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Theodore S. Kaniuka

Educational Background/Please include*

Ed.D. (1197). Educational Leadership, East Carolina University

M.S. (1986). Elementary Education, C.W. Post College

B.A. (1981). Economics, S.U.N.Y. Stonybrook

A.A.S. (1977) Automotive Technology, S.U.N.Y. Farmingdale

Biography of Work Experience and Accomplishments*

Dr. Ted Kaniuka is an associate professor in the Department of

Educational Leadership. He first joined the department in January 2008

and prior to this he served as a district superintendent, associate and

assistant superintendents, executive director, principal, assistant principal, and teacher.

He has extensive experience in school reform, school level research, and organizational improvement. He currently teaches in both the Master of School Administration and Doctoral Educational Leadership programs. He has been awarded several research grants supporting his area of main interest – Early College High Schools. He has been an invited presenter and has made national and international presentations on the subject. His current research interest is in the use of extant data sources to study educational policy at the state and local level. Several graduate students have co-authored referred journal articles and made national and international presentations with him. He also studies research design and methodology and serves as a methodologist for dissertations as well as chair. He was awarded the first recipient of the Mack and Margret Graduate Student Award at East Carolina University and was named teacher of the year in the Department of Educational Leadership.

Selected Publications* (Refereed Publications)

Kaniuka, T., Mullennix, A. (2016). A Case Study: An Investigation of the High School Experience and College Performance Using Interviews and Latent Growth Curve Modeling. Journal of Applied Educational and Policy Research. http://journals.uncc.edu/jaepr

Powers, S., Kaniuka, T., Cain, B., Phillips, B. (2015). Instructional Talk-Throughs: The Effect of Peer Coaching on Teacher Efficacy. Journal of Research Initiatives.

Kaniuka, T., Vitale, M., Romance, N. (2015). Are Internal Validity and Systemic Replication Conflicting Perspectives: Implications for Research-Based Knowledge for Decisionmakers. Journal of Basic and Applied Research International, 11(3), 141-148.

Kaniuka,T. (2014). Considering district and school factors and their relationship to ACT performance in North Carolina: An examination of the ACT pilot results. ISRN Education, doi:10.1155/2014/757325

Mizzelle, S., & Kaniuka, T. (2013). The relationship between teachers’ and principals’ perceptions of teacher working conditions and student performance. Comprehensive Journal of Educational Research, 1(2), 20-29.

Kaniuka, T., Vitale, M. R., & Romance, N. R. (2013). Making research relevant: An example of aggregating school-based findings in support of decision-making with implications for educational leadership. Current Issues in Education, 23(1), 62-82.

Vitale, M., & Kaniuka, T. (2012) Using a multiple-baseline design framework for evaluating instructional interventions: Implications for the adoption of direct instruction reading curricula in evidence-based reform initiatives. Journal of Direct Instruction, 12, 25-36.

Kaniuka, T. (2012). Toward an understanding of how teachers change during school reform: Considerations for educational leadership and school improvement. Journal of Educational Change, 13, 327-346.

Kaniuka, T. (2011). Narrowing the achievement gap on a state-wide scale: Student success in North Carolina early colleges. International Journal of Research Studies in Education, 1, 10.

Kaniuka, T., & Vickers, M. (2010). Lessons learned: How early college sigh schools offer a pathway for high school reform. NASSP - Bulletin, 94, 165-183. http://bul.sagepub.com/content/94/3.toc

Kaniuka, T. (2010). Reading achievement, attitude toward reading, and reading self-esteem of historically low achieving students. Journal of Instructional Psychology, 37(2), 184-188.

Vitale, M., Medland, M., & Kaniuka, T. (2010). Implementing spelling with morphographs with above-average students in grade 2: Implications for DI of comparisons with demographically-similar control students in grades 2-3-4-5. Journal of Direct Instruction, 10(1), 17-28.

Kaniuka, T. (2009). NCLB, school-based Instructional policy and decision-making: A proposed research agenda. College Student Journal, 43, 787-799.

Vitale, M., & Kaniuka, T. (2009). Exploring barriers to the role of corrective reading in systemic school reform: Implications of a three-part investigation. Journal of Direct Instruction, 9, 13-33.

Service as Chairperson for Dissertations*/Graduates Only/Chronologically

Harpe, M (2010). "Student Persistence in the Community College."

Oates, J. (2011). "The Impact of Performance Learning Centers on Students’ Academic Achievement and Self Efficacy."

Mizzelle, S. (2102). "Principal and Teacher Congruence on Teacher Working Conditions Survey and Student Achievement in Elementary Schools."

Powers, S. (2014). "Teacher Self-Efficacy and School Improvement”

Lowery, V. (2014). "Community in Schools: Understanding the model through the perceptions of students."

McKoy, K. (2014). "Indirect Funds Recovery and Higher Education."

Vickers. M, (2016). "Early College Student Achievement in the University.”

Dowless, D. (2016). " The Moderating Effect of Beginning Teachers’ Perceptions of Professional Learning Communities on their Senses of Self-Efficacy and Future Career Decisions."

Ramseur, H. (2016). " The moderating effect of students’ perception of digital learning environments on their perceived engagement and self-efficacy in mathematics."

Grants Received/Within the past 5 years

Kaniuka, T. (2012-2013). The influence of college instructors on the academic achievement of students. Fellowship sponsored by Fayetteville State University.

Kaniuka, T. (2012-2013). Program Evaluation of Cross Creek Early College, Sponsored by Fayetteville State University, Fayetteville State University, $5,000.00.

Kaniuka, T. (2011-2014). Sandhills Regional Educational Consortium - Alternative Principal Licensure, Sponsored by North Carolina Department of Public Instruction, State, Supportive role consortium awarded $5,350,000.00 over 3 years.

Lewis, L., & Kaniuka, T. (2012). CCECHS Research and Engagement Project, Sponsored by North Carolina New Schools Project, State, $31,155.00. (January 4, 2012 - June 30, 2012).

Graduate Courses Taught/ * (if extensive, please focus on recent courses):

EDAM 652, Research Methods.

EDAM 660, Leadership and Organizational Theories in Schools.

EDAM 670, Resource Management and Schools.

EDAM 671, Curriculum Theories and Instructional Leadership.

EDAM 680, Internship Part 1.

EDAM 690, Internship Part 2.

EDAM 691, Internship Part 3.

EDLE 740, Dissertation.

EDLE 704, Curriculum Leadership.

EDUC 680, Special Topics in Administration.

EDLE 721, Research Methods and Program Evaluation.

EDLE 720, Educational Statistics.

EDLE 730, Doctoral Internship I

EDLE 731, Doctoral Internship II

EDLE 753, Advanced Educational Statistics for School Improvement.

EDLE 999, Dissertation Non credit,

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