The purpose of this study was to examine principals' experiences with, and the interventions and supports they provided to gifted students who have either dropped out of school or are at risk of dropping out by answering the following research questions: 1.) What do high school principals indicate are their experiences with gifted dropouts? 2.) What interventions or supports do high school principals indicate were offered to gifted dropouts? and 3.) What interventions or supports do high school principals indicate are being provided to gifted students at-risk of dropping out?
To answer these questions, 43 high school principals in southeastern Virginia school divisions were invited to respond to an online survey. The survey was designed by the researcher and consisted of 4 open-ended questions. A total of 17 principals responded to the survey.
The findings of the study indicate that principals have varying experiences with gifted students who have dropped out and gifted students at risk of dropping out. Principals identified academic and non-academic interventions. Principals identified building-level, school division-level, and community-based staff as providing interventions to those students.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/103178 |
| Date | 30 April 2021 |
| Creators | Williams, Monica Lynn |
| Contributors | Counselor Education, Price, Ted S., Cash, Carol S., White, Tinkhani Ushe, Alexander, Michael D. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Detected Language | English |
| Type | Dissertation |
| Format | ETD, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
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