{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/103178"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/103178","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"A Qualitative Investigation of Principals' Experiences with and Interventions Provided to Gifted Students who have Dropped Out or are At Risk of Dropping Out","abstract":"This qualitative study investigated principals' experiences with gifted students who have dropped out of school or are at risk of dropping out of school. The research was guided by the following research questions, 1.) What do high school principals indicate are their experiences with gifted dropouts? 2.) What interventions or supports do high school principals indicate were offered to gifted dropouts? and 3.) What interventions or supports do high school principals indicate are being provided to gifted students at-risk of dropping out? The researcher sought to answer these questions by administering a qualitative survey to high schools' principals in southeastern Virginia. The survey was administered via Qualtrics utilizing the Qualitative Survey Questionnaire designed by the researcher. Responses were coded by the researcher and organized by themes. The information derived from this study may assist administrators in identifying the efforts of building leaders to support gifted students who have dropped out or are at risk of dropping out and how to support gifted students before they reach the point of dropping out. The findings of the study indicate that principals have varying experiences with gifted students who have dropped out and gifted students at risk of dropping out. Principals identified academic and non-academic interventions. Principals identified building-level, school division-level, and community-based staff as providing interventions to those students.","abstract_html":"This qualitative study investigated principals' experiences with gifted students who have dropped out of school or are at risk of dropping out of school. The research was guided by the following research questions, 1.) What do high school principals indicate are their experiences with gifted dropouts? 2.) What interventions or supports do high school principals indicate were offered to gifted dropouts? and 3.) What interventions or supports do high school principals indicate are being provided to gifted students at-risk of dropping out? The researcher sought to answer these questions by administering a qualitative survey to high schools' principals in southeastern Virginia. The survey was administered via Qualtrics utilizing the Qualitative Survey Questionnaire designed by the researcher. Responses were coded by the researcher and organized by themes. The information derived from this study may assist administrators in identifying the efforts of building leaders to support gifted students who have dropped out or are at risk of dropping out and how to support gifted students before they reach the point of dropping out. The findings of the study indicate that principals have varying experiences with gifted students who have dropped out and gifted students at risk of dropping out. Principals identified academic and non-academic interventions. Principals identified building-level, school division-level, and community-based staff as providing interventions to those students.","abstract_has_math":false,"creators":["Williams, Monica Lynn"],"institution":"Virginia Tech","degree_name":"Doctor of Education","degree_level":"doctoral","degree_discipline":"Educational Leadership and Policy Studies","degree_department":"Counselor Education","school":null,"contributors":[],"advisors":[],"committee_chairs":["Price, Ted S.","Cash, Carol S."],"committee_members":["White, Tinkhani Ushe","Alexander, Michael D."],"year":2021,"date_issued":"2021-04-30","date_published":"2021-04-30","updated_at":"2026-07-22T22:20:37Z","subjects":["Gifted","dropout","intervention","underachievement"],"languages":[],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:29629"],"render_values":[{"text":"vt_gsexam:29629","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/103178","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Price, Ted S.","Cash, Carol S."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["White, Tinkhani Ushe","Alexander, Michael D."]},{"key":"dc:contributor.department","label":"Department","values":["Counselor Education"]},{"key":"dc:creator","label":"Author","values":["Williams, Monica Lynn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2021-05-01T08:01:02Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2021-05-01T08:01:02Z"]},{"key":"dc:date.issued","label":"Date","values":["2021-04-30"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Gifted","dropout","intervention","underachievement"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:29629"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/103178"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative study investigated principals' experiences with gifted students who have dropped out of school or are at risk of dropping out of school. The research was guided by the following research questions, 1.) What do high school principals indicate are their experiences with gifted dropouts? 2.) What interventions or supports do high school principals indicate were offered to gifted dropouts? and 3.) What interventions or supports do high school principals indicate are being provided to gifted students at-risk of dropping out? The researcher sought to answer these questions by administering a qualitative survey to high schools' principals in southeastern Virginia. The survey was administered via Qualtrics utilizing the Qualitative Survey Questionnaire designed by the researcher. Responses were coded by the researcher and organized by themes. The information derived from this study may assist administrators in identifying the efforts of building leaders to support gifted students who have dropped out or are at risk of dropping out and how to support gifted students before they reach the point of dropping out. The findings of the study indicate that principals have varying experiences with gifted students who have dropped out and gifted students at risk of dropping out. Principals identified academic and non-academic interventions. Principals identified building-level, school division-level, and community-based staff as providing interventions to those students."]},{"key":"dc:description.abstractgeneral","label":"General Abstract","values":["The purpose of this study was to examine principals' experiences with, and the interventions and supports they provided to gifted students who have either dropped out of school or are at risk of dropping out by answering the following research questions: 1.) What do high school principals indicate are their experiences with gifted dropouts? 2.) What interventions or supports do high school principals indicate were offered to gifted dropouts? and 3.) What interventions or supports do high school principals indicate are being provided to gifted students at-risk of dropping out? To answer these questions, 43 high school principals in southeastern Virginia school divisions were invited to respond to an online survey. The survey was designed by the researcher and consisted of 4 open-ended questions. A total of 17 principals responded to the survey. The findings of the study indicate that principals have varying experiences with gifted students who have dropped out and gifted students at risk of dropping out. Principals identified academic and non-academic interventions. Principals identified building-level, school division-level, and community-based staff as providing interventions to those students."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Doctor of Education"]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["ETD"]},{"key":"dc:title","label":"Title","values":["A Qualitative Investigation of Principals' Experiences with and Interventions Provided to Gifted Students who have Dropped Out or are At Risk of Dropping Out"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Price, Ted S.","Cash, Carol S."],"dc:contributor.committeemember":["White, Tinkhani Ushe","Alexander, Michael D."],"dc:contributor.department":["Counselor Education"],"dc:creator":["Williams, Monica Lynn"],"dc:date.accessioned":["2021-05-01T08:01:02Z"],"dc:date.available":["2021-05-01T08:01:02Z"],"dc:date.issued":["2021-04-30"],"dc:description.abstract":["This qualitative study investigated principals' experiences with gifted students who have dropped out of school or are at risk of dropping out of school. The research was guided by the following research questions, 1.) What do high school principals indicate are their experiences with gifted dropouts? 2.) What interventions or supports do high school principals indicate were offered to gifted dropouts? and 3.) What interventions or supports do high school principals indicate are being provided to gifted students at-risk of dropping out? The researcher sought to answer these questions by administering a qualitative survey to high schools' principals in southeastern Virginia. The survey was administered via Qualtrics utilizing the Qualitative Survey Questionnaire designed by the researcher. Responses were coded by the researcher and organized by themes. The information derived from this study may assist administrators in identifying the efforts of building leaders to support gifted students who have dropped out or are at risk of dropping out and how to support gifted students before they reach the point of dropping out. The findings of the study indicate that principals have varying experiences with gifted students who have dropped out and gifted students at risk of dropping out. Principals identified academic and non-academic interventions. Principals identified building-level, school division-level, and community-based staff as providing interventions to those students."],"dc:description.abstractgeneral":["The purpose of this study was to examine principals' experiences with, and the interventions and supports they provided to gifted students who have either dropped out of school or are at risk of dropping out by answering the following research questions: 1.) What do high school principals indicate are their experiences with gifted dropouts? 2.) What interventions or supports do high school principals indicate were offered to gifted dropouts? and 3.) What interventions or supports do high school principals indicate are being provided to gifted students at-risk of dropping out? To answer these questions, 43 high school principals in southeastern Virginia school divisions were invited to respond to an online survey. The survey was designed by the researcher and consisted of 4 open-ended questions. A total of 17 principals responded to the survey. The findings of the study indicate that principals have varying experiences with gifted students who have dropped out and gifted students at risk of dropping out. Principals identified academic and non-academic interventions. Principals identified building-level, school division-level, and community-based staff as providing interventions to those students."],"dc:description.degree":["Doctor of Education"],"dc:format.medium":["ETD"],"dc:identifier.other":["vt_gsexam:29629"],"dc:identifier.uri":["http://hdl.handle.net/10919/103178"],"dc:publisher":["Virginia Tech"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["Gifted","dropout","intervention","underachievement"],"dc:title":["A Qualitative Investigation of Principals' Experiences with and Interventions Provided to Gifted Students who have Dropped Out or are At Risk of Dropping Out"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Doctor of Education"],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:20:37Z"}