Ph.D. - Educational Foundations
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Item TEACHER’S PERCEPTIONS AND EXPERIENCES IN IMPLEMENTING “p4cHI” IN MIYAGI, JAPAN(2023) Watanabe, Aya; Cheng, Baoyan; Educational FoundationsItem Troubling Paradise: Exploring The Experiences of National Student Exchange Participants to the University of Hawaiʻi at Mānoa(2023) Yap, Allison; Means, Alexander; Educational FoundationsItem Transition Support for Third Culture Kids: An International School Case Study of the Development and Implementation of a Transition Program(University of Hawaii at Manoa, 2023) Miller, Scott Thomas; Edwards, Donald B.; Educational FoundationsWith a considerable number of families relocating internationally for work, religious missions, diplomacy, or other personal and work-related reasons, a growing international k-12 school community has developed to support the education of internationally mobile students, otherwise known as Third Culture Kids (TCKs). It has been argued in existing literature that to support the challenges related to international transition, and to support the development of strengths for TCKs, international schools should implement transition programs. In this study, I investigate a single exemplary transition program currently offered at an international school. The research questions for this study include: (1) What are the characteristics of the transition program at this international school? (2) How has the international school’s transition program been designed in an attempt to meet the needs of Third Culture Kids? (3) How does the transition program work in practice, and what are the strengths/limitations of the transition program? (4) In what ways and to what extent is the international school’s transition program supporting Third Culture Kids needs and strengths? This qualitative study is informed by data collected in 2023 at an international school in Latin America via interviews, observations, and documents. The findings for this study outline a functioning transition program which addresses the needs of TCKs during each of the stages of transition, address the strengths and limitations of the program, and how a program can be developed to support TCKs.Item Study Of Educational Equity In Hawai‘i: Examining The Distribution Of Qualified Teachers And Student Outcomes(University of Hawaii at Manoa, 2023) Miller, Cassandra A.; Tavares, Hannah M.; Educational FoundationsThe Study of Educational Equity in Hawaiʻi (SEE-HI) explores the relationships between quality and equity variables, focusing on access to licensed mathematics teaching, learning environment, school climate, socioeconomic status, ethnicity, geographic location, math proficiency, and college enrollment in Hawaiʻi’s public schools. Research indicates two mounting problems with K-12 mathematics education in the United States: 1) a lack of qualified teachers and 2) inequities in access to those teachers by students of varying socioeconomic status and ethnicity. SEE-HI examines policy-controlled variables of quality, equity, and access impacting student outcomes in forty-one public high schools in Hawaiʻi. Equity is the extent to which equal opportunities and access to qualified teaching and resources are achieved. This study uses the Hawaiʻi Department of Education Databook, School Status and Improvement Reports, Strive HI School Performance Reports, and the Civil Rights Data Collection to analyze access to learning opportunities and the dispersion of educational resources. The study's value is to identify schools serving higher proportions of educationally at-risk students and provide data to inform policymakers, administrators, educators, and parents. In addition, this educational equity study seeks to inform future efforts to improve access to educational opportunities and quality teaching for underserved students, families, and communities in Hawaiʻi. Regardless of socioeconomic status, ethnic background, or where they live, all children deserve access to quality teaching and equity in education in Hawaiʻi’s public schools.Item Perceptions Of Moral Development Among Graduate Education Students In The United States And China(University of Hawaii at Manoa, 2022) Zhang, Jianhui; Xu, Di; Educational FoundationsMoral education at the graduate level is challenging since most students are mature adults with a strong worldview. This comparative case study utilized a survey and qualitative methods to investigate graduate students’ perceptions of moral growth from their experiences in the College of Education at Spring University in the United States and Summer University in China. Although students took the Defining Issues Test 2 (Rest et al., 1999), results were inconclusive in measuring their moral judgment scores due to a small participant group. This study utilized semi-structured interviews to collect students’ perceptions and experiences of learning at the colleges. Qualitative findings present three themes including students’ perceptions of morality learning at school, norms and morality inside the college, and students’ expectations of moral education. Students from the two colleges revealed similarities and differences in their responses. From students’ perspectives, although there was some academic and research ethics instruction, a systematic, continuous, and vigorous moral education was missing in both colleges. Second, students from both colleges expected morality teaching to be innovative and engaging. Third, students from both colleges presented the same self-contradiction regarding the perception of moral development. On the one hand, many students believe that their moral beliefs are formed and fixed at their age and educational level and doubt whether moral education in graduate school can regulate their morality; on the other hand, they stated that adding moral intervention activities/curriculum is necessary at the graduate school. Differences included perceptions of the limited and noncontinuous learning of morality at school. Students from Spring University in the United States were exposed more to multicultural-related morality, whereas students in China learned more about political-related morality. Based on students’ comments, this article presents recommendations on moral education to educators in graduate school settings regarding content, curriculum, and pedagogy.Item Perception Of Self And Others: A Study Of College Of Education Undergraduate Students’ Racial And Ethnic Biases In Multicultural Education Classrooms In Hawaiʻi(University of Hawaii at Manoa, 2022) McCarthy, Minako; Xu, Di; Educational FoundationsStrikingly brutal racial violence has occurred repeatedly in recent decades worldwide. Racial and ethnic biases have become critical and urgent topics in multicultural societies because they impact racial violence (Lawson, 2015; Park, 2017). Simultaneously, when students and teachers have biased perceptions toward others, it interferes with their learning, teaching, and growth and hinders school lessons (Jacoby-Senghor et al., 2016). This study’s objective was to examine undergraduate students’ racial and ethnic biases and learning processes sequentially. The central research question is How do undergraduate students in the college of education in a Hawaiʻi university examine their personal racial and ethnic biases? James Banks’s multicultural education and critical multicultural education theories were the theoretical frameworks, applied through a qualitative phenomenological method. Ten undergraduate students voluntarily participated in in-depth interviews. The findings showed that all participants hesitated to reveal their perceptions and bias-related stories. This reaction could be a signal of disclosing their awareness and attitudes toward their biases. Students formed their biases based on their experiences; proximity, such as family input or friends’ stories, did not always influence their biases. Also, two of the ten participants, who noted they were privileged, denied racial and ethnic biases. Finally, three multiethnic Hawaii-origin students showed biases toward Caucasians and Caucasian tourists, explained by the ingroup and outgroup relations of their positionalities. The findings contribute to the existing literature on Hawaiʻi and multicultural educational practices and theories by providing insights to help improve future multicultural communities and schools by reducing racial and ethnic-related conflicts.Item Ke Aloha Aina: Heaha Ia? Mapping Philosophy In Moʻolelo(University of Hawaii at Manoa, 2020) watson, bruce kaʻimi; Tavares, Hannah M.; Educational FoundationsPrior to European incursion the Indigenous archive of the Kanaka ʻŌiwi, moʻolelo was stored in neurons and naʻau, shared and passed from one generation to the next aurally and orally. Aloha ʻĀina, an Indigenous philosophy is embedded within this archive. Aware of efforts to hoʻohaole the populace and thereby reduce the perceived value of moʻolelo, Hawaiʻi ʻImiloa of the 19th and early 20th centuries fervently published moʻolelo in nūpepa in order to preserve these wondrous narratives as a resource for future generations. Understanding instead to hoʻohawaiʻi one must follow the alanui maʻa i ka hele ʻia o ko kākou mau kūpuna, this research utilizes a methodology inspired by the writings of the kūpuna who recorded these moʻolelo. This project seeks to once again breathe life into their written words so that we, the Kanaka ʻŌiwi of the present, can gain a better understanding of Aloha ʻĀina through the careful study of moʻolelo. This dissertation demonstrates the effectiveness of that methodology and records aspects of Aloha ʻĀina which are educationally relevant.Item Blacknpinay, Blackapina, And Halfricanpina: Mixed Race Black And Filipina Epistemologies And Pedagogies(University of Hawaii at Manoa, 2019) Hodges, Teresa; Tavares, Hannah M.; Educational FoundationsThis dissertation examines experiences of mixed race, specifically Black and Filipina, using autoethnography and interviews. To examine the multiple and complex figurations of “mixedness” a multi-disciplinary, multi-theoretic qualitative research approach is utilized. Drawing on the academic fields of educational foundations, ethnic studies, feminist studies, and theories of intersectionality, Pinayism, and critical race theory, the study suggests Blacknpinays exhibit an awareness of how the experience of being mixed counters the predominance of monoracialism thereby opening up a more complex world of living multiplicity and multiraciality. This awareness has implications for rethinking and reworking educational theories, pedagogies, curriculum and research on the nexus of race and education. The study demonstrates that supportive and nurturing communities are helping to “raise” blacknpinays to flourish despite societal ideologies that continue to uphold monoracialism or assume postracialism. These supportive communities not only serve as a critical conduit for cultivating positive identities and relationships to self, others, and institutions but offer rich implications for education.Item Academic Capitalism and the Future of Liberal Arts in Higher Education: A Policy Delphi Study(University of Hawaii at Manoa, 2019) Goodwin, April Nozomi; Ericson, David; Educational FoundationsThis dissertation utilizes the policy Delphi method to engage an expert panel of faculty, administrators, policy scholars and practitioners to help construct an array of policy options to address a growing policy problem, the dismantling of the American tradition of liberal arts education in the increasingly capitalist environment of the academy. Insights from this diverse, multi-disciplinary expert panel were utilized to formulate a set of policy recommendations designed to support higher education decision-makers. The findings of this study are intended to inform the long-term strategic planning and budget prioritization of campus leaders across the country who are grappling with this pressing policy issue.Item The Impact of Internationalization on Teaching and Learning: A Qualitative Exploratory Extreme Case Study in a Business PhD Program at an American Public Research University(University of Hawaii at Manoa, 2018-12) Li, Wendan; Phan, Le Ha; Ericson, David P.; Educational FoundationsExploring the impact of internationalization on teaching and learning, this study employs a qualitative exploratory extreme case study at an internationally oriented business PhD program by analyzing the experiences of international students, domestic students, and faculty. The four research questions are: What is the meaning of internationalization at the level of doctorate? How, if at all, does internationalization impact teaching and learning? Why has there been an impact or not? What is the major attitude in the learning community towards internationalization? Most of the findings are consistent with the literature. This study enriches and adds new dimensions to the inherent challenges, ambiguity, confusion, problems, as well as the complicacy and complexity within the practice of internationalizing a PhD program. It provides new data on the indirect and pervasive impact of the values, beliefs, cultures, and traditions within the academe on the teaching and learning in a doctoral program. These factors have exerted the influence via shaping the purpose of doctoral education, the solitary academic culture, the difficulty in publishing international research at top journals, the implicit pressure from future job and career, the established status of U.S. dominance in theory development, and other ingrained intellectual traditions practiced in the academic world. Both the student and faculty data emphasized the crucial role of faculty in internationalizing the curriculum, teaching, and research. Their comments disclosed the gap between international education and intercultural education. This study explores difficulties in enabling international education to become intercultural education at a business PhD program. The importance of learning ecology and the creation of necessity became obvious in enabling transformative intercultural learning. If the academy, higher education administrators, faculty, and students are committed to fulfill the intercultural promise of internationalization, there needs to be a serious discussion on how to respond to the impact of some of the academic value, culture, and tradition on local practices. This study provides theoretical implication, policy implication, and suggestions for future research. It contributes value to the discourse of internationalization by engaging with the scholarly conversation on rethinking, reimagining, and rehumanizing internationalization through the lens of transformation.