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Clarence "C.E." Davis
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Biographical Sketch

Clarence “C.E.” Davis, PhD

Clarence E. Davis “C.E.” has had over twelve years of teaching experience as a classroom teacher and working with classroom teachers throughout the southeast, and is currently an assistant professor in the department of Curriculum, Instruction, and Professional Studies at North Carolina Central University. In 2003, he earned a doctorate degree in Mathematics Education from North Carolina State University. He has worked with public and charter elementary, middle and high schools as well as community colleges and universities. At the state level, he has worked as a consultant for the North Carolina Department of Public Instruction and has served on several projects for the Virginia Department of Education. He has done seven research presentations and several non-research presentations across the state. He truly feels that he was afforded these wonderful opportunities because of his background and determination to give back to his students and community the same strengths and friendships that he received throughout his educational career.

Contact Information:

C.E. Davis

712 Cecil St.

H.M. Michaux, Jr. School of Education

Durham, NC 27707

Office: 919-530-7910

Cell: 919-971-8673

Email: cedavis@nccu.edu



Author Articles


Empirical Research
Examining the Landscape of Leadership of Charter School Executives in Low-Performing or Priority Schools in North Carolina
By Laurell Malone, Ed.D., Clarence "C.E." Davis, Ph.D
Volume 7 - Issue 3
Aug 10, 2009 - 11:48:52 AM

This article examines characteristics within the landscape of leadership of charter school executives in low-performing or priority schools in North Carolina. Charter school executives are school superintendents, in addition to principals and assistant principals, who have taken the responsibility to lead their respective schools into becoming competitive schools designed for student success in a 21st century global economy. In examining this landscape, the focus shifts from student performance to school leadership that is ultimately responsible for guiding academic accomplishments. The implications for school executives of low-performing or priority charter schools is that they need training to effectively model and facilitate the new North Carolina 21st Century Standards for Executive Leadership.

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