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Growing our own instead of leasing from the continent : a case study on the impact of a community college teacher preparation program on Native Hawaiian preservice teachers
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|Title:||Growing our own instead of leasing from the continent : a case study on the impact of a community college teacher preparation program on Native Hawaiian preservice teachers|
|Authors:||Silva, Jaydene Rk|
|Issue Date:||Dec 2014|
|Publisher:||[Honolulu] : [University of Hawaii at Manoa], [December 2014]|
|Abstract:||Teacher transiency and teacher quality are of utmost concern in Hawaiʻi. For decades, the Hawaiʻi Department of Education has implemented hiring practices that privilege outof-state teacher applicants who often only make a two-year commitment to the teaching position. As a Native Hawaiian teacher educator and scholar, I am concerned with the perpetual disproportion between the high number of Native Hawaiian students and low number of Native Hawaiian teachers warranted the need for this study. Community Colleges are significantly increasing in support of teacher preparation and seen as a viable resource in the struggle against teacher shortage and teacher diversity. This study examined the barrier and support factors that influenced the educational and career goal attainment of Native Hawaiian preservice teachers at a community college teacher preparation program. Three forms of data were collected to answer the research questions: 1) document and report analysis; 2) student surveys; and 3) student interviews. The case for this study was the teacher preparation program at Leeward Community College in Pearl City, Hawaiʻi. The research population consisted of 51 survey participants of the Associate of Arts in Teaching (AAT) Program from fall 2013 and spring 2014. In addition six graduates of the program, at various levels of their teaching career, participated in two rounds of interviews. A case study approach and qualitative data analysis were used to determine supports and barriers for future teachers at the select community college. The barriers and support factors were categorized as follows: 1) institutional barriers and supports; 2) instructional barriers and supports; and 3) personal barriers and supports. The greatest barriers students experienced were financial, time management and remedial coursework. The greatest overall support factors for students were advising and faculty support. Results further indicated that although Native Hawaiian students represent the highest enrolled population in the teacher education program, they are only ranked fourth highest among program graduates, falling below Caucasian, Japanese and Filipino students. Findings from this study may be beneficial to community college teacher preparation programs. Researchers interested in Native Hawaiian and Indigenous student success in post-secondary institutions may also find the outcomes useful.|
|Description:||Ph.D. University of Hawaii at Manoa 2014.|
Includes bibliographical references.
|Rights:||All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.|
|Appears in Collections:||Ph.D. - Education|
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