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The purpose of this study was to assess the impact of a school division policy on early algebra on students' course taking patterns in high school. Over the past two decades, there has been significant growth in the number of students taking Algebra 1 in middle school. Research about the advantages and drawbacks to completing Algebra 1 prior to high school have mixed conclusions, with some suggesting that students benefit from the opportunity to take more advanced mathematics and science courses in high school and others concluding that students are more likely to fail and need to repeat courses if they take Algebra 1 early (Stein et al., 2011). Most of the research has focused on students taking Algebra 1 in eighth grade. At the same time, there is an ever-growing group of students seeking to take Algebra 1 even earlier, as evidenced by expansive growth in the number of students accessing Advanced Placement Calculus prior to twelfth grade (College Board, 1997; College Board, 2017). To assess the impact of early Algebra 1, the researcher considered transcript data for two cohorts of students in a large, suburban school district who took Algebra 1 in seventh or eighth grade. Statistical analysis was performed to assess whether students were likely to access the highest level mathematics courses available to them, whether they were staying in mathematics courses throughout all years of high school, and what patterns might emerge in mathematics and science course taking for students based on when they took Algebra 1. The findings indicated that students in this cohort who took Algebra 1 in eighth grade were more likely to complete the highest level mathematics courses available to them than those who took Algebra 1 in seventh grade, but they also took, on average, fewer total mathematics and science courses. For all students taking middle school Algebra 1, there were sharp declines in students accessing honors-level mathematics coursework as they advanced through the mathematics sequence. Doctor of Education The purpose of this study is to assess the impact of a school division policy on early algebra on students' course taking patterns in high school. Over the past two decades, there has been significant growth in the number of students taking Algebra 1 in middle school. Research about the advantages and drawbacks to completing Algebra 1 prior to high school have mixed conclusions, with some suggesting that students benefit from the opportunity to take more advanced mathematics and science courses in high school and others concluding that students are more likely to fail and need to repeat courses if they take Algebra 1 early (Stein et al., 2011). Most of the research has focused on students taking Algebra 1 in eighth grade. At the same time, there is an ever-growing group of students seeking to take Algebra 1 even earlier, as evidenced by expansive growth in the number of students accessing Advanced Placement Calculus prior to twelfth grade (College Board, 1997; College Board, 2017). To assess the impact of early Algebra 1, the researcher considered transcript data for two cohorts of students in a large, suburban school district who took Algebra 1 in seventh or eighth grade. Statistical analysis was performed to assess whether students were likely to access the highest level mathematics courses available to them, whether they were staying in mathematics courses throughout all years of high school, and what patterns might emerge in mathematics and science course taking for students based on when they took Algebra 1. The findings indicate that students in this cohort who took Algebra 1 in eighth grade were more likely to complete the highest-level mathematics courses available to them than those who took Algebra 1 in seventh grade, but they also took on average fewer total mathematics and science courses. For all students taking middle school Algebra 1, there were sharp declines in students accessing honors-level mathematics coursework as they advanced through the mathematics sequence.

The purpose of this research was to study successful mentoring programs/approaches to determine factors that positively affect the training, sustaining, and retaining of novice teachers in elementary schools. The primary question was, how do novice teachers, mentors, and principals in elementary schools describe their mentoring programs? The study was also guided by one sub question: What effect has the COVID-19 pandemic had on the mentoring program? Three principals, five mentor teachers, and three novice teachers completed the survey and from the survey respondents, three principals, four mentor teachers, and three novice teachers participated in a 1:1 virtual or phone interview. A case study method was conducted to target effective strategies currently used by mentors and principals to support new teachers with 1 to 3 years' experience. Ten school-based educators participated in the research. Open-ended questions were posed during a structured 1:1 interview with principals, mentors, and novice teachers. Findings suggest that novice teachers, mentor teachers, and principals believe three factors significantly impact a mentoring program: support, accessibility, and collaboration. The aim in conducting this research was to add to the literature on research-based practices and the system-wide approach of mentoring novice teachers that empowers teacher effectiveness, improves instructional practices, and increases teacher retention. By understanding the fidelity, consistency, and the level of support, accessibility, and collaboration in which novice teachers were afforded authentic opportunities to observe, learn with and from peers, mentors, and the principal in a mentoring program can be postulated for consideration. Study findings showed that novice teachers, mentors and principals believe mentoring programs afford opportunities for professional development, regularly scheduled meetings, and check in times with novice teachers. Thus, the study showed that mentors value having more time to meet with novice teachers to "hammer out" things they get bogged down with and have reflective conversations. The findings also showed that novice teachers rely on support from mentors with parent conferences, classroom management, learning curriculum content, preparing for back to school night, progress reports, getting to know the staff, and navigating the school culture. In addition, the findings showed that overall, principals do not work directly with novice teacher. However, they maintain an open door policy; follow the school district's guidelines for establishing mentoring program within the school; collaborate with lead mentors to find the best fit to pair mentors with novice teachers and keep a pulse on the supports and needs of the program; participate in new teacher orientation; and check in with novice teachers. Doctor of Education GENERAL AUDIENCE ABSTRACT This study investigated the mentoring and induction programs that support novice teachers in elementary schools. The researcher conducted a study about how to support novice teachers through mentoring and induction in elementary schools to determine the factors that affect the training, sustaining, and retaining of novice teachers. The primary question was, how do novice teachers, mentors, and principals in elementary schools describe their mentoring programs? The study was also guided by one sub question: What effect has the COVID-19 pandemic had on the mentoring program? A survey was sent to five elementary school principals, five mentor teachers, and three novice teachers. Three elementary school principals completed the demographic survey and completed the 1:1 Zoom (audio recorded only) interview. Four mentor teachers and two novice teachers completed the survey and participated in a phone interview. In addition, one novice teacher completed the survey and participated in a 1:1 Zoom (audio recorded only) interview. A data analysis process was used to analyze the 10 participants' interview responses regarding how novice teachers were supported in a mentoring and induction program in elementary schools. Findings suggest that principals, mentors, and novice teachers alike considered support, accessibility, and collaboration critical characteristics in supporting novice teachers.

Doctor of Education Principals make a difference for student achievement in schools, but they do not work alone. Teachers and central office staff also work to increase student achievement. This research examined how decisions and actions of principals impacted the decisions and actions of the teachers and central office staff to support science instruction. The research question was, What are the decisions and actions of elementary principals that support science education? Additional questions were (1) How are the decisions and actions of elementary principals regarding science instruction impacted by those of central office science leaders? (2) How are the decisions and actions of elementary teachers regarding science instruction impacted by those of principals? Two school leaders, three teachers, and a central office science leader from three schools in the same school division were interviewed about decisions regarding standards, curriculum, instruction, professional learning, partnerships, and accountability. Their responses were analyzed to determine where the work was complementary to support science learning. This research could provide school and division leaders with a series of actions for addressing components of principal leadership and increase the opportunities for all stakeholders to work together to enhance student achievement in science.

The purpose of this study was to identify the perceptions of theater teachers and arts leaders regarding the necessary components to cultivate and sustain a district theater education program, as well as the indicators of success and quality in theater education programs in public schools. The researcher's hypothesis was that the primary components include: 1) theater learning standards and curricular resources that impact the delivery of meaningful instruction and student assessment (Bennett, 2001; National Endowment for the Arts, 1988); 2) qualified teachers who demonstrate effective pedagogy and practices (Catterall, 2009; National Endowment for the Arts, 1988); 3) Professional Learning Communities (PLCs) and professional development opportunities specific to theater education (Catterall, 2009); and 4) district leadership, representation, and advocacy specific to theater education and teachers (Project Zero, 2001). The research was implemented through a case study in a selected school district that exhibited all components. It was conducted in three phases and included district theater teachers and arts leaders. The essential findings, from the perceptions of theater teachers and arts leaders, confirmed the importance of the four components the researcher identified as necessary to cultivate and sustain theater education programs. The identified components also emerged as the primary indicators of success and quality of district and school theater education programs in public schools. However, the research also showed that indicators of the success of theater education programs do not always lead to quality, and quality does not always lead to success. Doctor of Philosophy The purpose of this study was to identify the perceptions of theater teachers and arts leaders regarding the necessary components to cultivate and sustain a district theater education program, as well as the indicators of success and quality in theater education programs in public schools. The researcher's hypothesis was that the primary components include 1) curriculum and instruction (Bennett, 2001; National Endowment for the Arts, 1988); 2) qualified teachers (Catterall, 2009; National Endowment for the Arts, 1988); 3) teacher learning communities and professional development opportunities specific to theater education (Catterall, 2009); and 4) leadership specific to theater education (Project Zero, 2001). The research was implemented through a case study in a selected school district that exhibited all components. It was conducted in three phases and included district theater teachers and arts leaders. The essential findings, from the perceptions of theater teachers and arts leaders, confirmed the importance of the four components the researcher identified as necessary to cultivate and sustain theater education programs. The identified components also emerged as the primary indicators of success and quality of district and school theater education programs in public schools.

The purpose of the study was to examine how four different high schools within one school district implemented the AVID program. The researcher used a comparative case study model to examine the different sites' programs and how the program and program implementation varied by site. The research questions answered how the AVID program was implemented by site, whether the program was implemented with fidelity, and if there were factors that impacted program implementation. The AVID district coordinator, site administrators and site coordinators were surveyed to gauge the understanding of the AVID program, program implementation, and how AVID implementation impacts the program fidelity by site. AVID research suggests that the program works to address the needs of students from underserved populations and aims to help them access advanced academic classes and achieve more success within those college prep courses and school overall. This study may help school districts, school administation and AVID personnel better understand how site implementation impacts overall program success and to see how barriers impact the implemenation process at school sites. Findings included, some school-based administrators and site coordinators did not feel they implemented the AVID program with fidelity, site administrators' involvement with the AVID implementation was inconsistent, most site administrators knew nothing about the specific rating of the AVID Coaching and Certification Instrument (CCI) or the measurement overall. Other findings were AVID site coordinators completed the AVID CCI and coordinated all aspects of the process and AVID implementation at the sites, site coordinators perceived that they implemented the AVID program with the most fidelity possible within their respective "means" but not with fidelity. Further, schools implemented the AVID Domains with varied degrees of fidelity according to the AVID CCI and each site had a unique implementation of the AVID program. Doctor of Education Advancement Via Individual Determination (AVID) is an educational program that aims to help underserved students learn how to successfully access classes that helps prepare them for college. The AVID program is offered in some schools to aid students in the academic middle through instruction, tutoring, and structures to learn how to be successful in honors courses within the middle and high school levels. School leaders need to understand how well AVID programs are being implemented within their school to ensure that the program can be the most successful to reach the students well. This research study looked at four AVID schools to see how well they implemented the AVID program in comparison to how it should be done, the role school administration had in the implementation, and how implementation differed at schools. The study used information from the AVID Coaching and Certification Instrument (the AVID report card), to see how the school scored and each AVID site administrator (building principal) and AVID site coordinator (the person who runs the AVID program at the school) were interviewed and asked several questions to better understand the program at each school, the role the site administrator and site coordinator played in running the program and how well the AVID staff understood how well the school did with the program at their school. The study found that schools implemented their programs differently, that the AVID principals did not feel they ran the program as it should be, and that most of the AVID principals did not know what the AVID CCI was or how their school scored. The AVID site coordinator was responsible for running AVID at the school, they ran the AVID program as well as they could but not as it should be.

This study investigated principal leadership in building a culture of disciplinary literacy. Previous studies investigated and validated the uniqueness of disciplinary literacy (Moje, 2015; Shanahan and Shanahan, 2008; Spires et al., 2018). Case studies on individual schools looked at literacy within the context of a specific school community (Faulkner, 2012; Francois, 2014; Gilrane et al., 2008). These studies, although they touched on teacher and principal leadership, did not focus on leadership at the core of creating a community of literacy. This study focused on the essential actions and dispositions of principals who successfully built and maintained a culture of disciplinary literacy. Eight principals from a large, suburban Northeastern school district were interviewed to ascertain their actions. Open coding with constant comparative analysis yielded common themes, dispositions, and actions of principals. Common leadership themes emerged as principals discussed leading disciplinary literacy: demonstrate why change is needed, recognize that leading literacy requires a plan, link the district priorities to disciplinary literacy, distribute leadership, provide targeted professional development, and utilize established resources. What emerged from this study was that one person alone could not build a culture of literacy within a school. Rather, changing instructional practices to put literacy at the center of learning requires the community to embrace literacy. As school leaders look to improve equitable outcomes for all students, they must look at the variation in instructional practices across the disciplines and ensure that literacy research-based practices are being used across all content areas. Change of this magnitude is a multiyear shift with student learning at the center of all instructional decisions. The complex task of leading instructional change requires a principal to learn about disciplinary literacy. If schools want equitable education for all students, principals must understand and place priority on disciplinary literacy. 5 This study investigated principal leadership in building a culture of disciplinary literacy. Disciplinary literacy is the ability to read, write, think, and discuss like an expert in the field. For example, classes with disciplinary literacy at the core would ask students to read like a scientist or write an original score like a musician. Previous studies investigated and validated the uniqueness of disciplinary literacy (Moje, 2015; Shanahan and Shanahan, 2008; Spires et al., 2018). Case studies on individual schools looked at literacy within the context of a specific school community (Faulkner, 2012; Francois, 2014; Gilrane et al., 2008). These studies did not focus on principal leadership at the core of creating culture of disciplinary literacy. This study focused on the essential actions and dispositions of eight principals who built a culture of disciplinary literacy in each of their secondary schools. Common leadership themes emerged as principals discussed leading disciplinary literacy: demonstrate why change is needed, recognize that leading literacy requires a plan, link the district priorities to disciplinary literacy, distribute leadership, provide targeted professional development, and utilize established resources. As school leaders look to improve equitable outcomes for all students, they must look how literacy is taught in the disciplines and ensure that students have an opportunity to learn the real-life practices of professionals in the field. The complex task of leading instructional change requires a principal to learn about disciplinary literacy, so he or she can encourage teacher-experts to explicitly teach authentic disciplinary literacy skills in their classes.

This qualitative research study explored the leadership perceptions of high school administrators who have been successful in raising academic achievement for Black males. Utilizing semi-structured interviews which served as the primary data source, this study aimed to uncover specific school-level factors that were being optimized in public high schools to help increase graduation rates for Black male students. In addition, a review of school documents acted as secondary data sources and offered more detailed views about the case studies. After thorough analysis of the data, the findings revealed five factors that the high school administrators were optimizing better support their Black male learners: 1) hiring Black males, 2) the staff, 3) school activities, 4) collaborations with community partners, and 5) formal and informal methods of offering positive feedback and special recognition. These five factors were found as having the greatest influence on the academic achievement of the males. Overall, the study's findings aligned with earlier research on student achievement. Based on the findings, it was clear that the five factors promoted a certain degree of academic achievement independently. However, the researcher posits that, if implemented simultaneously, the five factors are likely to build a greater network of support for Black male high school students that will help boost achievement that is converted to increased graduation rates. Thus, implications for practice for other high school administrators as well as recommendations for future research emerged from the findings of this study. Doctor of Education This qualitative research study explored the leadership perceptions of high school administrators who have been successful in raising academic achievement for Black males. Utilizing semi-structured interviews which served as the primary data source, this study aimed to uncover specific school-level factors that were being optimized in public high schools to help increase graduation rates for Black male students. In addition, a review of school documents acted as secondary data sources and offered more detailed views about the case studies. After thorough analysis of the data, the findings revealed five factors that the high school administrators were optimizing better support their Black male learners: 1) hiring Black males, 2) the staff, 3) school activities, 4) collaborations with community partners, and 5) formal and informal methods of offering positive feedback and special recognition. These five factors were found as having the greatest influence on the academic achievement of the males. Overall, the study's findings aligned with earlier research on student achievement. Based on the findings, it was clear that the five factors promoted a certain degree of academic achievement independently. However, the researcher posits that, if implemented simultaneously, the five factors are likely to build a greater network of support for Black male high school students that will help boost achievement that is converted to increased graduation rates. Thus, implications for practice for other high school administrators as well as recommendations for future research emerged from the findings of this study.

The use of Response to Intervention, more commonly referred to as RTI has become more prevalent as school systems look to find ways of bridging the opportunity gap and provide support those students who are not successful in their attempts to access the general education curriculum. More research is needed in order to have a better understanding of not only how schools implement RTI, but also how they utilize data, monitor student progress and help to ensure fidelity of implementation. The purpose of this study was to examine and explain how one elementary school with a high quality RTI program implemented Response to Intervention while keeping all three essential components in consideration. The findings demonstrate that the subject elementary school combined several elements of Response to Intervention and in turn, created their own version of a hybrid RTI model that utilized components from both the standard protocol model and the problem-solving model. In order to monitor student progress, universal screeners were utilized several times throughout the year for both reading and math. Reading was also monitored through running records, PALS Quick Checks, Orton Gillingham assessments, and exit tickets, whereas Math utilized formative assessments, anecdotal notes, and exit tickets to track student progress. Each math and reading CLT met weekly to engage in dialogue around student data. An important finding is that the subject elementary school made RTI implementation decisions around what was best for their students, which allowed for a more flexible and adaptable approach. The system utilized targeted individual student needs and helped to ensure that ALL students had access to the necessary supports that would help to ensure student success. Doctor of Education As schools continue to face increasing demands, including how to meet the needs of students with diverse academic backgrounds, they have been charged with exploring new ways and methods of ensuring that students are successful in their attempts to access the general education curriculum. Response to Intervention, more commonly referred to as RTI, has become more widely used in school systems as they continue to work to ensure student success for all. RTI is seen as a tool to help accurately identify students who have a learning disability (Ciolfi and Ryan, 2011), however more research is needed in order to have a better understanding of how schools implement RTI, as well as how they utilize the data collected and monitor student progress. This qualitative case study analyzes how one subject elementary school implemented RTI, how they utilized data, as well as how they monitored the progress of their students.

As the practice of social justice in traditional schools becomes embedded in the discourse of educational settings (Theoharis, 2007), school leaders are increasingly being required to practice social justice leadership by identifying and initiating practices that engage students from diverse and under-served backgrounds. The purpose of this study was to identify the leadership practices of six former and current principals who have led National ESEA Distinguished Schools (formerly National Title I Distinguished Schools) in the United States. These principals work with diverse student populations that typically struggle to make academic gains and meet state standards. As such, this study sought to delve into the leadership practices of Title I principals. By understanding the leadership practices in which these principals engaged, and how consistent these practices are with the principles of social justice, a model of social justice leadership can be postulated for consideration. A qualitative research methodology, in-depth phenomenological interviews (Seidman, 2013) was used. Open-ended questions were posed during the semi-structured interviews of the principals. The findings in this study provide details on what actions six Title I principals from districts across the United States took to lead their schools to National ESEA Distinguished School status. These social justice leaders address the social structures of oppression, privilege, and opportunity that can deprive marginalized student groups from access to educational opportunity. Principals reported that the actions they took to ensure equity and fairness were around creating safe and orderly learning environments, professional learning communities, and professional development for staff. Doctor of Education This study will provide insight into the leadership practices of Title I principals and how they successfully led Title I schools and gained national recognition. The National Elementary and Secondary Education Act (ESEA) Distinguished Schools (formerly National Title I Distinguished Schools) Programs recognizes schools for their growth in student academic achievement. The purpose of this study was to identify the leadership practices of these principals and to understand how consistent these practices are with the principles of social justice leadership. The target population of the study was principals from six Title I schools who obtained National Distinguished ESEA School status. These principals work with diverse student populations that typically struggle to make academic gains and meet state standards. Each principal participated in a 60-minute, semi-structured interview. The purpose of the interview was to uncover and encapsulate a person's experience (Seidman, 2013). The analysis of the experiences of these leaders provided a lens that other school leaders might consider to improve their leadership practice. The data analysis indicated that these social justice leaders address the social structures of oppression, privilege, and opportunity that can deprive marginalized student groups of access to educational opportunity. Principals reported that the actions they took to ensure equity and fairness were around creating safe and orderly learning environments, professional learning communities, and professional development for staff. Findings from the study indicated more research is needed on the practices of social justice leadership.

The objective of this study is to examine the impact of students accessing Algebra 1 in the 8th grade on their science course-taking patterns in high school in a large district in the Mid Atlantic of the United States. This is an important question because many studies have shown that Algebra 1 is a "gatekeeper" course (Adelman, 1999, 2006) but there has not been much research around the impact of who has taken Algebra 1 by 8th grade and what science courses they took as a result of having access to that particular course (Xin Ma, 2009). The data will be supplied by the school district of the last two cohorts of graduating seniors who were in the district from the seventh grade on, so the analysis can be conducted on those who were subject to the same opportunities and policies. The demographic information that will be requested are: Free/Reduced Meal students (FRMS) as a proxy for socio-economic status (SES), gender, race, English as a Second Language (ESOL) level, Special Education (SPED), what grade the students took Algebra, and the science classes they took while they were in high school. The research questions will be analyzed using JMP, a statistics program supplied by Virginia Tech to see if there are any significant differences in which groups of students took Algebra 1 by 8th grade and what kinds of science courses they took. The major findings were that more White and Asian students, and higher SES students accessed Algebra 1 by 8th grade and were enrolled in more rigorous science classes in their high school career than their Black, Hispanic, low SES, Special Education or English Language peers. The results of this study could inform large school districts about the impact of Algebra 1 by 8th grade on students' science course-taking patterns and promote conversations about their policies they create about access to critical courses. Doctor of Education The objective of this study is to examine the impact of students accessing Algebra 1 in the 8th grade on their science course-taking patterns in high school in a large district in the Mid Atlantic of the United States. This is an important question because many studies have shown that Algebra 1 is a "gatekeeper" course (Adelman, 1999, 2006) but there has not been much research around the impact of who has taken Algebra 1 by 8th grade and what science courses they took as a result of having access to that particular course (Xin Ma, 2009). The major findings were that more White and Asian students, and higher SES students accessed Algebra 1 by 8th grade and were also enrolled in more rigorous science classes in their high school career than their Black, Hispanic, low SES, Special Education or English Language peers. The results of this study could inform large school districts about the impact of Algebra 1 by 8th grade on students' science course-taking patterns and promote conversations about their policies they create about access to critical courses. The research could be used by school leaders as context for when they examine the participation of students in their upper level science classes. It could also be used by school counselors to better communicate with families about the importance of mathematics preparation and readiness and the impact of those on other college track courses.

The purpose of this study was to determine how well current students and graduates of principal preparation program cohorts in one large school district in the Mid-Atlantic perceived their program was preparing them, or has prepared them, to be school-based administrators. Current cohort students and graduates were studied to determine their perceptions regarding how well their principal preparation program prepared them to be school-based administrators as well as how well they believed their program was aligned with the current (2015) Professional Standards for Educational Leaders (PSELs). To ascertain if any significant differences appeared in the data, a two-tailed t test was used to compare participant groups (graduates with administrative positions and graduates without administrative positions) and an ANOVA was used to compare universities. Statistical analysis revealed that graduates with administrative positions perceived they were better prepared to be school-based administrators than graduates without administrative positions on most of the current PSELs. Additionally, graduates with school-based administrative positions believed their programs were better aligned the current PSELs than graduates without administrative positions. Furthermore, graduates and current students perceived that one of the universities under study did not prepare them as well and was not as well aligned as the other two universities under study based on some of the current PSELs. Focus group discussions revealed that significant differences in the data may be due to different administrative experiences/internships, curriculum, professors, and personal responsibility. A document review indicated that the standards taught were, in general, not well aligned with the current PSELs. Doctor of Education This study sought to determine the perceptions of preparedness of current students and graduates of principal preparation program cohorts in one large school district in the MidAtlantic. Additionally, this study sought to determine how well current students and graduates believed their programs were aligned with current Professional Standards for Educational Leaders (PSELs). A review of accreditation documents revealed that the standards taught in the principal preparation programs were not, in general, aligned with the current PSELs. A survey of current students and graduates of three principal preparation cohorts in the school district under study indicated that graduates with school-based administrative positions (principals, assistant principals, associate principals, deans) perceived they were better prepared than graduates without school-based administrative positions. Furthermore, graduates with school-based administrative positions indicated their programs were more aligned to the PSELs than did graduates without administrative positions. When comparing universities, current students and graduates perceived that one of the universities under study did not perform as well as the other two universities regarding perceptions of preparedness and PSEL alignment on some of the PSELs. A focus group determined that the possible reasons for the differences in the data were due to administrative experiences/internships, curriculum, professors, and personal responsibility. This study is significant because it informs the universities and school district of any perceived programmatic strengths and weakness. The school district and universities may want to gather more data to improve their program effectiveness.

Research suggested that academic achievement can be directly impacted by a positive school climate (Bulach Malone, and Castleman, 1995; Bulach, 1994; Freiberg, 1999; MacNeil, Prater, and Busch, 2009; Thapa, Cohen, Higgins-D'Alessandro, and Guffey, 2012; Zakrzewski, 2013; Kutsyuruba, Klinger, and Hussain, 2015). When schools focus on improving school climate, it is suggested that student academic achievement will increase (USDOE 2016). The purpose of this study is to identify the relationship between school climate and academic achievement at the high school level. This quantitative study used multiple regression analysis to identify the relationship between school climate and academic achievement of Virginia high schools (N=314). The data for this study was extracted from the Virginia Department of Education (VDOE) School Quality Profiles (SQP) website on school attendance, school size, Free and Reduced Meal Eligibility (FRME), pupil/teacher ratios, provisionally licensed teachers and school discipline. Academic achievement measures were also taken from the Virginia Standards of Learning (SOL) results for English/reading and mathematics found on the VDOE SQP website for Virginia high schools. The results of this study identified school size, percentage of low SES, attendance, discipline and provisionally licensed teachers as the significant factors having the biggest impact on learning. In an era of continued accountability, educational leaders will have a process to examine the effect of school climate factors on their students' academic performance at the high school level. Doctor of Education Research suggested that academic achievement can be directly impacted by a positive school climate (Bulach Malone, & Castleman, 1995; Bulach, 1994; Freiberg, 1999; MacNeil, Prater, & Busch, 2009; Thapa, Cohen, Higgins-D’Alessandro, & Guffey, 2012; Zakrzewski, 2013; Kutsyuruba, Klinger, & Hussain, 2015). When schools focus on improving school climate, it is suggested that student academic achievement will improve (USDOE 2016). The purpose of this study was to determine what impact school climate indicators such as: attendance, school size, percentage of low social economic status, discipline, pupil/teacher ratio, and provisionally licensed teachers have on academic achievement of Virginia high schools. This study looked at the best way to examine the relationship between school climate and academic achievement in Virginia high schools. The population was 314 high schools. The data for the school climate factors for this study was taken from the Virginia Department of Education (VDOE) School Quality Profiles (SQP) website. The Virginia Standards of Learning (SOL) results for English/reading and mathematics were used as the academic achievement measures. The SOL data for Virginia high schools was also taken from the VDOE SQP website. The results of this study identified school size, percentage of low SES, attendance, discipline and provisionally licensed teachers as the significant climate factors having the biggest impact on student learning. In an era of continued accountability, this study provided educational leaders with a process to examine the impact of the school climate factors on their students’ academic performance at the high school level.

This research is a descriptive, correlational study investigating mathematics teachers' perceptions of their self-efficacy and the effects of teacher characteristics and supervisory behaviors on teachers' self-efficacy. Teachers who teach mathematics from an urban school district in the southern part of the United States were asked to report on their self-efficacy in teaching mathematics and their perception of the supervisory behaviors that support the development of their self-efficacy. The study sought to determine the relationship between teachers of mathematics self-efficacy and the characteristics and supervisory behaviors that foster the development of their self-efficacy. Gender, ethnicity, years of mathematics teaching, level of education, and years at current school are used as control variables. The study findings suggest instructional leaders need to use a variety of strategies to enhance teacher efficacy. Strategies that were reported to be particularly useful included those that foster teacher collaboration, autonomy, and empowerment. Ensuring appropriate systems, services, and support for teacher collaboration should be a priority for those in leadership positions. An important practical implication emerging from this research is the need for feedback. It is expected that the results of this research may benefit educational supervisors when they consider which type of supervision and supportive actions to adopt to foster the development of mathematics self-efficacy in their teachers. Doctor of Education This research is designed to investigate mathematics teachers' perceptions of their self-efficacy and the effects of teacher characteristics and supervisory behaviors on teachers’ self-efficacy. The study is threefold: (a) to explore the self-efficacy of teachers who teach mathematics, (b) to identify teacher characteristics and supervisory behaviors that teachers perceived affect teacher self-efficacy, and (c) to determine whether there is a relationship between the mathematics supervisory behaviors and teacher self-efficacy as seen by the teachers, while controlling for gender, ethnicity, years of mathematics teaching, level of education, and years at current school. Teachers who teach mathematics from an urban school district in the southern part of the United States were asked to report on their self-efficacy in teaching mathematics and their perception of the supervisory behaviors that support the development of their self-efficacy. The study findings suggest instructional leaders need to use a variety of strategies to enhance teacher efficacy. Strategies that were reported to be particularly useful included those that foster teacher collaboration, autonomy, and empowerment. Ensuring appropriate systems, services, and support for teacher collaboration should be a priority for those in leadership positions. An important practical implication emerging from this research is the need for feedback. It is expected that the results of this research may benefit educational supervisors when they consider which type of supervision and supportive actions to adopt to foster the development of mathematics self-efficacy in their teachers. Keywords: Self-efficacy, Supervisory behaviors, Mathematics Teachers, Perceptions of Self-efficacy, Teacher Characteristics

Students with disabilities are highly at-risk for administrative disciplinary actions that remove them from school for misconduct. School leaders have the authority and expertise to reduce the amount of these removals by reconsidering their current methods for discipline, reflecting on how these affect their students, and making changes to student consequences. The purpose of this study was to determine what highly skilled principals in the field have found to be the most effective strategies in reducing or eliminating out-of-school suspensions for students with disabilities. This insight is invaluable to the discussion on next steps to close the discipline gap between special education and regular education students. This study used a Delphi model for research building consensus through three rounds of surveys. This input was collected from a panel of 15 principals from 13 school divisions across Virginia that were identified as having already achieved success in eliminating out-of-school suspensions for students with disabilities. The panel concluded that principals must ensure a positive relationship with every student, use alternative, logical, and authentic consequences, and identify and implement individualized supports and accommodations when addressing student misconduct to eliminate out-of-school suspensions for their students with disabilities. Principals should implement practical strategies that proactively build positive relationships and help them better understand the child as an individual in order to reduce or eliminate suspensions in their schools. Doctor of Education Students with disabilities are highly at-risk for administrative disciplinary actions that remove them from school for misconduct. School leaders have the authority and expertise to reduce the amount of these removals by reconsidering their current methods for discipline, reflecting on how these affect their students, and making changes to student consequences. The purpose of this study was to determine what highly skilled principals in the field have found to be the most effective strategies in reducing or eliminating out-of-school suspensions for students with disabilities. This insight is invaluable to the discussion on next steps to close the discipline gap between special education and regular education students. This study used surveys to gather input and find agreement on best practices from a panel of elementary school principals from many school divisions across Virginia. The panel concluded that principals must ensure a positive relationship with every student, use alternative, logical, and authentic consequences, and identify and implement individualized supports and accommodations when addressing student misconduct to eliminate out-of-school suspensions for their students with disabilities. Principals should implement practical strategies that proactively build positive relationships and help them better understand the child as an individual in order to reduce or eliminate suspensions in their schools.

The movement from middle school to high school is a crucial period as adolescents frequently have a difficult time acclimating to the high school environment and often experience a decline in their academic achievement from middle school to ninth grade (DeLamar and Brown, 2016; Ellerbrock and Kiefer, 2014; Fulk, 2003; Mizelle and Irvin, 2000; Neild, 2009). Many students who drop out of school do so in ninth grade and do not graduate on time with their classmates (Asplaugh, 1998; Bottoms, 2002; Fulk, 2003; Neild, Stoner-Eby, and Furstenberg, 2008). The components of a successful middle school to high school transition program address the academic, procedural, and social challenges students face during this time (Akos and Galassi, 2004; Anderson et al., 2000; Block, 2016; Cauley and Jovanovich, 2006; Ellerbrock et al., 2015; Smith et al., 2006). Richard Samuel School (RSS), a stand-alone ninth-grade center, has addressed transition challenges for over 25 years. This single case study research examined the reasons for development of this unique school configuration, as well as the programmatic structures created to address students' academic, procedural, and social concerns, through the perceptions of former students, staff, and administrators. This study identifies the effectiveness, benefits, and drawbacks of the program design which addressed the middle school to high school transition for all students at RSS. The study analyzes the program during the first ten years of its existence, from its inception in 1993 until 2003. As a result of this study, themes around responsive and supportive accountability among staff and students were evident. Through transition structures, such as development of a school support team, core content teachers planning for and teaching advanced and standard level curriculum coupled with student placement on an interdisciplinary team and every student assigned a teacher advisor, students at RSS experienced a positive transition to high school. As a result, a decline in student retention occurred and after year three of implementation, there was a 0% dropout rate. The results of this case study will contribute to research regarding impactful transition programming from middle school to high school. Doctor of Education The movement from middle school to high school is a crucial period as students frequently have a difficult time adjusting to the high school environment and often experience a decline in their grades once they leave middle school and enter ninth grade (DeLamar & Brown, 2016; Ellerbrock & Kiefer, 2014; Fulk, 2003; Mizelle & Irvin, 2000; Neild, 2009). Many students who drop out of school do so in ninth grade and do not graduate on time with their classmates (Asplaugh, 1998; Bottoms, 2002; Fulk, 2003; Neild, Stoner-Eby, & Furstenberg, 2008). The transition from middle school to high school involves communication between school personnel, students, and their parents to ensure it is successful. The components of a successful middle school to high school transition program address the academic, procedural, and social challenges students face during this time (Akos & Galassi, 2004; Anderson, Jacobs, Schramm, & Splittgerber, 2000; Block, 2016; Cauley & Jovanovich, 2006; Ellerbrock, Denmon, & Owens, 2015; Smith, Feldwisch, & Abell, 2006). Richard Samuel School (RSS), a stand-alone ninth-grade center, has addressed transition challenges for over 25 years. The focus in this single case study research was to examine the reasons for the development of this unique school configuration, as well as the programmatic structures created to address students’ academic, procedural, and social concerns, through the perceptions of former students, staff, and administrators. An additional focus was to identify the effectiveness, benefits, and drawbacks of the program design which addressed the middle school to high school transition for all students at RSS. The study covered the program during the first 10 years of its existence, from its inception in 1993 until 2003. The results of this study contribute to the research regarding impactful transition programming from middle school to high school.

Educational leaders have shared concerns of the shortage of qualified candidates applying for principal openings, particularly at challenging schools, such as turnaround schools (Gurley, Anast-May, and Lee, 2015; Kutash et al., 2010). The challenge of turning around a failing school makes it essential to study when and how successful turnaround principals adapt their leadership practices in their unique contexts. Kouzes and Posner (2017) studied leaders at all levels from a variety of organizations. Their research identified five common leadership practices. Good leaders model the way, inspire a shared vision, challenge the process, enable others to act, and encourage the heart (Kouzes and Posner, 2017). The purpose of this study was to compare Kouzes and Posner's five leadership practices with what successful elementary school turnaround principals described as performing at their personal best. This research was conducted at a Mid-Atlantic school district, Riverdale Public Schools (pseudonym). Seven successful elementary school turnaround principals were interviewed. The leadership practices of these principals were compared to Kouzes and Posner's five leadership practices to determine where their leadership practices were consistent with what turnaround principals described as their personal best experiences. The information gained will contribute to the knowledge base of prioritizing essential leadership actions for turnaround leadership. Doctor of Education Being an elementary school principal is challenging work. Leaders have shared concerns of the shortage of qualified principals applying for schools that failed to meet state or national academic benchmarks (Gurley, Anast-May, & Lee, 2015; Kutash et al., 2010). The challenge of improving a failing school makes it important to study when and how successful principals lead in these situations. Kouzes and Posner (2017) studied leaders at all levels from a variety of organizations. Their research identified five common leadership practices. Good leaders model the way, inspire a shared vision, challenge the process, enable others to act, and encourage the heart (Kouzes & Posner, 2017). This study compared Kouzes and Posner’s five leadership practices with what successful elementary school principals described as performing at their personal best. This research was conducted at a Mid-Atlantic school district, Riverdale Public Schools (pseudonym). Seven elementary school principals who were hired to lead a failing school were interviewed. The leadership practices of these principals were compared to Kouzes and Posner’s five leadership practices to determine where their leadership practices were consistent. The information gained from this research study will contribute to the knowledge base of prioritizing essential leadership actions for failing schools.

Within the educational community, there is a growing shift towards the development of essential skills, emphasizing process-skills over mastery of content. This shift is mirrored in the rapid changes in workplace-related technology, outpacing the creativity and flexibility of current graduates. Makerspaces and related technology education approaches have been increasingly implemented to offer students opportunities for developing these desired skills. Parallel to this effort, students who receive special education services but access the general education curriculum continue to lag behind the general education population in high-stakes testing, graduation-rates, and long-term employment outcomes. Remediation-based services often preclude students receiving services from exposure to technology- or other enrichment-based educational opportunities. The initial phase of this exploratory case study focused on the impacts of a technology-based enrichment club on a small group of special education learners. Through this proof-of-concept study, it became apparent that adult participants across stakeholder groups were showing evidence of transformative learning through their experiences with the club. The follow-up study, therefore, focused on changes in adult perceptions and/or practices resulting from these experiences, as evidenced through the Nerstrom Transformative Learning Model (2014). Following exposure, interviews were conducted with participating cosponsors, school-based educational leaders, and guest presenters from technical fields. These interviews were analyzed for both commonly identified and group-specific themes. Results suggest that experiences with the club challenged various assumptions held by participants, often leading to new perspectives on special education practices and students who receive services. These results suggest that potential shifts are a function of how many established perspective-based obstacles these challenged and reformed assumptions can address. Recommendations for future research include replication, extension beyond a club setting, and further exploration of identified themes, as well as investigating the deeper implications of obstacles to transformative learning. Doctor of Education Within the educational community, there is a growing shift towards the development of essential skills, emphasizing process-skills over mastery of content. This shift is mirrored in the rapid changes in workplace-related technology, outpacing the creativity and flexibility of current graduates. Makerspaces and related technology education approaches have been increasingly implemented to offer students opportunities for developing these desired skills. Parallel to this effort, students who receive special education services but access the general education curriculum continue to lag behind the general education population in high-stakes testing, graduation-rates, and long-term employment outcomes. Remediation-based services often preclude students receiving services from exposure to technology- or other enrichment-based educational opportunities. The initial phase of this exploratory case study focused on the impacts of a technology-based enrichment club on a small group of special education learners. Through this proof-of-concept study, it became apparent that adult participants across stakeholder groups were showing evidence of transformative learning through their experiences with the club. The follow-up study, therefore, focused on changes in adult perceptions and/or practices resulting from these experiences, as evidenced through the Nerstrom Transformative Learning Model (2014). Following exposure, interviews were conducted with participating cosponsors, school-based educational leaders, and guest presenters from technical fields. These interviews were analyzed for both commonly identified and group-specific themes. Results suggest that experiences with the club challenged various assumptions held by participants, often leading to new perspectives on special education practices and students who receive services. These results suggest that potential shifts are a function of how many established perspective-based obstacles these challenged and reformed assumptions can address. Recommendations for future research include replication, extension beyond a club setting, and further exploration of identified themes, as well as investigating the deeper implications of obstacles to transformative learning.

One-to-one computing initiatives are becoming a part of many school divisions across the United States as district leadership analyzes ways to improve student learning and create 21st century learning spaces. Studying how school divisions planned, prepared, implemented and sustained a one-to-one computing initiative is an important step that school leaders must do in order to help foster learning environments that promote critical thinking, collaboration, communication and creativity. The research presented in this paper came from a case study conducted on City School District (CSD), a kindergarten through twelfth (K-12) grade school system that implemented a one-one computing initiative for all students. A detailed analysis of archived meeting minutes, surveys, questionnaires, classroom observations, student assessments and interviews helped answer research questions that focused on the planning, implementation, and plans for sustaining the one-to-one computing initiative. The one-to-one computing initiative for CSD started with a vision created by the superintendent of schools that focused on developing an individualized education plan for all students. The vision eventually became the vision for the entire school division during the digital conversion. School leaders can use the studies' findings and recommendations to help guide them through the implementation of a one-to-one computing initiative. Doctor of Education Providing an electronic mobile device such as a laptop or tablet computer to all students in kindergarten through 12th grade school system is an undertaking that requires a coordinated effort from the school division’s leadership as well as the teachers, students and other community stakeholders. Beginning in 2013, City School District (CSD) began the planning process for providing every student in their school system with electronic mobile devices. After five years of planning, implementing, conducting pilot programs and expansion, CSD has been able to provide all students in grades 3-12 with an electronic mobile device. This case study focuses on three research questions. 1. How did the school division implement a one-to-one computing initiative? 2. How has the staff adapted to the innovative change of a one-to-one computing initiative? 3. How does the school division plan to continue and sustain the one-to-one computing initiative? The case study found key elements for implementing a one-to-one computing initiative by collecting data from archived meeting minutes, surveys, questionnaires and interviews. School leadership teams attempting a one-to-one computing initiative can use the findings and recommendations from this study to implement a one-to-one computing initiative.

Globalization and technology have placed a recognizable pressure on both employers and educational institutions. Entry-level employees must be adaptive, innovative, collaborative, and have strong problem-solving and communication skills. To prepare students for the future workforce, schools must revisit existing practices and find new ways to foster innovation as the gap between the new skills students need verses what is being taught in public schools continues to grow (Bybee et al, 2006; Wagner, 2012). One way to increase students' interest and skills in STEM education is by incorporating makerspaces into schools. Makerspaces are physical spaces where people have opportunities to build and construct objects based on their own personal interests. Makerspaces foster the innovative ideas and skills students need upon graduation. This qualitative case study investigates why educational leaders decided to launch a makerspace lab and how school leaders established a model makerspace lab at an elementary school. The purpose of this study was to document and describe the change process connected with the implementation of the makerspace lab, how leaders navigated various obstacles, perceptions of the change process, and lessons learned from educators. The findings show that school leaders experienced a novel concept after visiting an extraordinary model makerspace program which demonstrated a unique approach to developing the innovative capacity of young learners. These experiences created a transformational moment in school leaders that motivated them to be change agents and launch their own makerspace lab. School leaders developed community partnerships with an engineering university, a Fortune 500 company, an education community foundation, and a large school district to make this work possible. Together, these educational and business collaborators created a model elementary makerspace model that is one of the first of its kind on the east coast and currently services students from other schools in the region. The findings further discuss the importance of community partnerships, inviting other schools to participate, having a model program to emulate, having the right people, and how a school initiative became a district opportunity. Doctor of Education Globalization and technology have pressured both employers and educational institutions to change. Entry-level employees must be adaptive, innovative, collaborative, and have strong problem-solving and communication skills. To prepare students for the future workforce, schools must revisit existing practices and find new ways to foster innovation as the gap between the new skills students need verses what is being taught in public schools continues to grow (Bybee et al, 2006; Wagner, 2012). One way to increase students’ interest and skills in STEM education is by incorporating makerspaces into schools. Makerspaces are physical spaces where people have opportunities to build and construct objects based on their own personal interests. Makerspaces foster the innovative ideas and skills students need upon graduation. This qualitative case study investigates why educational leaders decided to launch a makerspace lab and how school leaders established a model makerspace lab at an elementary school. The purpose of this study was to document and describe the change process connected with the implementation of the makerspace lab, how leaders navigated various obstacles, perceptions of the change process, and lessons learned from educators. The findings show that school leaders experienced a novel concept after visiting an extraordinary model makerspace program which demonstrated a unique approach to developing the innovative capacity of young learners. These experiences created a transformational moment in school leaders that motivated them to be change agents and launch their own makerspace lab. School leaders developed community partnerships with an engineering university, a Fortune 500 company, an education community foundation, and a large school district to make this work possible. Together, these educational and business leaders created a model elementary makerspace model that is one of the first of its kind on the east coast and currently services students from other schools in the region. The findings further discuss the importance of community partnerships, inviting other schools to participate, having a model program to emulate, having the right people, and how a school initiative became a district opportunity.

The purpose of this research was to explore professional learning communities (PLCs) and their impact on teacher practice. The focus of this single case study was on reviewing the process of the implementation of a PLC (DuFour, DuFour, Eaker, and Many, 2010) within MidAtlantic Elementary School, a Title I school. This school implemented the PLC (DuFour et al., 2010) process following the guiding principles set forth by Richard and Rebecca DuFour and the MidAtlantic School District. The guiding principles include a shared vision and mission, collective inquiry, collaborative teams, action research and experimentation, continuous improvement, and being results oriented. By following these guiding principles, the goal was to show how this process improved teacher practice enough to help students be successful in the first year of opening the school and each consecutive year since the school opened. Results of this research showed the PLC (DuFour et al., 2010) process leads to improvements in teacher practice that positively affect student learning. Doctor of Education The purpose of this research was to explore professional learning communities (PLCs) and their impact on teacher practice. A PLC can be defined as a group of professionals who come together to create a culture of collaboration, and then develop a way to share their reflections related to their work. The focus of this single case study was on reviewing the process of the implementation of a PLC within one elementary school. The guiding principles included a shared vision and mission, collective inquiry, collaborative teams, action research and experimentation, continuous improvement, and being results oriented. Results of this research showed the PLC process led to improvements in teacher practice that positively affected student learning at this school. This is important, because it shows how the PLC (DuFour et al., 2010) process affects teachers’ practice in a positive way. Implications for how this research might be used include (a) implementing the PLC (DuFour et al., 2010) process in middle and high schools to improve teacher practice, and (b) the importance of making sure teachers have buy-in for the PLC (DuFour et al., 2010) process throughout its implementation.

When students perceive their surroundings as being safe and comfortable, they can concentrate on higher order tasks such as learning (Bowen et al., 1998); a perception of safety is a "basic requirement" for academic success (Hernandez, Floden, and Bosworth, 2010). The purpose of this qualitative study was to identify building features that affect the safety perceptions of high school students and teachers, from one school district in rural Virginia. The study employed aspects of the methodology used by Biag (2014) in the study 'Perceived School Safety: Visual Narratives from the Middle Grades'. Comparisons were drawn between the areas and characteristics that influence the safety perceptions of students and teachers. This study was conducted in one high school (N=14) in rural Virginia. All findings and suggestions were shared with the school and district participating in order to assist with future improvements in their safety practices. Results show windows, lighting and accessibility to be among the most common items influencing perceptions of safety. Items such as cameras and proximity to administration were discussed the least for their influence. Ed. D. When students feel as though their surroundings are safe and comfortable, they can concentrate on learning (Bowen et al., 1998); a sense of safety is a “basic requirement” for academic success (Hernandez, Floden, & Bosworth, 2010). The purpose of this qualitative study was to identify building features that affect the safety perceptions of high school students and teachers, from one school district in rural Virginia. The study was inspired by Biag’s (2014) study ‘Perceived School Safety: Visual Narratives from the Middle Grades’. The current study sought the opinions of students and teachers from one high school (N=14) in Rural Virginia. Comparisons were drawn between the areas and characteristics that shape the safety perceptions of students and teachers. All findings and suggestions were shared with the school and district participating in order to assist with future improvements in their safety practices. Results show windows, lighting and accessibility to be among the most common items influencing perceptions of safety. Items such as cameras and proximity to administration were discussed the least.

Because the public school budgeting process is arguably the single most important process in a school district, the budgeting process is a leadership challenge for the Superintendent. This leadership challenge is even more pronounced in fiscally dependent school districts where the school board does not have the authority to tax and must obtain funding from the local governing board. In fiscally dependent school districts, superintendents must develop and guide the school district budget through two different boards with different responsibilities and interests: a school board focusing on the educational vision of the school district and a local governing board focusing on overall community needs and tax rates. The purpose of this study was to determine the impact of fiscal dependence on superintendent leadership during the budget process. This multi-case study utilized Stake's (2006) multi-case analysis methods to determine findings from four cases selected using a stratified, purposeful sampling of school districts in Virginia, a fiscally dependent state. The analysis resulted in eleven findings: 1) Superintendents guide school district budgets through the local government approval process. 2) The fiscally dependent method of school district funding in Virginia has a direct impact on the development of the school district budget. 3) The importance of education in a community influences the budget development process. 4) Personalities and relationships can be more important than budget processes and documents. 5) Limited local revenue has an impact on the budget development process. 6) An appointed school board increases the importance of the local governing board and influences the budget approval process. 7) The depth to which local government leaders look at the budget details influences the district budget development process. 8) Superintendents ensure frequent and ongoing dialogue with local government leaders. 9) Superintendents maintain good relationships with the local government leaders. 10) Superintendents have a good budget process and budget document. 11) Superintendents involve and engage the larger school community. This study has implications for superintendents that work in states with fiscally dependent school districts. Ph. D.

In education, women administrators are underrepresented in leadership positions, especially as superintendent. The study examined the following: characteristics and experiences of women superintendents to those of women administrators who aspire to be superintendent and to those women who have decided not to pursue the superintendency; the factors influencing women administrators' decisions to pursue or not pursue the position of superintendent; and the impact of identified factors on the decisions made by study participants. This qualitative multiple-subject study with an interview protocol was designed to consider the historical perspective of women in education, characteristics of women administrators, and a feminist poststructuralist framework; it included the identification of internal and external barriers and criteria for enhancing the advancement of women administrators. The study addressed the following research questions: 1. How do the experiences and characteristics of acting women superintendents compare to those of women aspiring to the superintendency and to those of women administrators who choose not to seek the position of superintendent? 2. What factors influence women administrators' decisions to pursue or not pursue the position of superintendent? The seven findings suggested that 1) educational leaders influenced decisions to become administrators; 2) style of leadership, method of conflict resolution, and decision-making practice is collaborative; 3) interpersonal skills, good communication, and approachability are (p.204-205) skills required for the superintendency; 4) the decision to pursue the superintendency is influenced by a number of factors, including role models, mentors, and the intensity of the position; 5) balancing a career with family responsibilities is potential barriers for women seeking the superintendency; 6) negative perceptions of female leaders were potential barriers for women administrators seeking and obtaining the position of superintendent; 7) individual school boards and communities influence how women and men are viewed as leaders and whether or not women superintendents are perceived differently. This study has identified implications for future studies and for advancing the careers of women administrators by eliminating barriers, challenges and negative perceptions regarding their pursuit of the position of superintendent. EDD

School divisions and principals are tasked with meeting state standards and federal annual measurable objectives (AMOs), as well as with closing the achievement gaps that exist in schools. To accomplish this mission, organizational learning, specifically the use of protocol-structured discussions, has become a fundamental component of school reform processes. Protocols to examine professional practice, engage in data-driven decision-making (DDDM), and look at student work have gained more notoriety as school reform strategies in K-12 education. The purpose of this single-case embedded common qualitative case study was to examine and describe how Uprising Elementary School (UES), in the mid-Atlantic part of the United States, made changes during the school reform process that benefited students from 2012 to 2015. Qualitative data were collected through interviews, focus groups, observations, document reviews, and reflexive notes. I used NVivo 11 Pro to store the data transcripts by creating specific nodes and the constant comparative analysis method to determine themes in the data collected. During triangulation, the multiple sources of data of data kept the qualitative data reliable and accurate. The six findings included: (a) organization of the staff into organizational learning structures created a uniform system of continuous improvement, (b) leadership was a key element influencing the overall success of UES, (c) protocols can be organized into a professional learning model to promote organizational learning, (d) the professional learning model had a profound impact on organizational learning and teacher leadership, (e) the implementation of protocols had a positive effect on school culture, and (f) the strategic implementation of protocol-structured discussions as a school reform strategy transformed learning. Ed. D.

School administrators are charged with guiding, overseeing, and ensuring the successful education of all students. They use myriad techniques to this end, though not all students share in the success. For example, Black male students are more likely to underperform than are other groups of students, which places their academic and economic survival at risk (Kirsch, Braun, Yamamoto, and Sum, 2007). The focus of this study was on Black male student performance in Algebra 1. Algebra 1 plays a pivotal role in academic success and is a leading indicator of a students likelihood of success in advanced mathematics courses (Wang and Goldschmidt, 2003). Failure to learn and understand the content in Algebra 1 results in limitations on further mathematical opportunities in the short-term, which, in turn, reduces prospects for continued education beyond secondary school. The purpose of this study was to examine and identify specific school leadership practices that influence and improve the Algebra 1 performance of Black male students. Interviews with principals, lead math teachers, and school counselors provided qualitative data related to school-level leadership practices. Additionally, I conducted document reviews of school newsletters, parent letters, robocall messages, lesson plans, and websites. Analyses of the interviews and documents revealed six themes: (a) effective instructional leadership, (b) culture of collaboration, (c) facilitation and scheduling, (d) parental involvement, (e) intervention and remediation, and (f) resources. This study has implications and applications for the practices of school leaders, mathematics teaching and learning, and programs to support Black male students. Ed. D.

High school males from fatherless households are less likely to receive the needed support to succeed in school than their peers from two parent households (Astone and McLanahan, 1991). Research indicated that the biological father's influence will sway the male child's overall development (Jones, 2004). This qualitative study explores the connections between fatherless households and school achievement among high school males. Its purpose is to enlighten school leadership about strategies for assisting high school males from fatherless households with obstacles that may affect their school performance. The grounded theory study includes findings from one-on-one interviews of seven adult males from fatherless households, ages 28 and older, with varying careers, education, and marital status backgrounds who currently work or previously worked in some capacity with high school males from fatherless households. During the interview, common words, responses, shared experiences, and patterns emerged that identified factors that contribute to the academic outcomes of high school male students. Findings include the following: 1) Relationships with the biological father, biological mother, as well as the relationship between the father and mother, have a positive or negative emotional effect on high school males; 2) High school experiences and factors, such as academics, attendance, discipline, and various obstacles were impacted by fatherless households; 3) The influences of biological and other adult males are critical to the academic success of high school males from fatherless households; 4) There are positive and negative factors that affect high school males from fatherless households; and 5) Various roles, strategies, and programs contribute to the academic success of high school males from fatherless households. In addition to these findings, this study identifies further research needed for educators to explore other facets of high school males from fatherless households and school performance. Ed. D. This research study explores the connections between fatherless households and school achievement among high school males. Its purpose is to enlighten school leadership, parents, and community about strategies for assisting high school males from fatherless households with obstacles that may affect their school performance. The study includes findings from one-on-one interviews of seven adult males from fatherless households, ages 28 and older, with varying careers, education, and marital status backgrounds who currently work or previously worked in some capacity with high school males from fatherless households. During the interview, common words, responses, shared experiences, and patterns emerged that identified factors that contribute to the academic outcomes of high school male students. Findings include the following: 1) Relationships with the biological father, biological mother, as well as the relationship between the father and mother, have a positive or negative emotional effect on high school males; 2) High school experiences and factors, such as academics, attendance, discipline, and various obstacles were impacted by fatherless households; 3) The influences of biological and other adult males are critical to the academic success of high school males from fatherless households; 4) There are positive and negative factors that affect the high school males from fatherless households; and 5) Various roles, strategies, and programs will contribute to the academic success of high school males from fatherless households. In addition to the findings, this study identifies further research needed to explore other facets of high school males from fatherless households and school performance.

The research regarding the effect of policy on teacher absenteeism is scarce and research examining teacher absenteeism from a state perspective is very limited. This mixed methods study analyzed selected school variables for public schools and districts in Virginia contained in the 2011-2012 and 2013-2014 Civil Rights Data Collection (CRDC) and in the National Center for Educational Statistics. In addition, a content analysis was performed on leave policies for all 132 school districts in Virginia yielding policy variables for the study. The purpose of the study was to determine the relationship of school and policy characteristics to teacher absences. The analysis for this study involved computing descriptive statistics, correlating continuous variables, and running multiple regressions for each dataset (school and district for each year) to determine the predictors of the dependent variable, chronically absent teachers, defined as the percentage of teachers absent for more than 10 days. Although the school models were significant, neither was a particularly strong predictor of chronically absent teachers, only accounting for 15.2 percent variation (2011-2012 model with R2=.152) and 9.6 percent variation (2013-2014 model with R2=.096) that is predicted by the independent variables. Nevertheless, there were independent policy and school variables that were significant predictors in both school years. The most prominent variables included: total leave, personal leave maximums, income protection provisions (sick leave banks, short-term disability), free and reduced lunch population percentage of a school, pupil/teacher ratio of the school, and the grade level of the school (elementary, middle, and high). Ed. D.

Novice teachers need support as they enter their career in education. Supports can be given through various forms including mentoring and instructional coaching. The supports are put into place by school districts to assist with student achievement as well as teacher retention. This case study examines a school districts elementary schools and the supports put into place for novice teachers, with a particular focus on mentoring and instructional coaching. The case study drew from interviews, observations, and document reviews from four different elementary schools and eight individuals, including novice teachers, mentors, and instructional coaches. Coding took place and a thematic analysis took place. Triangulation of all three data points kept this qualitative study reliable and accurate. The three findings include: 1) Perceptions of mentoring and instructional coaching program components, 2) Novice teachers perceptions of mentoring and instructional coaching support, and 3) Mentors and instructional coaches perceptions of their roles in supporting novice teachers. The findings focus on recognizing the perceptions of those involved in induction programs for novice teachers and how those supports provide the necessary needs for new teachers to stay in the field of education. Specifically, perceptions were identified to indicate if one program served a better purpose for what novice teachers want and need to be successful. The purpose of the research was to understand how novice teachers perceive types of support and how the supports effect their retention and performance. The results of the study would assist a school system in terms of where to invest funds to provide the most needed support for novice teachers. Ed. D.

Educational leaders, families, and politicians debate the methods for teaching, the materials taught, and the content learned (Benninga, Berkowitz, Kuehn, and Smith, 2006; Kohn, 1997). These stakeholders all agree, however, that a major goal for education is to produce learned, productive members of society (DeRoche and Williams, 2001). The goal of this research is to develop a framework that provides schools and division-level leaders with essential elements to resolve character education issues and to provide the means for implementing and evaluating those programs. I used the Delphi research method to collect information from notable researchers and practitioners in the educational world (Keeney, McKenna, and Hasson, 2010). Many of the panelists were selected because their previous research on character education formed a large part of my literature review in Chapter 2. The practitioners are current superintendents, principals, or program directors in representative school systems. The study itself consisted of three rounds of questionnaires; the first round consisted of three open-ended questions that then elicited responses on which the other two rounds were based. The panelists indicated that clearly defined goals and values, stakeholder buy-in, and inclusion of social/emotional issues were the essential elements needed for an effective character education program. Shared responsibilities by stakeholders and student-driven debates were seen as the keys to implementing said program. Finally, the panelists concurred that attendance and discipline data and surveys were the best tools/methods for evaluating character education programs. Ed. D.

Poverty is a social context that has direct impact on students' performance since the conditions associated with poverty (brain development, social interactions, nutrition, and emotional environment) all play a role in developmental outcomes. Head Start is an early intervention program designed to address the unique needs of students from poverty. The Head Start Impact Study (DHHS, ACF, 2012) and other research (Lee, Brooks-Gunn, and Schnur, 1988; Ramey and Ramey, 2004) indicate that the academic achievement of low-income students who participated in Head Start is mixed as they move through elementary school. The purpose of the Head Start program is to prepare students with skills so that they begin kindergarten on an even playing field with their more advantaged peers (DHHS, ACF, 2013). Although students who participate in Head Start begin kindergarten with the appropriate readiness skills, initial gains are not maintained as they move through elementary school (Burkham and Lee, 2002). The purpose of this mixed methods study was to examine the effects of the Head Start program as its students move through kindergarten and first grade. In the study, I analyzed data to find relationships between student performance on the Phonological Awareness Literacy Screening (PALS) (University of Virginia, 2010) and classroom practices that led to high achievement. Two Title I schools were studied. PALS scores were analyzed using t-tests, ANOVAs and multiple regressions. Reading performance in second grade was measured using scores from the Developmental Reading Assessment (Beave, 2006). Qualitative data were collected through interviews, focus groups, and document reviews. These data were utilized to make connections between the results of PALS and reading scores and the best practices being used in schools that showed strong results for the kindergarten and first grade students in the study. By triangulating data, I uncovered relationships between best practice strategies being used in high performing schools and achievement of former Head Start enrollees. Ed. D.

The purpose of this study was to investigate administrators' perceptions of using social media as a tool for learning. A review of literature revealed a disconnect between the technology students rely on outside of school versus what they use and have access to during school and leads to us to question if social media can be used as a tool for learning. The anytime, anywhere access to people, information, creation and collaboration is commonplace for these students. The challenge for principals is to lead programs that effectively educate today's youth in ways that engage them and cause significant learning. A critical review of the previous research demonstrated that technology leadership focusing on social media use for learning has gained attention in the literature mostly at the college level; the K-12 administrator level has not been widely studied. A mixed method study of K-12 administrators from across the United States was conducted to include survey and interview research. Principals and assistant principals were identified and asked to complete a survey to determine their perceptions of using social media as a tool for learning. Six follow-up interviews were conducted to examine their perceptions more deeply. This study revealed that principals and assistant principals perceived social media as a viable tool for learning; however, they indicated a need for clear social media use policies/parameters and professional learning in how to effectively engage with social media for learning. This study yielded valuable information regarding administrators' perceptions of using social media as a tool for learning that can be used in future research, policy development and professional development. Ph. D.

This research study explores the intersection of school leadership and ethics. This study used the hermeneutic phenomenological approach described by Max Van Manen (1990, 2014) to explore the question: How do school leaders experience ethical dilemmas in their role as school leaders? Hermeneutic phenomenology seeks to find the meaning of a phenomenon, which in this case is the experience of an ethical dilemma. Hermeneutic refers to the interpretive-reflective-analytical component and phenomenological refers to the descriptive concrete life-experience phenomenon component (Creswell, 2007; Van Manen, 1990, 2014; Vagle, 2014). This study looked at experiences recounted by four practicing school leaders and found that the experience of an ethical dilemma involves contemplating (cognition) the uncertainty (chance) about the moral merit (values conflict) of a situation and ones capacity (power) and opportunity (options) to act in response. The lived experience themes of time and being watched were also found to be of particular relevance. These hermeneutic themes were drawn from experiences that the school leaders who participated in the study shared during rounds of conversational and analytical interviews. 'Lived experience is the starting point and the end point of phenomenological research....[which] is to transform lived experience into a textual expression of its essence' (Van Manen 1990, p 36). The experiences include experiences of ethical dilemmas regarding student behavior, teacher supervision, program changes, decisions that other school leaders make, parents, and complex systems with multiple actors. Ph. D.

Self-efficacy beliefs are evaluations people make about their capability to handle specific, future challenges. Self-efficacy belief levels predict actual success. Public school principals face ever-changing challenges. Understanding school principal self-efficacy beliefs and supporting the development of these beliefs is one way supervisors can help the future effectiveness of school principals. There are four main sources of information used to develop self-efficacy beliefs. These four sources of information are: mastery learning, vicarious learning, verbal persuasion, and emotional arousal. This multiple case study research examined the factors that influenced self-efficacy beliefs of elementary school principals prior to facing a personally meaningful challenge. The overall research question was: What Factors Attend to the Domains of Self-Efficacy Belief Formation in School Principals? The purpose of the research was to understand what information influenced the mindsets of principals as they formed their initial self-efficacy beliefs prior to facing a personally meaningful challenge. Ed. D.

In recent years, many at-risk high school students are showing minimal academic achievement. At-risk students in the United States have been described as a population that needs proper guidance and attention (Ladson-Billings, 2006). The purpose of this mixed methods study was to assess the effectiveness of the 30/30 Program in increasing students academic achievement, school attendance, behavior, and on-time graduation rate (4 years). The 30/30 Program is a mentoring program that was developed by the principal of a public high school. The 30/30 Program was staffed by five adults who worked with 30 at-risk students from the beginning of their sophomore year until graduation, i.e., 30 months. The program was designed to help at-risk students increase their chances of graduating on time. Academic performance (Grade Point Average), school attendance, behavior, and graduation data were collected from freshman year to senior year. The study utilized a longitudinal, non-experimental research design to determine whether the group who participated in the 30/30 Program had greater improvements in academic performance, school attendance, behavior, and graduation rate than a group of 20 at-risk students who were eligible for the program but did not participate. No significant differences in the groups were found in the academic performance or attendance records at baseline (freshman year) or in any of the three subsequent years. While the intervention group had high baseline behavior incidents (38) compared to the comparison group (6), the number modulated in the following two years to 19 and 23, respectively, and ended lower for the senior year (4). After the baseline year, the comparison group had similar numbers of behavior incidents to those of the intervention group. The graduation rate was not significantly different for the groups. While the results were disappointing, it may be that the intervention group's high number of behavior incidents at baseline indicates a group at greater risk for academic performance than the comparison group who may have achieved and attended more readily even without the help of the 30/30 Program. Ed. D.

Principal Academic Optimism is an hypothesized latent construct that has strong theoretical foundations in both educational research and educational psychology. Academic Optimism derives from research on school academic optimism and teacher academic optimism, which originated via Hoys, Tarters, and Woolfolk Hoys (2006a; 2006b) merger of school climate research with research on learned optimism, stemming from Martin Seligmans (1998, 2006) research on positive psychology. Principal Academic Optimism expands upon discoveries of School Academic Optimism and Teacher Academic Optimism. The theoretical framework of Principal Academic Optimism is built upon a strong research foundation of the organizational health model, social capital theory, social cognitive theory and positive psychology. The purpose of this research is to revise Riegel's (2012) Principal Academic Optimism Scale, thereby creating and testing a comprehensive measure of Principal Academic Optimism. The questionnaire used to accomplish this goal was a revised version of Riegel's Principal Academic Optimism Scale and Tschannen-Moran's and Gareis's (2004) Principal Trust Scale. By incorporating a measure for principal trust in faculty with a measure of principal trust in clients (parents and students), a more comprehensive measure of Principal Academic Optimism was validated and found reliable (α = 0.908). Perhaps the most compelling finding of the study was the significant negative relationship between principals' perception of trust in clients whose schools have high percentages of students receiving free and reduced price lunches (r = -0.444; p < 0.05). Principals with high percentages of free and reduced price lunch rates explained 72.203% of the variance in principals' self-reported perception of trust in clients. Principals of schools with 61%-80% or 81%+ percentages of free and reduced price lunch rates reported lower levels of trust in clients (parents and students). Ed. D.

The purpose of this study was to measure the association between school-wide student achievement on the English and mathematics Standards of Learning (SOL) tests and the degree of implementation and length of time implementing Response to Intervention (RTI) in Virginia middle schools. Recognizing that RTI is a complex process (Fuchs and Deshler, 2007; Mellard, Frey, and Woods, 2012; Mellard, McKnight, and Jordan, 2010; VanDerHeyden, Witt, and Barnett, 2005), some middle schools may experience uneven degrees of implementation in their attempts to adopt the RTI model (Mellard, Frey, and Woods, 2012). Principals serving grades 6 through 8 exclusively in Virginia were surveyed using an adapted version of the Self Assessment of Problem Solving Implementation (Castillo, J., Batsche, G., Curtis, M., Stockslage, K., March, A., and Minch, D., 2010), a Likert-like scale, to determine the degree of RTI implementation and the length of time the school had been implementing RTI. The school's implementation score and the number of years the schools had been implementing RTI were regressed against the school's school-wide scaled scores on the Standards of Learning (SOL) tests in English and mathematics. Analysis of the association between Response to Intervention implementation levels and the number of years a school had implemented Response to Intervention failed to reveal significant findings on student achievement in reading. RTI implementation levels showed a significant negative association with mathematics SOL scaled scores in the participating middle schools. Ed. D.

How well students perform in mathematics and sciences continues to be a measure of a country's worth (Conference Board of the Mathematical Sciences [CBMS], 2012). Nations that want an educated citizenry have consistently studied ways in which to improve performance in mathematics (Claessens and Engel, 2013; Dearing et al., 2012; Draper and Siebert, 2004). More and more researchers have examined the relationship reading has on mathematics performance (Grimm, 2008; Halaar, Kovas, Dale, Petrill, and Plomin, 2012). This study was an effort to contribute to this growing body of knowledge. Therefore the purpose of this study was to examine what relationship exists between reading and mathematics and whether early reading performance could predict subsequent mathematics performance as measured by the Virginia Standards of Learning Assessments. Using a sample of students from a Virginia high school, this quantitative study utilized Virginia Standards of Learning (SOL) tests as instruments and Chi-square Test of Association as the analysis to address the research questions: 1. What is the relationship between Virginia Standards of Learning (SOL) reading performance and SOL mathematics performance at each grade level in Grade 3 through Grade 8? 2. What is the relationship between SOL reading performance in Grade 3 and subsequent performance on Virginia SOL End-of-Course Algebra I assessment? 3. To what extent does SOL reading performance in Grade 3 predict subsequent performance on Virginia SOL End-of-Course Algebra I assessment? Virginia SOL reading performance was found to be associated with mathematics performance at each grade level. Reading performance at Grade 3 was not found to be associated with Algebra I EOC performance. Grade 5, Grade 6, Grade 7, and Grade 8 reading performance were all found to be associated with Algebra I EOC performance. As a limitation, this study utilized data from assessments designed to assess the 2001 Virginia SOL standards, which have since been updated. Therefore should be replicated using the current standards. The results of this study could be used to assist teacher leaders, principals, division leaders, and teacher preparation program leaders with working with teachers to address reading and mathematics deficiencies in a different way. Ed. D.

This case study examined the perceptions of administrators, teachers and parents of the implementation of an elementary school science, technology, engineering and math (STEM) academy program that featured characteristics of both magnet school programs and schoolwithin-a-school programs. I conducted interviews of key personnel, informed by classroom observations and a survey of parents to determine how stakeholders perceived equity in the access and allocation of opportunities and resources. The STEM Academy selected students from neighboring elementary schools and was housed within a larger K-5 elementary school. I found the STEM Academy teachers were widely praised for their innovations and teaching excellence, and alignment with emerging best practices. However, there were perceptions that their curriculum was neither sufficiently documented nor aligned with school division priorities, and was insufficiently communicated with school division central office leaders Academy parents, teachers, and community partners praised the Academy’s approach to curriculum, instruction, and uncommon learning experiences; but resentment and perceptions of inequity and exclusivity among most other stakeholders compromised the program implementation, leading to administrative and political pressure that challenged the Academy’s sustainability. I provide discussion and recommendations concerning elementary STEM programs, highlighting the importance of stakeholder perceptions and program evaluation. I also provide several suggestions for further research. Ed. D.

This study describes the strategies that were employed by the Frederick County Public Schools Superintendent and the School Board to maintain instructional programming while assuring continued support for schools by the local governing body during the economic recession of 2007-2009. Despite reductions in state appropriations beginning in 2008 and continuing through 2011, division leaders worked closely with the county Board of Supervisors to support public schools and local governmental services, even as the local economy faltered. While other local governments annually reduced appropriations to schools, effort by the Frederick County School Board and its administrative leadership to foster a positive relationship with the Board of Supervisors led to only one operating fund reduction in fiscal year 2010, as the schools' share of the projected local revenue shortfall. This study describes those actions that promoted and improved trust between the School Board and the Board of Supervisors. This study addresses the following research questions: 1. What political and relationship factors contributed to maintaining level local funding in fiscal year 2010 and beyond by the local Board of Supervisors? 2. What strategies were employed by the School Board and division leadership to reduce operating expenditures and maintain quality education programs for all students? 3. How did State Fiscal Stabilization Funds provided under the American Reinvestment and Recovery Act influence decision making for fiscal year 2010? Some of the actions taken by the School Board and the Board of Supervisors may be representative of those steps taken to address revenue shortfalls by other Virginia local governments. However, each community has had unique financial challenges to overcome. Not all actions described will be generalizable to other communities. As economic uncertainty continues at the time of this study, the findings may foreshadow how public education will be supported in the future. Ed. D.

This phenomenological case study examines the journey of one female with multiple disabilities and how she achieved success in school against difficult odds. It relies on an overview of the disability movement, related legislation from the 1960s to present, and compares the theoretical models of disability. This framework of historical, political, medical, social, and ableist approaches to disability sets the stage for the study which relies on extensive open-ended interviews, a document review, audio recording of an Individual Education Program (IEP) meeting, and a researcher journal to elucidate the role of ableism in education. Data sources for the research included interviews with the student, her family, and her teacher/tutor, as well as a review of her individualized education plans and medical notes. A research journal that draws on the author's 15 years of experience as her interpreter and as a family friend was also used. The research begins with an examination of the disability rights movement which has led to disabled people moving into mainstream society. An explanation of how the effect of ableism in schools impacts students with disabilities is provided. The relevant legislative acts and policies in education are reviewed to explain how they were established to assist students with disabilities to become financially and socially independent after graduation from high school. Finally, this dissertation will introduce ways educators can effectively end an ableist attitude toward students with disabilities in order to assist students with disabilities obtain greater opportunities after graduation from high school. Ed. D.

RTI has gained popularity in recent years. RTI uses research-based instruction, data based decisions, and early interventions to identify and remediate students early. However, little research exists regarding the effects of RTI implementation in schools. This embedded case study looks at how a subject school implemented RTI, how it intervened with its most at-risk students, and the relationship between reading scores in first grade and at the end of fourth grade. The findings show that the school implemented RTI utilizing a hybrid model, incorporating components of both the standard protocol and problem-solving approaches to RTI. To monitor student progress, the school also utilized a hybrid model incorporating components of both the direct approach and the progress monitoring approach. To provide a common understanding of the RTI model, the district created a manual that documented the RTI expectations and a manual that documented the problem-solving process. The district addressed fidelity of implementing these expectations by holding the schools accountable for instructional fidelity. The district monitored instructional fidelity through quarterly superintendent reports, monthly data meetings, and by hiring an outside consultant. The data regarding the relationship between first and fourth grade scores suggested that RTI does not differ from current research, suggesting there is a relationship between first grade reading scores and fourth grade reading scores. Ed. D.

The Troops to Teachers (TTT) program was created in 1994 to provide funds to recruit and support former members of the military as teachers in high-poverty schools. Most of the research on TTT participants has been positive, and leadership is often mentioned as an important factor in participants' successes. A number of these military veterans have moved from the classroom into school administrative positions. Initial research on these administrators based on the ISLLC standards has been positive. This multiple case study drew from interviews and surveys with 15 former military veterans currently administrating in K-12 schools to increase our understanding of the experiences and values that they bring to the classroom. It relied on Stake's (YEAR) case study methodology to surface findings. The five findings, presented in order of strength of evidence, include: 1) Participants' overarching leadership philosophy was taking care of the people. 2) The leadership that participants had witnessed in both the military and in education influenced their own leadership. 3) Not all of the participants utilized TTT. 4) Participants had classroom experiences that were consistent with previous research on new teachers. 5) The veterans' values as they relate to trust, delegating responsibility, accountability, and beliefs in service, merit future inquiry. These values, along with "taking care of their people", appear to be the commonality between the two seemingly incongruent cultures of the military and education. This study has implications for future research and educational leadership training both at the university and district levels. Ed. D.

The transition to high school is a critical juncture of a student's educational career. The type of ninth grade transition program a high school has in place can be a deciding factor regarding whether students 'make it or break it' during their first year and, ultimately, have success throughout all of high school. Currently, resources are available about different aspects of the ninth grade transition, but nothing provides principals with a research-based and practitioner-endorsed comprehensive approach to designing and implementing a ninth grade transition program. A comprehensive approach starts with proper goals and objectives, includes essential specific components and ingredients needed in a ninth grade transition program, and requires data or measures to judge the effectiveness of the program. Therefore, a Delphi study was undertaken to answer the following research question: What should be the goals/objectives of a comprehensive ninth grade transition program (i.e., academic success alone or are there other things that also are important)? The secondary questions focused on the components or ingredients that are essential and how to evaluate the success of a ninth grade transition program. This Delphi study included three rounds during which data were gathered from a 20-member panel of experts that included both national leaders and education practitioners. The panel produced 21 consensus items on goals/objectives of a ninth grade transition program, 10 consensus items on essential components of a ninth grade transition program, and 15 consensus items on the data/measures to evaluate the success of a ninth grade transition program. Results indicated that transition programs need to address both academic and social/emotional needs of students. The data provided evidence that principals need to take great care in teacher quality, instructional practices, and a systematic approach to monitoring the performance of ninth grade students as well as ensuring students make a positive connection with an adult in the school. Ed. D.

A review of research indicates that academic dishonesty is a common occurrence at all levels of education with high school being a significant determinant in whether one will engage in cheating at the college level. Current research is heavily concentrated on cheating at the college level. This study investigated the academic expectations of a high school and the frequency of academic dishonesty as reported by high school principals. Specifically, four research questions were addressed: 1. To what extent are the academic expectations of a high school related to the frequency of academic dishonesty as reported by high school administrators? 2. To what extent is the implementation of an honor code at a high school related to the frequency of academic dishonesty as reported by high school administrators? 3. What do high school administrators perceive as the most important causes of academic dishonesty? 4. To what degree do high school administrators perceive academic dishonesty as an important problem in high schools? This quantitative research study used a sample drawn from public high school administrators (principals or assistant principals) in the Commonwealth of Virginia. A total of 129 participants from a possible 267 public high schools were surveyed. There was no relationship found between the implementation of an honor code and the frequency of academic dishonesty. School administrators perceived the academic expectations of the school and teacher, the lack of an honor code, and the enforcement of an honor code as less likely to be contributing factors to academic dishonesty in comparison to other factors. The main causes for student cheating perceived by the principals were a fear of failure, laziness or procrastination and ease of cheating. Overall, the principals placed less importance upon academic dishonesty in comparison to other disciplinary problems they face at the high school level. Ph. D.

Females currently represent the largest number of teachers in the United States but yet they represent the smallest number of superintendents (Miller, 2009). While female students and educators are increasing, few of them have attained the superintendency positions within school divisions (Hopkins, 2012). This phenomenon was examined in the Commonwealth of Virginia through a mixed methods study, which provided an understanding of the career development experiences of female superintendents in public K-12 school divisions. The researcher utilized Schein's career anchor theory (1990), which examined the personal and professional values and dimensions that influence career choices. Results of the study found that attaining the superintendency among female leaders has not been primarily influenced by career anchors, but rather by their own commitment and dedication to public service. While the main barrier for females to achieve the superintendent's position was related to familial roles, they coping mechanisms of these include emulating the abilities of males or employing the nurturing qualities of females. The study recommends that school boards should design and implement policies that provide an enabling working environment for rising female leaders. Further, educational leadership organizations may explore establishing affinity groups to improve networking among education professionals with diverse genders and cultures. Ed. D.

The school principal is one factor in student success. As the number of principals needed increases (Bureau of Labor Statistics, 2008) and the number of principals eligible to retire rises (Briggs, Cheney, Davis, and Moll, 2013), there is concern about a potential shortage of applicants. This potential shortage has been documented in professional literature and state reports, including Arkansas (Carnine, Denny, Hewitt, and Pijanowski, 2008), Massachusetts (Militello and Behnke, 2006), North Carolina (North Carolina Association of School Administrators, 2005), and Vermont (Hinton and Kastner, 2000). One concern of those who predict a shortage of qualified applicants for the principalship is that educators complete principal preparation programs but do not pursue positions. Various reasons for this reluctance to apply have been expressed, including the time, responsibility, and salary that are incommensurate with the demands of the position. The purpose of this study was to investigate the differences between those more willing and those less willing to apply for principal or assistant principal positions once they have completed preparation programs for school leaders. Interviews conducted with graduates of principal preparation programs were used to identify variables that may affect the willingness to apply for principal positions. The identified variables were formed into a questionnaire that was administered to a larger sample of graduates of principal preparation programs with faculty affiliated with the National Council of Professors of Educational Administration using the Virginia Tech on-line survey maker. Encouragement by others was an influence in the willingness to apply for the principalship in both the qualitative and quantitative portions of this research. While salary correlated with the willingness to apply in the quantitative portion of the research, it was not a strong factor in the qualitative portion of the research. Non-married respondents were more willing to apply for principal positions. Other factors mentioned by respondents in the qualitative portion of the research were not significant influences on the willingness to apply for the principalship or were not measured reliably in the quantitative portion of the research. These factors were the activity of the position, competence, stress, and the time commitment of the principalship. Ed. D.

In January, 2012, the Supreme Court of the United States refused to hear three cases involving student online speech, or cyberspeech. This indicates that the Court is content with lower courts applying First Amendment jurisprudence developed over 40 years ago to a rapidly advancing digital environment where students carry the equivalent of personal computers in their pockets, have an ever-growing telepresence, and rely on cyberspeech as their primary means of communicating with the world around them. Lower courts also are beginning to grapple with challenges to students Fourth Amendment right to be free from unreasonable search and seizure as it relates to the digital environment described above. Recently, lower courts in Mississippi, Texas, Minnesota, and Kentucky have applied standards set forth decades ago to decide cases involving searches of students mobile devices and Web 2.0 applications. Given the absence of guidance from the Supreme Court, this study aims to: (1) identify and analyze trends in the current application of legal standards related to student cyberspeech and search and seizure in the digital age; (2) synthesize these findings into a set of essential guidelines for school officials to use as they navigate a legal landscape that has yet to be well defined; and (3) make recommendations to further develop the body of law. Findings indicate that school officials have the legal authority to restrict off-campus student cyberspeech when certain conditions are met, and Tinker governs cases in this area. Seriously threatening, slanderous, or obscene cyberspeech is not constitutionally protected and can be restricted prior to an actual disruption. Off-campus student cyberspeech that reaches the school can legally be restricted so long as evidence shows that it caused a material and substantial disruption. In addition, students possess reasonable expectations of privacy in their personal mobile devices and password-protected private Web 2.0 communications. T.L.O governs searches of students personal mobile devices and Vernonia appears to govern cases involving searches of students Web 2.0 applications. Substantive suspicion at the outset, carefully tailored searches, and a clear governmental interest will keep school officials from violating students Fourth Amendment protections. Ed. D.

Today's schools face a mounting number of court cases resulting from conflicts between parents of children with special needs and educators tasked with meeting those needs (Osborne, 2009). Principals have the enormous responsibility to ensure appropriate services to educate students with disabilities and, as special education leaders, require a skill set that includes knowledge of current laws, litigation, student learning needs, and how to support parents' decision making rights and responsibilities. A gap is evident between what principals know about special education leadership and case law and what principals are doing in the field. The purpose of this study was to identify effective actions and behaviors that support Virginia principals' leadership in special education decision making. More specifically, the study examined what can be done to minimize special education disputes between parents and schools and identify principals' skill sets to minimize special education disputes. Two concurrent Delphi studies were conducted with 16 member panels; stakeholders with familial responsibilities to children with disabilities and professional experts with responsibility to special education compliance participated. A final round exchanged findings between the panels. The study identified a list of best practices for Virginia school principals to support special education leadership and decision making. Ed. D.