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Digital learning is a rising method of enhancing education for learners in the K-12 sector of learning. The growing approach to instruction has created a pathway for various backgrounds of learners to conveniently explore content from home. The purpose of this qualitative research study was to examine parent perspectives of K-12 digital learning programs in southeast Texas. More so, the study explored how parents' perspectives of digital learning in relation to academic success influenced the selected mode of instruction for their child. Using a phenomenological approach, research questions were answered regarding parent perspectives of digital learning, as related to the quality of instruction, academic success, and the overall decision for the mode of instruction selected for their child. Findings revealed responsibility and accountability, proficiency, competency, and knowledge of how to assist children while learning contributed to parents' perspective of digital learning and its influence on their child's academic success. Furthermore, findings discovered teacher experience, skills, and interactions influenced parents' perspectives of the quality of instruction received and their decision to select digital learning as the mode of instruction for their child. Results from this research can provide instructional leaders with insight into areas to strengthen training practices for teachers in the digital learning environment.

This study examined the factors that contributed to ePortfolio persistence in an online program from data collected in 2016 (Thibodeaux, Harapnuik, & Cummings, 2017) and again in 2018. A myriad of research points to learning portfolios as having transformational power; however, many traditional instructional models that use ePortfolios in higher education downplay the significance and transformational learning that effective ePortfolios offer. To research this phenomenon, a convergent, parallel mixed-methods design was used to gather data from an online program in order to explore the learning conditions and context of ePortfolio usage over multiple years. Results indicated that real-world projects and authentic artifacts, the ePortfolio used as a career tool, and management of the ePortfolio were common factors identified in studies that contributed to continued use of the ePortfolio. Findings also revealed that learner autonomy, control, and agency, as well as continued opportunities for choice and voice, led to increased appreciation and ownership of the ePortfolio beyond the program of study.

The purpose of this study was to explore differences in perceived level of technology leadership preparation for students of three different online graduate level leadership preparation programs offered at a regional university in southeast Texas. Four hundred seventy-one students responded to the Principal Technology Leadership Assessment (PTLA) survey and three open-response questions asking students which activities they found beneficial, what they would change, and what they would add to program content related to understanding the International Society for Technology (ISTE) Education Standards for Administrators -- Visionary Leadership, Digital Age Learning Culture, Excellence in Professional Practice, Systemic Improvement, and Digital Citizenship (ISTE, 2014, 2018). Study findings indicated there was no statistically significant relationship between the items in each domain and the type of program in which respondents participated. Additionally, there was no statistically significant difference between programs and their performance in two of the five domains: Preparedness to Create a Digital Learning Culture and Digital Citizenship. Additionally, student responses to the three open-response type questions indicated suggestions that may be of interest to Educational Preparation Programs (EPP) concerned with meeting current technology instructional practices as part of an administrative degree or certificate program.

This study used grounded theory analysis to examine and analyze student perceptions of the influence of choice, ownership, and voice on learning and the learning environment in an online M. Ed. program in the southeastern region of the United States. Choice, ownership, and voice make up three of the four components of the learner-centered approach called the COVA learning approach developed by Harapnuik, Thibodeaux, and Cummings. Literature related to constructivism, metacognition, and reflection confirms through years of research that choice, ownership, and voice through authentic learning opportunities have the potential to positively influence learning. Seventy-three graduate students in the M. Ed. program completed a survey indicating their agreement with statements that gave them choice, ownership, and voice in learning and the learning environment. The study further examined graduate students' candid perceptions for the purpose of identifying themes that related to choice, ownership, and voice in learning and the learning environment. Results showed that all three components positively influenced the learners' experience and that metacognitive practices and opportunities for reflection assisted students as they developed their voice as learners.

There has been much debate by and among federal and state education agencies, state legislatures, courts, and educators regarding the identification of school district expenditures that best facilitate effective and efficient schools. The issue of equitable funding is far from being resolved (Education Week, 2017). Contradictory studies associated with school district funding, expenditures, and student achievement have been used to substantiate varied opinions on the subject (Archibald, 2006; Gigliotti & Sorensen, 2017; Pan, Rudo, Schneider, and Smith-Hansen, 2003). While much of the existing research is focused on overall school revenue and/or expenditures, research is needed that provides information specific to instructional expenditures and student performance. The purpose of this study was to test the relationship between instructional related expenditures and student performance on a state mandated exam in small, mid-size, and large school districts in Texas. This correlational study utilized secondary data analysis of Texas school district accountability data to test the relationship between various district-level instructional expenditures and school district student performance. A stratified random sample of school districts were used in the study: Small = 1,000-2,000 students n = 120, Mid-Size = 5,000-10,000 students n = 59, and Large = 25,000 or more students n = 43. Based upon the findings of the partial correlations, two variables, per-pupil instructional expenditures as a percentage of operational expenditures and per-pupil expenditures for curriculum development had a statistically significant relationship with district performance on the State of Texas Assessment of Academic Readiness (STAAR).

Principal preparation programs understand the need for relevant internship activities that bridge the gap between theory and practice (Anast-May, Buckner, & Geer, 2011; Darling-Hammond, LaPointe, Meyerson, Orr, & Cohen (2007). Principal preparation programs utilizing distance technology are also charged with meeting this expectation and the electronic learning technologies have changed learning from restrictive to flexible, accessible, and innovative (Tseng & Gardner, 2016). The internship is a widely accepted program component of principal preparation that provides the student with actual administrative experience during the certification process; however, despite the mandates from national accreditation organizations and state certification agencies, the literature is replete with criticisms concerning the effectiveness of the internship experience (Cheney & Davis, 2011; Darling-Hammond et al., 2007; Fry, Bottoms, & O'Neill, 2005; Perez et al., 2011). Limited data in the form of student feedback, especially as it pertains to learner perceptions of the internship experience, have been collected (Gordon, Oliver, & Solis, 2016). According to Thiede (2012), it is important for faculty to seek out and study what students are thinking and saying about online education as most higher education institutions' future enrollments may be predicated upon quality online courses.

This study examined factors that contributed to persistent use, or discontinued use, of ePortfolios beyond the program of study, as perceived by former educational technology students in a graduate program. The related literature points to contemporary research that choice, ownership, voice, and authentic learning are growing trends emerging as persistent factors that contribute to ePortfolio learning. To research whether these elements were critical to students' continued use of ePortfolios, a survey instrument was used that contained indicators related to choice, ownership, voice, and authentic learning. 141 former graduate students completed the survey and several students participated in semi-structured interview groups. Of the former graduate students, 17.7% of the students have continued to use their ePortfolio. Of those that are using the ePortfolio, the results of this study indicated that authentic projects, assessment of one's own earning, receiving feedback, and management of the ePortfolio during the learning process had significant influence on the continued or discontinued use of the ePortfolio after students graduated from the educational technology program. Open-ended interviews revealed that student participants preferred to create ePortfolios that allowed them some control, ownership, and agency over the learning process in various developmental aspects of ePortfolio learning.

This study explored pre-service teachers' knowledge and awareness of dialectical code switching in classroom settings. A Likert-type scale survey and semi-structured interviews were conducted as part of an embedded, mixed-methods research design. Twenty-two undergraduate students responded to the online survey and 28 volunteered to be interviewed by the researchers. Results indicated that pre-service teachers have limited knowledge of code switching but felt that nurturing a relationship with students, understanding their cultural backgrounds, and paying careful attention to linguistic differences can help students feel empowered and ultimately lead to successful learning experiences in the classroom.

This study explored how students perceive and use feedback to take ownership and deepen their learning in an online graduate degree program. A review of the literature revealed that the context and conditions in which feedback is given impact students' understanding and receptivity to feedback and affect how students use feedback to deepen their learning and become self-regulated learners. To research what the literature revealed, an exploratory, sequential, mixed method design was used to examine the conditions and the context in which feedback was most impactful in helping students. Results indicated that students preferred mixed modalities of feedback and appreciated feedback that helped them achieve their learning goals. Findings revealed significant learning environments that encourage learner choice, ownership, and voice through authentic learning opportunities (conditions) are optimal for students to understand and be receptive to feedback; have dialogue and discourse with instructors for meaningful learning; and use appropriate feedback modalities (context) to build self-regulated, independent, and deep learners.

This study examined perceptions of the influence of the COVA learning approach on authentic projects and the learning environment by Digital Learning and Leading students in an online graduate program. Related literature points to an array of learner-centered pedagogies and learning environments that offer choice, ownership, voice, and authentic (COVA) learning opportunities. To research the influence that choice, ownership, voice, and authenticity had on authentic projects and the learning environment, 85 graduate students participated in an online survey and their perspectives were extracted out of open-ended narratives. Results from this study suggest that when learners are given choice, ownership, voice, and authentic learning opportunities, deep and meaningful learning can result. Additional analysis revealed nine themes that suggest that the COVA learning approach complemented student learning preferences and styles for authentic projects and the learning environment.

This study explored and analyzed student perceptions of feedback for deeper learning in an online graduate program at a regionally accredited institution in the southeastern United States. Forty-one graduate students participated in an online survey with the purpose of examining students' preferences for feedback, the most helpful types of feedback received, and whether feedback was effective enough to deepen learning. Related literature explored the theoretical foundations for providing quality feedback, optimal conditions for giving feedback, which types of feedback helped students take ownership of learning, and feedback that encouraged feed- forward. Open-ended, in-depth interviews explored effectiveness of feedback related to ownership of learning and deepening of learning. Findings revealed students desired feedback that helped them align course learning outcomes with personal goals enabling them to take ownership of their learning. Students also indicated the conditions in which feedback is given does matter, with clarity of feedback being most significant in helping students engage with and use their feedback. [ABSTRACT FROM AUTHOR]