http://hdl.handle.net/10125/1140 Sat, 18 May 2013 16:56:08 GMT 2013-05-18T16:56:08Z http://hdl.handle.net/10125/20538 Thesis (Ph.D.)--University of Hawaii at Manoa, 2008.; This study compares two models of professional development (PD) for middle-school science teachers and the effect upon their self-reported Pedagogical Content Knowledge. The first model consisted of five days in laboratory, multi-media support and an on-line class. The second model consisted of ten days in the laboratory and telephone follow-up support. This study reviews the roots of research of Pedagogical Content Knowledge and existing models. For the purpose of the evaluation of the professional development, a new model was developed. The new transactional model is based upon nine underlying constructs. A survey instrument was developed and piloted on 51 teachers experienced with the content and methods taught in the professional development institutes. The instrument was revised to 43 items and given as a pretest and a posttest to 37 teachers participating in the institutes. In the shorter, enhanced version of the PD (Treatment 1) there were 20 participants, and in the original longer version of PD (Treatment 2), there were 16 participants. The pretest was administered the first day of the institutes and the posttest one semester later. Analysis of the data was done by the use of multiple-group structural equation modeling. By comparing the factors with this method, there was adjustment for errors in each item. Analysis suggests no difference in effect between treatment groups. There was significant difference (p < 0.10) between pretest and posttest means on two constructs for treatment group. Further study for the refinement and expansion of instrument and the editing of the professional development scheduled topics are suggested.; Includes bibliographical references (leaves 92-102).; Also available by subscription via World Wide Web; 108 leaves, bound 29 cm Tue, 01 Jan 2008 00:00:00 GMT http://hdl.handle.net/10125/20538 2008-01-01T00:00:00Z Scarlett, Thomas, III http://hdl.handle.net/10125/20537 Thesis (Ph.D.)--University of Hawaii at Manoa, 2008.; Six common themes of the development of the exemplary instructional practices were identified. Four of the themes were common across all three of the best-case undergraduate TAs. The four common themes were course coordinator/orientation, oral and written reflection, modeling of the undergraduate TA that taught the undergraduate TA as a student, and modeling of the undergraduate TA's supervising TA as an LA. Two common themes emerged across two of the best-case undergraduate TAs. The two common themes were socialization and instructional practices that were developed unintentionally.; Sixteen instructional practices were identified as exemplary based on evidence gathered in the study. Six of the 16 instructional practices were common themes across ail three of the best-case undergraduate TAs. The six exemplary instructional practices were informing learners of the objectives, applying concepts to academic situations, applying concepts to life outside of school, applying concepts to situations that may be beneficial in the future, walking around the lab to individually guide students, and teaching concepts that are useful. Ten of the 16 instructional practices were common themes across two of the three best-case undergraduate TAs. The 10 instructional practices were using reminders, topics, humor, familiarity of topics, encourage questions, repetition, giving time to practice during and at the end of lab, reviewing at the beginning of each lab session, teaching concepts that students were not previously aware of, and accessibility outside of class.; The purpose of this study was to examine undergraduate TAs to determine exemplary instructional practices as framed by the ARCS Model of Motivation and the common themes of the development of the exemplary instructional practices. The researcher used a sequential mixed methods approach (Tashakkori & Teddlie, 1998) to examine the undergraduate TAs. A survey was administered and examined quantitatively to select the best-case participants for the qualitative phase of the study.; The researcher identified three best-case undergraduate TAs to study in the qualitative phase. Alter the data were analyzed, a cross-case analysis of the best-case undergraduate TAs was conducted to determine the exemplary instructional practices and the common themes of the development of the exemplary instructional practices.; Includes bibliographical references (leaves 184-198).; Also available by subscription via World Wide Web; 189 leaves, bound 29 cm Tue, 01 Jan 2008 00:00:00 GMT http://hdl.handle.net/10125/20537 2008-01-01T00:00:00Z Ogawa, Michael-Brian Chosaku http://hdl.handle.net/10125/20536 Thesis (Ph.D.)--University of Hawaii at Manoa, 2008.; The study found that the four teachers used technology to reinforce previously learned reading and writing skills throughout the school day. The teachers each allowed restricted, monitored Internet use to practice skills, and gather and share information. Digital photography was used to document classroom activities and as a means of illustrating narration. Each setting offered computer use during free-choice periods; however, teachers in multi-grades K-1 implemented less structured activities than those in multi-grades 1-2. Teachers adjusted technology use to the development of their students, indicating the importance of teachers' learning theories in decision-making. Technology use was strongly supported by administration through supplying access to current devices and programs, offering workshops, full-time support staff, and a community of colleagues who openly shared perspectives and appropriate lessons.; This research is a qualitative multiple case study of the use of technology in two multi-grade K-1 and two multi-grade 1-2 private-school classrooms in Honolulu, Hawaii. It investigated how each teacher's pedagogical perspective affected the use of technology in the literacy curriculum, examined how the teachers implemented technology as well as the support system currently in place for such use, and evaluated the similarities and differences among the participants. The findings were based on interviews, document reviews, and classroom observations. Classrooms were chosen based on the teachers' fulfillment of Pressley's model of exemplary teachers.; Includes bibliographical references (leaves186-194).; Also available by subscription via World Wide Web; 194 leaves, bound 29 cm Tue, 01 Jan 2008 00:00:00 GMT http://hdl.handle.net/10125/20536 2008-01-01T00:00:00Z Leslein-Yoshihiro, Pamela S http://hdl.handle.net/10125/20535 Thesis (Ph.D.)--University of Hawaii at Manoa, 2008.; The findings also shed light upon the differences in inclusion, support, and benefits provided by the primary site to adjunct faculty teaching in the liberal arts as opposed to part-time affiliate faculty teaching in the professional areas of business, nursing, professional studies, and diplomacy. These differences pointed to how part-time faculty were viewed in terms of their professional currency and relevance to real world terms and how that currency and relevance were valued by the institution.; The literature is split between two sources: (1) concern in the growing corporatization of American colleges and universities and the shifting labor market; and, (2) collections of anecdotal stories by adjuncts reflecting their own personal histories. Increased reliance on adjunct faculty has created issues regarding labor parity and the effectiveness and quality of teaching.; There have been few qualitative studies examining the roles and responsibilities of adjunct faculty in higher education. These found that increased utilization of adjunct faculty raised concerns about an erosion in tenure positions for full-time faculty, lack of involvement in academic and research programs by adjunct faculty, and that institutional integrity was increasingly at risk for student learners.; This research also investigated the interrelationships among adjunct and full-time faculty and the relationship of adjuncts to the coordinators and deans. The statements among these groups were examined to provide a clearer understanding of the range of values and perceptions regarding concerns about mission, service, and academic integrity. The findings pointed to how greater reliance upon adjunct faculty in composition courses affected academic integrity in terms of consistency and standards of pedagogy, faculty cohesion and stability related to collaboration with colleagues, and time devoted to research and participation in professional venues. Another component examined the utilization of adjunct faculty and how their status as "adjuncts" mitigated ways in which they could be valued by the institution. They saw their labor as limited to such an extent that there were no clear paths toward professional growth, inclusion, or rewards systems for banking their accomplishments as equity. The primary concerns emerging from this research pointed to currency in terms of professional credibility as viewed and valued by adjuncts and full-time faculty within the English department. Where no venues for opportunity, inclusion, reward, banking, and progression existed, the depth and quality in professional utilization was viewed as diminished and their teaching effectiveness was perceived as somewhat valued.; This research investigated the status of adjunct faculty in terms of utilization, institutional support, inclusion, and changes in delivery of education to a broader student/consumer base. The adjunct participants for this research were those who teach composition courses at a Private University and whose terms of hire (course limitation, pay, duties, and conditions) were defined by institutional contracts for adjuncts. This research used the term "adjunct" and "part-time" faculty to apply to the same group. The participants within this group were identified as those whose livelihood mostly depended upon their employment as adjunct faculty at one or multiple institutions of higher education in permanent positions. Many wanted to teach full-time in higher education. Most of the adjunct faculty considered themselves entrepreneurs who patched together courses while many acknowledged support from their spouse's income.; This study specifically examined the culture and utilization of adjunct faculty while focusing on a clear description and analysis of what systems and opportunities existed to serve adjuncts, the institution and its academic programs, and students. Within the scope of this research, systems have been defined as the terms and conditions under which adjunct faculty are hired and opportunities reflect the physical and psychological needs within the context of the teaching institution.; Includes bibliographical references (leaves 212-221).; Also available by subscription via World Wide Web; 253 leaves, bound 29 cm Tue, 01 Jan 2008 00:00:00 GMT http://hdl.handle.net/10125/20535 2008-01-01T00:00:00Z Kazarian, William Howard http://hdl.handle.net/10125/20534 Thesis (Ph.D.)--University of Hawaii at Manoa, 2008.; There is substantial research supporting inclusion of children with autism and individualizing their services. The issue is development of strategies that special education professionals can use to assist Early Childhood Education (ECE) teachers to interact with children with autism in ways that facilitate peer engagement. The purpose of this study was to evaluate the effects of a brief, individualized, training system (BITS) on the interactions of ECE teachers with children with autism. Additionally, the secondary effect of BITS child engagement (cooperative participation and communication with peers) was investigated. This brief and individualized professional development approach is in marked contrast to traditional in-service training which is expensive, difficult to access, and so broad that it could be termed a "shotgun approach." A nonconcurrent multiple baseline design was used across 3 teacher and 3 child participants. The results suggests that in a relatively brief amount of time (one 90 minute training session and three feedback sessions involving a maximum of 15 minutes per session), it is possible to train ECE teachers to use effective strategies (prompts and praise) to increase the engagement of children with autism with their peers. A relationship was found. Descriptive prompting increased for all three teachers after the training. This increase in prompting appeared to have an effect on child engagement as it also increased across all three children. Finally, all three teachers considered the BITS to be significant, socially appropriate, and useful with the target children.; Includes bibliographical references (leaves 239-253).; Also available by subscription via World Wide Web; 253 leaves, bound 29 cm Tue, 01 Jan 2008 00:00:00 GMT http://hdl.handle.net/10125/20534 2008-01-01T00:00:00Z Gomez, Aletha L http://hdl.handle.net/10125/20533 Thesis (Ph.D.)--University of Hawaii at Manoa, 2008.; The purpose of this study was to conduct a program evaluation of two Content Mastery Centers (CMCs) to determine the programs' effectiveness in assisting students with mild disabilities (SWMD) to succeed. This program evaluation determined the effectiveness of this service delivery model in supporting students with disabilities in the general education curriculum as measured by (a) academic performance on the General Learner Outcomes (GLOs), report card grades, and the Hawaii State Assessment (HSA); (b) level of satisfaction with the CMC by students, teachers, and parents; (c) types of modifications, and (d) the amount of time students spent in the CMC. Results indicated that SWMD are able to meet grade level standards when provided with support services from the CMC. The study indicates that stakeholders were satisfied with the CMC model. Students receiving services in the CMC, however, were not able to meet proficiency on the HSA.; Includes bibliographical references (leaves 129-138).; Also available by subscription via World Wide Web; 138 leaves, bound 29 cm Tue, 01 Jan 2008 00:00:00 GMT http://hdl.handle.net/10125/20533 2008-01-01T00:00:00Z Dimino, Kathleen http://hdl.handle.net/10125/20532 Thesis (Ph.D.)--University of Hawaii at Manoa, 2008.; Findings of the study indicated commitment to teach and the desire to succeed with students were primary reasons why participants chose to become special educators. Participants expressed their satisfaction with and concerns about a myriad of issues that included administrative support, collegial support, working conditions, professional development, mentoring, induction, resources, and relations with students, parents, and support staff. Research findings may be of value to local, district, and state administrators and university personnel as they wrestle with the issues of recruitment, preparation, and retention of special education teachers.; This study focused on issues of teacher retention and attrition in Hawaii's public schools. Specifically, it addressed the experiences of novice special education teachers on Hawaii's neighbor islands (Hawaii, Kauai, Lanai, Maui, Molokai). These islands are considered "rural" in contrast to Oahu where the majority of Hawaii's population resides in Honolulu. The primary goal of this research study was to investigate the relationship between the level of support experienced by these teachers and their intent to stay in the field of special education. Teacher shortages in special education are a reoccurring theme for the Hawaii Department of Education. Better understanding of the supports present and not present for novice special education teachers may help initiate workable solutions that enhance retention. Two questions guided this study: (a) In what ways have professional factors such as community support, institutional support, and pre-service preparation influenced novice special education teachers' decisions to remain in the field of special education? and (b) In what ways have personal factors such as intrapersonal variables, personal background, and family support influenced novice special education teachers' decisions to remain in the field of special education? A case study design was used in conjunction with resiliency theory to give voice to novice special education teachers on Hawaii's neighbor islands.; Includes bibliographical references (leaves 252-264).; Also available by subscription via World Wide Web; 264 leaves, bound 29 cm Tue, 01 Jan 2008 00:00:00 GMT http://hdl.handle.net/10125/20532 2008-01-01T00:00:00Z Benjamin, Thomas L http://hdl.handle.net/10125/20531 Thesis (Ph.D.)--University of Hawaii at Manoa, 2008.; Exercise related lower leg pain is a common problem among the physically active, occurring more often in women than men. The exact mechanism underlying the most common causes of this condition in physically active individuals is controversial. Exercise related lower leg pain (ERLLP) is a broad diagnosis representing the shared clinical manifestations of medial tibial stress syndrome, tibial stress fractures (TSF) and chronic exertional compartment syndrome. Previous ERLLP research has focused on identifying associated risk factors and is limited by retrospective research designs, using different methods of injury modeling that fail to consider dynamic free moment variables or changes due to exercise. Free moment (FM) has been associated with a history of TSF but has not been examined relative to ERLLP. Therefore, the purpose of this study was to examine kinetic risk factors associated with both previous or subsequent ERLLP in female, NCAA Division I intercollegiate track and field athletes using two different injury models. Subjects were 31 female athletes from the same NCAA division I track and field team. Kinetic analysis was performed prior to and following an exhaustive bout of treadmill exercise. Injury history was collected prior to testing and subjects were subsequently tracked through the three month competitive season for the development of ERLLP resulting in activity modification. Injury modeling using logistic regression was based on pre-exercise kinetic measures and fatigue-induced changes in kinetic variables. Injury probability was modeled using two separate injury classifications (retrospective vs. prospective) and two separate injury models (one leg per subject vs. two). Significant models, which included FM variables, were found for retrospective injury from both pre-exercise and fatigue-induced gait kinetics. No significant models for predicting prospective injury were found. While retrospective models were similarly effective using either injury model, these models were not effective for predicting the development of ERLLP. Consequently, while either injury model may be used effectively in predicting previous ERLLP in female track athletes, care should be taken when attempting to predict injury development based on retrospective modeling.; Includes bibliographical references (leaves xxx-xxx).; Also available by subscription via World Wide Web; 61 leaves, bound 29 cm Tue, 01 Jan 2008 00:00:00 GMT http://hdl.handle.net/10125/20531 2008-01-01T00:00:00Z Stickley, Christopher D http://hdl.handle.net/10125/20530 Thesis (Ph.D.)--University of Hawaii at Manoa, 2008.; A qualitative case study involved observing and interviewing two high school mathematics teachers and 48 high school students in three Advanced Placement (AP) mathematics classes. The study focused on what students and teachers thought about the integration of technology in mathematics education, on how they actually used technology in class, on whether technology helped students to learn cooperatively, and on whether technology helped teachers improve their instruction.; Collective results from questionnaire data, interview data, and class observations helped to build an understanding about how technology was used in the three secondary mathematics classrooms. Before classes were observed, all students completed questionnaires and the first teacher interviews were conducted. Observations of classes were followed by a second round of teacher interviews and student interviews.; The results of numerous national and international assessments have raised concerns regarding secondary mathematics education in the United States. According to government reports, there has been a significant increase in the use of technology in U.S. schools in the last decade. However, student achievement in mathematics has not improved during this time.; The students and teachers extensively used graphing calculators and strongly believed that technology helped them learn and teach mathematics by helping them to visualize the abstract concepts of mathematics. The use of technology prompted students to interact more with each other. Also discussed by the teachers and students were additional reasons for their belief that technology integration positively influenced their learning and teaching, how students used technology to learn, and how teachers technology to teach.; Includes bibliographical references (leaves 220-227).; Also available by subscription via World Wide Web; 227 leaves, bound 29 cm Tue, 01 Jan 2008 00:00:00 GMT http://hdl.handle.net/10125/20530 2008-01-01T00:00:00Z Ha, Tae Young http://hdl.handle.net/10125/20529 Thesis (Ph.D.)--University of Hawaii at Manoa, 2008.; Implications from this study included the expanded application and expanded conceptual framework of Academic Capitalism Theory. Applying the theory to managerial professionals made the importance of transaction activities in this new environment visible. Transaction activities contributed to transparency in areas such as personnel, finances, and compliance with external government regulations. All are areas in which policy makers and public desire transparency. Implications for practice included the need to educate all campus employees about work roles and responsibilities of managerial professionals. Current campus recognition and reward systems can become inclusive of these employees. Visibility of these employees and their work can be communicated and acknowledged to policy makers and the public to counteract current invisibility. Implications for future study include researching the economic benefit these employees contribute to the campus; the campus supports and barriers for them; and examination of team or campus networks rewards; and the need for career paths or ladders.; This qualitative case study examined how managerial professionals perceive changes in their numbers, roles, responsibilities, and the relationship of their work to institutional mission at a single public Doctoral/Research Extensive university during the 1985-2005 period. Academic capitalism was the conceptual framework used to examine institutional responses to change in higher education finance, faculty work, and the attainment of institutional autonomy.; Three themes emerged from the data. The themes were "Expanded Work," "Blurring of Roles," and "Deep Commitment." The managerial professionals in this study described campus organizational changes that affected their work lives. Moving from a centralized to a decentralized structure, delegated system responsibilities were transferred to the campus and to the units. This greatly expanded the scope and quantity of work of managerial professionals at a time when faculty and clerical work was also changing. As faculty members were pressured to secure more external funds, spending on managerial professionals in academic and institutional support who did teaching, student services, distance education, and other activities that supported instruction increased significantly. Variation in the roles of managerial professionals and their flexibility in adapting to the new work environment contributed to the blurring of roles among these employees with the faculty, the clerical staff, and upper level administration. The managerial professionals in this study demonstrated a deep commitment to higher education, communicating that they saw themselves contributing a public service through their work. Their work commitment was to serve students, the work of faculty, and the higher education dreams of the people of the state.; Includes bibliographical references (leaves 171-189).; Also available by subscription via World Wide Web; 201 leaves, bound 29 cm Tue, 01 Jan 2008 00:00:00 GMT http://hdl.handle.net/10125/20529 2008-01-01T00:00:00Z Chock, Mona K. O http://hdl.handle.net/10125/20528 Thesis (Ph.D.)--University of Hawaii at Manoa, 2008.; This qualitative study explored 78 faculty who participated in a statewide initiative to incorporate technology into college courses. Participants taught at seven different institutions of higher education in the state of Hawaii. Participants were paired with a mentor who worked with them for one or two semesters to learn new technologies and integrate those technologies into their curricula. This study triangulated data from multiple methods and sources: (1) course products and instructional materials, (2) written narratives describing faculty's familiarity and use of technology in courses, and (3) site visits to institutions and discussions with participants. Further, the course products served as a measure of the participants' use of technology and were used to determine their level of technology use, based on the Concerns Based Adoption Model continuum (Hall & Hord, 1987). Findings suggest that a strong technology mentoring program (Chuang, Thompson, & Schmidt, 2003) promoted substantial progress among study participants to model technology for students. Additionally, a strong proportion of faculty quickly incorporated technologies into courses and promoted student use of technology, in a short period of time, with the support of a technology mentor.; Includes bibliographical references.; Also available by subscription via World Wide Web; 201 leaves, bound 29 cm Tue, 01 Jan 2008 00:00:00 GMT http://hdl.handle.net/10125/20528 2008-01-01T00:00:00Z Boulay, Rachel A http://hdl.handle.net/10125/20527 Thesis (Ph.D.)--University of Hawaii at Manoa, 2008.; Enrollment management is receiving increased attention at community colleges across the nation due to decreasing state appropriations causing increased reliance on tuition revenues for operating funds. Tuition revenues depend on enrollment and although there are many factors that impact enrollment levels, economic conditions, have long been considered of primary importance. This study examines the relationship between economic conditions and enrollment at community colleges in each of the four counties located within the State of Hawai'i and how this relationship differs by county. Time-series data for the period 1973 to 2005 are used. Results show that county economic conditions do impact enrollment but that different economic variables affect individual counties. Also, the results show that county economic conditions have a greater impact on both headcount and full-time equivalent enrollment than statewide economic conditions. These findings have implications for community college enrollment managers who grapple with predicting future tuition revenues in varying economic conditions.; Includes bibliographical references (leaves xxx-xxx).; Also available by subscription via World Wide Web; 122 leaves, bound 29 cm Tue, 01 Jan 2008 00:00:00 GMT http://hdl.handle.net/10125/20527 2008-01-01T00:00:00Z Ross, Barbara http://hdl.handle.net/10125/20526 Thesis (Ph.D.)--University of Hawaii at Manoa, 2008.; The purpose of this study is to investigate parental expectations of Nigerian voluntary immigrants to the United States for their children's education. Immigrant or voluntary minorities are people who have migrated essentially of their own volition to the United States or any other nation because they seek more economic mobility, or a better life in general, and/or political freedom (Ogbu, 1995). This study examines the relationship among three factors: (a) parental expectations, (b) sociocultural and historical experience, and (c) academic achievement or attainment (Jacob and Harvey, 2005; Ogbu, 1995; Olneck, 1995, 2000; Pearce, 2006). Minimal qualitative research has been conducted about African voluntary immigrants and none has focused on Nigerian immigrants who to date are the largest African group in the United States. This leads to a gap in our understanding of parental expectations of these new immigrants. A number of factors were identified which bear on the performance of the immigrants' children born and educated in the United States. These factors led to their successes as students. Thus the fusion of the two cultures, and the human behavioral patterns that emerge from the study, become the basis for conclusions that are formulated under a Nigerian voluntary immigrants' folk theory of parental expectations.; Includes bibliographical references (leaves xxx-xxx).; Also available by subscription via World Wide Web; 208 leaves, bound 29 cm Tue, 01 Jan 2008 00:00:00 GMT http://hdl.handle.net/10125/20526 2008-01-01T00:00:00Z Adeniji-Neill, Dolapo http://hdl.handle.net/10125/20525 Thesis (Ph.D.)--University of Hawaii at Manoa, 2008.; The purpose of this study was to explore the experiences of four pioneering homeschooling families in the State of Hawaii. This qualitative multiple case study examined the motivation, academic, social, legal, and admission to college aspects of early homeschoolers in Hawaii. Research questions guiding the study focused on: what motivated these parents in Hawaii to step outside of compulsory education laws and educate their children, factors influencing parents to persist in homeschooling their children, their experiences with homeschooling and socialization, as well as outcomes for the parents and children.; The results indicated that these homeschooling parents were motivated for mainly academic reasons. Influence of religion varied for each family. Homeschooling support groups influenced parents to continue homeschooling and each participating homeschooling family created a unique personal educational environment in their home with a variety of curricula. Obstacles included relatives, community reactions, and compulsory education laws. Positive outcomes included but were not limited to positive socialization skills, college entrance and completion, and gainful employment by the older children in these families.; Includes bibliographical references (leaves xxx-xxx).; Also available by subscription via World Wide Web; 202 leaves, bound 29 cm Tue, 01 Jan 2008 00:00:00 GMT http://hdl.handle.net/10125/20525 2008-01-01T00:00:00Z Kelly, Anita E http://hdl.handle.net/10125/11544 Mode of access: World Wide Web.; Thesis (Ph. D.)--University of Hawaii at Manoa, 2005.; Includes bibliographical references (leaves 160-166).; The purpose of this study was to examine the psychological framework called the Terror Management Theory (TMT) applied to Native Hawaiian students. TMT is a framework that provides an explanation of relationships between cultural factors, self-esteem, and anxiety (Solomon, Greenberg, & Pyszczynshi, 1991). The hypotheses [sic] of this study was that Native Hawaiian students who identify or seek to identify with "being Hawaiian" and are assisted in achieving its standards of value (high cultural values) will (1) have higher levels of self esteem if they see themselves achieving cultural standards following treatment (2) have lower levels of anxiety following treatment (3) increase "adaptive" behaviors such as achieving academic standards, positive social interactions and making positive contributions to their families and communities. The design of this study was both quantitative and qualitative. The design of this study was a quasi-experimental nonequivalent comparison-group design, consisting of two intervention groups and two comparison groups of 24 Native Haqwaiian students from ages 9-16 years. Intervention participants engaged in Native Hawaiian cultural interventions for 10 hours over a six-week period, while comparison participants engaged in academic tutorial sessions. Measures for self-esteem, anxiety, and adaptive behavior were taken before and after intervention. Qualitative and anecdotal data were also collected and analyzed. Intervention group results indicated that Hawaiian identity increased, anxiety decreased and positive behavior increased. Findings were mixed for self-esteem. Qualitative measures indicated increase in self-esteem, participants felt "good" about themselves and were "proud," but quantitative indicated a decrease. Comparison group indicated a decrease in Hawaiian identity, anxiety and self-esteem. Overall, there were positive indicators to conclude that the TMT framework is applicable to the Native Hawaiian population.; Electronic reproduction.; Also available by subscription via World Wide Web; xii, 166 leaves, bound ill. 29 cm Sat, 01 Jan 2005 00:00:00 GMT http://hdl.handle.net/10125/11544 2005-01-01T00:00:00Z Serna, Alethea Kuʻulei Keakalaulono Distajo http://hdl.handle.net/10125/11543 Thesis (Ph. D.)--University of Hawaii at Manoa, 2005.; Includes bibliographical references (leaves 189-206).; Also available by subscription via World Wide Web; viii, 226 leaves, bound 29 cm Sat, 01 Jan 2005 00:00:00 GMT http://hdl.handle.net/10125/11543 2005-01-01T00:00:00Z Nakama, Debra Aguinaldo http://hdl.handle.net/10125/11542 Thesis (Ph. D.)--University of Hawaii at Manoa, 2005.; Includes bibliographical references (leaves 268-279).; Also available by subscription via World Wide Web; xii, 279 leaves, bound ill. 29 cm Sat, 01 Jan 2005 00:00:00 GMT http://hdl.handle.net/10125/11542 2005-01-01T00:00:00Z Malanaphy, Maureen http://hdl.handle.net/10125/11541 Thesis (Ph. D.)--University of Hawaii at Manoa, 2005.; Includes bibliographical references (leaves 152-158).; Also available by subscription via World Wide Web; xii, 158 leaves, bound ill. 29 cm Sat, 01 Jan 2005 00:00:00 GMT http://hdl.handle.net/10125/11541 2005-01-01T00:00:00Z Goffar, Stephen L http://hdl.handle.net/10125/11540 Thesis (Ph. D.)--University of Hawaii at Manoa, 2005.; Includes bibliographical references (leaves 236-261).; Also available by subscription via World Wide Web; xii, 261 leaves, bound 29 cm Sat, 01 Jan 2005 00:00:00 GMT http://hdl.handle.net/10125/11540 2005-01-01T00:00:00Z Gillentine, Jonathan http://hdl.handle.net/10125/11539 Mode of access: World Wide Web.; Thesis (Ph. D.)--University of Hawaii at Manoa, 2004.; Includes bibliographical references (leaves 260-275).; Electronic reproduction.; Also available by subscription via World Wide Web; xii, 275 leaves, bound 29 cm Thu, 01 Jan 2004 00:00:00 GMT http://hdl.handle.net/10125/11539 2004-01-01T00:00:00Z Shiraki, Steven M