Peck, Craig

uncg

There are 16 item/s.

TitleDateViewsBrief Description
Assistant principals’ preparation for culturally responsive leadership in diverse schools 2017 772 The purpose of this study is to take a deeper look at the duties, responsibilities, experiences, and staff development of the assistant principals to determine if they are prepared to lead as principals in diverse schools. The role of the assistant p...
From integration to segregation: a case study history of T. Wingate Andrews high school, 1968–2008 2017 739 The purpose of this study is to tell the story regarding the events and outcomes of T. Wingate Andrews High School, which was founded as an integrated high school in 1968 in High Point, North Carolina. The study captures the events of Andrews High Sc...
Ready for work and beyond: a study of the impact of work-based experiences on secondary students 2017 398 Drawing on the traditions of oral history and general interpretivist qualitative research, this study sought to understand how current work-based education experiences inform contemporary students’ attitudes about and success in high school. First, I...
The perceptions of long-serving superintendents regarding specific behaviors that contributed to their longevity 2018 198 Most public school district superintendents across this nation serve for fewer than five years. This relatively short tenure for a district chief can create uneven leadership and contribute to instability within the district. From an organizational s...
Disabling the disparity: building the cultural competence of school and teacher leaders 2018 514 There is a critical need for culturally competent school and teacher leaders to provide equitable and inclusive school environments for our nation’s growing number of culturally and linguistically diverse students. This must begin with culturally com...
School administrators’ perceptions of the experiences and challenges of the early/middle college high school principalship 2018 330 The current body of literature on educational leadership is very broad, and there is limited research regarding the experiences and challenges of the early/middle college high school (EMCHS) principalship. To better support EMCHS principals through t...
How principals of highly impacted schools are getting it done: practices for building teacher capacity in highly impacted schools 2018 198 Highly impacted schools face challenges such as high teacher turnover, low academic performance, and high percentages of minoritized students who qualify for free or reduced lunch. Principals who lead highly impacted schools must not only perform the...
Debating school choice in North Carolina: the rise of private school vouchers 2019 166 Private school voucher programs are part of what proponents call the “school choice” movement, which aims to increase educational opportunities for students. The concept of school choice is not without controversy, especially with regards to private ...
The Collaborative Professional Learning Cycle (CPLC): implementing a voice and choice approach to teacher professional development 2019 107 Existing research consistently supports the idea that there are 5 effective practices in professional development for educators. However, there is limited research pertaining to the utilization of co-teaching as an effective practice of professional ...
Leadership strategies for effectively fostering positive teacher-student relationships in middle schools 2019 115 The area of research for my study was how educational leaders impact school culture, specifically in the area of fostering positive teacher-student relationships in middle schools. Relationships between teachers and students can have a substantial im...
Using an MTSS framework for school improvement: the implementation experiences and perspectives of educators, administrators, and district leaders 2019 138 The reauthorization of the Elementary and Secondary Education Act (ESSA, 2015) expanded district and school focus on Multi-Tiered Systems of Support (MTSS) as a school improvement framework. MTSS is intended to improve the quality of instructional pr...
How elementary principals define inclusion and use their definition to lead 2020 101 The need for inclusion in today’s schools is a topic of discussion among scholars and practitioners. This discourse offers a range of understandings of what inclusion is and how it should look in practice. Despite the continuous conversation, a gap e...
African American males . . . educate or suspend? 2020 52 The current body of literature indicates a large discipline disparity between African American males and other groups of students. This disparity has been an issue since the inception of school desegregation in the 1960s. The discipline disparity has...
Exploring why African American males choose to teach in elementary schools: three portraits 2020 37 If you attend a public elementary school in the United States, chances are you will not experience being taught by an African American male. Yet, research about African American male elementary teachers is rare and usually focuses on a pathology of t...
The experiences of Black students in high school credit recovery programs 2020 1 Credit recovery programs utilize an asynchronous online learning platform that is designed for students who are repeating a course they failed in a traditional classroom setting. Although there is a limited body of literature on credit recovery progr...
A story to tell: chronicling retired, Black male teachers’ lived experiences with Whiteness in the workplace 2020 0 Studies regarding Black male teachers’ experiences working in predominantly White schools are rarely found in academic literature. This is especially true of retired Black male teachers who worked in predominantly White settings. The pronounced absen...