Ted Kaniuka is an associate professor in the Department of Educational Leadership. Before joining Fayetteville State University in January 2008, Dr. Kaniuka was the Superintendent of Schools for the Pender County Schools from 2004-2007. He was also an Associate Superintendent for Organizational Improvement for 6 years in the in the Craven County Schools. During his tenure he worked to improve the curriculum and instructional program with many schools and programs achieving both state and national recognition. Prior to his tenure in Craven County Schools he served 2 years as Executive Director for Elementary Education in the Wilson County Schools. He also served as an elementary principal in Wilson County Schools. Before moving to Wilson County Schools he served as an assistant principal and teacher in the New Hanover County Schools from 1990-1994. He started is career in education in 1984 working as a classroom teacher in the City of New York's public schools. He has been active in higher education since receiving his doctorate as an adjunct professor of Educational Leadership at East Carolina University.
He has made numerous national and international presentations addressing strategic school improvement, the role of paradigmatic perspectives and change in school-based environments.
Research Publications and Presentations
Journal Articles (Refereed)
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, 2014, 10 pages, 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.
Chapters in Books
Harpe, J. M., & Kaniuka, T. (2012). An analysis on retention among traditional and non-traditional students in select North Carolina community colleges. In T. Hicks & A. Pitre (Eds.), Research Studies in Higher Education: Educating Multicultural College Students (pp. 249-270). Lanham, MD: University Press of America, Inc.
Vitale, M., John, B., Betty, S., & Kaniuka, T. (1999). Integrating research with school action: A collaborative strategy for paradigmatic change through systemic instructional improvement. Excellence Through Partnerships: Research in Action (pp. 160-187). Greenville North Carolina.
Kaniuka, T., & Lewis, L.. (2013, May). Longitudinal analysis of the effect of attending early college high Schools in North Carolina. American Educational Research Association, San Francisco, CA.
Kaniuka, T. (2012, April). An investigation of the relationship between student achievement and high school design: Exploring the early college high school model in North Carolina. American Educational Research Association, Vancouver, Canada.
Kaniuka, T., & Vitale, M. (2012, April). Making research relevant: An example of aggregating school-based findings in support of decisionmaking with implications for educational leadership. American Educational Research Association, Vancouver, Canada.
Kaniuka, T., Vitale, M., & Romance. N. (2011, April). Some methodological enhancements for assessing school improvement through accountability. American Educational Research Association, New Orleans, LA.
Kaniuka, T., Vitale, M., Romance, N. (2011, April). Using quasi-experimental multiple-baseline designs as a framework for selecting instructional interventions: Alternatives to limitations of randomized field trials in educational decisionmaking. American Educational Research Association, New Orleans LA.
Kaniuka, T. (2010, September). Lessons learned: Cross Creek Early College: What we know so far. Second International Conference on Education Research, New Orleans, LA.
Kaniuka, T. (2010, September). An investigation of the relationship between student achievement and high school design: Exploring the early college high school model in North Carolina using a multi-level logistic model. Second International Conference on Education Research, New Orleans, LA.
Kaniuka, T., & Vitale, M. (1998, May). Leadership issues addressing barriers to school-based instructional reform: A case study exploring the role of E. D. Hirsch's "Thoughtworld" as a factor in school improvement. American Educational Research Association, San Diego CA.
Kaniuka, T., & Vitale, M. (1998, May). Limitations of site-based management in a standards-driven school reform environment: Policy implications of teacher's prior perspectives on effective instructional decision-making. American Educational Research Association, San Diego CA.
Kaniuka, T., & Vitale, M. (1998, May). Evaluation of a successful school-based action research project on teacher's instructional perspectives: Implications for school reform. American Educational Research Association, San Diego CA.
Kaniuka, T., (2014, February). NCARE - "Considering district and school factors and their relationship to ACT performance in North Carolina: An examination of the ACT pilot results". NCARE, Greensboro, North Carolina.
Kaniuka, T., & Mizzelle, S. (2013, March). NCARE- New Beginnings, "The relationship between teachers' and principals' perceptions of the teacher working conditions in North Carolina elementary schools and student achievement. NCARE, Wilmington, North Carolina.
Kaniuka, T. (2011, October). Building a collaborative teaching model -Sustaining improvement: What participants view as critical. Office of Research Initiatives, Fayetteville State University.
Kaniuka, T., (2011, March). Research that Define Practice- Understanding the early college model in North Carolina," NCARE, Charlotte North Carolina.
Kaniuka, T. (2010, February). Early college high schools, Lessons Learned: What we know so far." Jobs for the Future/Bill and Melinda Gates Foundation, Atlanta, GA.
Kaniuka, T., UNC GA University Research Symposium, "Cross Creek Early college program evaluation," UNC, Fayetteville State University. (July 9, 2009).
Kaniuka, T (2009, May). Research methods and Task Stream. Fayetteville State University Faculty Symposium, Fayetteville State University.
Funded and Sponsored Research
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).
Kaniuka, T. (2009-2010). Improving high school graduation Rates. Sponsored by North Carolina Department of Public Instruction, $175,000.00.
Research in Progress
Relationship between kindergarten enrollment cut off age and student performance. This study will investigate the relationship between the cutoff date to enroll in kindergarten as a consequence of state policy and student performance, classification (special education), and predictions of future success.
Multi-year evaluation of the North Carolina Early College Initiative. This study acquired data for approximately 270,000 high school students for the years 2008-2012 to be analyzed using a multi-level design with propensity score matching to investigate the long-term relationship of attending the early colleges and student achievement. For the 2012 school year ACT performance will also be included in the analysis to determine the relationship between attending early college high schools and various measures of ACT performance.
An investigation of achievement trends in North Carolina schools: How do state assessment scores mediate understanding student progress. This study will analyze North Carolina student performance from grades 3-12 to determine how student achievement data can be used to better understand achievement trends and the implications for educational decision-making. Data for this study was secured from the North Carolina State University Public Policy group that includes both demographic and performance data.
Revisiting State Reform: How has the modification of the Disadvantaged Student Supplemental Funding program impacted student performance. This study will use a regression discontinuity design to determine how the expansion of the original DSSF program has affected student performance. Data from the Carolina Institute for Public Policy will be used to extend original research to better understand how scaling up programs affects student performance outcomes.
Awards and Honors
Teacher of the Year for the Department of Educational Leadership, Fayetteville State University, 2012
His degrees awarded are:
Doctorate of Educational Leadership from East Carolina University, NC; Master of Science in Elementary Education form C.W. Post College, NY; Bachelor of Arts in Economics from S.U.N.Y. at Stonybrook, NY; and an Associates of Applied Science from S.U.N.Y. at Farmingdale