http://hdl.handle.net/10125/2044 Tue, 18 Jun 2013 05:32:02 GMT 2013-06-18T05:32:02Z http://hdl.handle.net/10125/20368 Thesis (M.Ed.)--University of Hawaii at Manoa, 2008. Thu, 01 May 2008 00:00:00 GMT http://hdl.handle.net/10125/20368 2008-05-01T00:00:00Z O'Neil, Katherine http://hdl.handle.net/10125/20367 Thesis (M.Ed.)--University of Hawaii at Manoa, 2008. Thu, 01 May 2008 00:00:00 GMT http://hdl.handle.net/10125/20367 2008-05-01T00:00:00Z Goh, Siang Sin http://hdl.handle.net/10125/20366 Thesis (M.Ed.)--University of Hawaii at Manoa, 2006. Tue, 01 Aug 2006 00:00:00 GMT http://hdl.handle.net/10125/20366 2006-08-01T00:00:00Z Lukey, Natalia L http://hdl.handle.net/10125/20365 Thesis (M.Ed.)--University of Hawaii at Manoa, 2006. Tue, 01 Aug 2006 00:00:00 GMT http://hdl.handle.net/10125/20365 2006-08-01T00:00:00Z Burk, Brian E http://hdl.handle.net/10125/20364 Thesis (M.Ed.)--University of Hawaii at Manoa, 2005. Thu, 01 Dec 2005 00:00:00 GMT http://hdl.handle.net/10125/20364 2005-12-01T00:00:00Z Chang, Wendy M http://hdl.handle.net/10125/10440 Sun, 01 May 2005 00:00:00 GMT http://hdl.handle.net/10125/10440 2005-05-01T00:00:00Z Lawton, Brian E. http://hdl.handle.net/10125/10439 Sun, 01 May 2005 00:00:00 GMT http://hdl.handle.net/10125/10439 2005-05-01T00:00:00Z Judd, Jeffrey S. http://hdl.handle.net/10125/10438 Sun, 01 Aug 2004 00:00:00 GMT http://hdl.handle.net/10125/10438 2004-08-01T00:00:00Z Smith, Brenda M. http://hdl.handle.net/10125/10437 Sat, 01 May 2004 00:00:00 GMT http://hdl.handle.net/10125/10437 2004-05-01T00:00:00Z Asada, Kazuyo http://hdl.handle.net/10125/6934 This study examined how participation in a weekly study group influenced the educational practices of four teachers from a rural high school on Oʻahu, Hawaiʻi. The study group focused on understanding and implementing the Standards for Effective Pedagogy, principles for effective teaching that have been described by the Center for Research on Education, Diversity and Excellence (CREDE). Teachers were videotaped at the beginning and end of the school year while teaching in the classroom and during fieldwork. The videotapes were analyzed to determine the extent to which instruction reflected enactment of the Standards. Teachers were interviewed at the beginning and the end of the school year about their classroom practices and teaching philosophy and asked to maintain teaching journals relating to implementation of the Standards. Results indicate that the teachers' with the most and least teaching experience changed the most throughout the year. vi, 76 leaves Fri, 01 Aug 2003 00:00:00 GMT http://hdl.handle.net/10125/6934 2003-08-01T00:00:00Z Taum, Alice K H http://hdl.handle.net/10125/6932 The purpose of this study was to determine if participation in the Access to College Excellence (ACE) program enhances mature interpersonal relationships, specifically tolerance and vocational purpose, in peer mentors. The Mines-Jensen Interpersonal Relationship Inventory, the Iowa Vocational Purpose Inventory, and semi-structured interviews were utilized with 10 ACE peer mentors. Analysis of the inventories showed that only the Vocational Commitment subscale had a significant increase in score t(10) = 2.56, p ≤ .05 from the pre-testing to post-testing periods. Analysis of the interviews revealed three common themes: (a) appreciation of the mentor experience in general; (b) the importance of understanding or openness in interactions with other people; and (c) skill improvement in areas such as communication. Since it appeared that being an ACE peer mentor played a role in enhancing college student development, it is recommended that other higher education institutions apply similar peer mentoring programs on their campuses. vii, 158 leaves Fri, 01 Aug 2003 00:00:00 GMT http://hdl.handle.net/10125/6932 2003-08-01T00:00:00Z Inoue, Garrett G http://hdl.handle.net/10125/6928 This study investigates the influence of learning team participation on four teachers' implementation of Hawaiʻi Content and Performance Writing Standards in classroom instruction. The study takes place in two schools in the Leeward District on Oʻahu and involves participants in the Targeted Standards Teacher program, a professional development initiative designed to use the techniques of cognitive coaching and workshop participation to enable teachers to incorporate literacy standards into their classroom instruction. Learning team activities include developing standards-based lesson plans, discussion of the standards with other participants, reflecting on instructional practices, and learning research based methods of implementation. Research methods include participant observations and teacher interviews and surveys. In addition, teachers' journal entries and lesson plans will be analyzed. vii, 92 leaves Thu, 01 May 2003 00:00:00 GMT http://hdl.handle.net/10125/6928 2003-05-01T00:00:00Z Viggiano, Anna