Ph.D. - Education

Permanent URI for this collectionhttps://hdl.handle.net/10125/1141

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Teachers’ perceptions and practice: A mixed-methods research study of technology integration to support students with disabilities on Oahu
(University of Hawai'i at Manoa, 2025) Nakaza-Koizumi, Jonah K.; Rao, Kavita; Education
This mixed-methods study investigates how secondary general and special education teachers in Oahu, Hawaiʻi, use instructional and assistive technologies to support students with mild to moderate disabilities. Grounded in the Technology Acceptance Model 2 (TAM-2) and Universal Design for Learning (UDL), the study explores teachers’ current technology usage, perceptions, and intentional design practices aimed at reducing learning barriers and enhancing access to inclusive education. Phase I of the study involved administering a survey to secondary teachers, examining their perceptions of the usefulness, ease of use, and external factors influencing technology integration. Phase II employed semi-structured interviews with a subset of survey participants to explore how teachers apply digital tools to support learner variability and promote accessibility. Findings indicate that while many teachers value technology and align its use with inclusive practices, professional development gaps and variability in digital fluency continue to limit consistent implementation. This study contributes to the field by offering insights into the conditions and supports that promote intentional technology integration for students with disabilities and highlights the need for targeted training to bridge instructional design and accessibility practices across diverse educational settings.
A social biography of a Nakemista: An exploration of an Ilokano critical race feminism, pedagogy and transformative praxis
(University of Hawai'i at Manoa, 2025) Arellano, Debralyn; Tavarel, Hannah; Education
This dissertation study explores an Ilokano critical race feminist theory to ground a pedagogy, methodology and transformative praxis, each designed to meet a growing need for an appropriate theoretical framework for Ilokano women in the Hawaiʻi diaspora. Nakemista Critical Race theory is born from the intricate weaving together of the transformative elements of Peminism and Pinayism theories (Filipina-American critical race feminist theories) and the Ilokano and Amianan Studies Nakem movement. Birthed by an international collective of Ilokano intellectuals, the international Nakem movement is an intellectual, social and political movement for the education of Ilokano and indigenous peoples of the Amianan (northern Philippines). In Hawaiʻi, the movement is significant in its fight for Ilokano language and cultural revitalization, as well as for its fight for soul (nakem) consciousness-raising among Ilokano-descended students at UH Mānoa and throughout Hawaiʻi. In the spirit of Peminism and Pinayism, guided by the Ilokano nakem (consciencism) and using the method of social biography, the author pursues the goals for NakemCrit: (1) carve out a space within Filipina-American critical race theory for the Hawaiʻi Ilokano diaspora, providing theoretical foundation for pedagogy and praxis; (2) to bring a gender analysis to the Ilokano consciousness-raising Nakem movement; (3) to unearth contributions and the role of the Ilokano woman throughout the history and in the present day of the Hawaiʻi Ilokano diaspora, setting the stage for a feminist future where Ilokano women are seen, valued and supported as transformative members of the community. Lastly, the author makes an attempt at nakemista praxis by applying nakemista pedagogy in the community for the purpose of transformation. v
Ka mahele hoonaauao o ke aupuni o Hawaii: Public education in the Hawaiian kingdom (1825-1854)
(University of Hawai'i at Manoa, 2025) Faria, Kahealaniakealoha; Lucas, Chris M.; Education
He Houluulu i ka Manao Nui - AbstractWhile on a diplomatic envoy to England in 1824, Liholiho Kamehameha II passed away, and his younger brother, Kauikeaouli, was proclaimed Kamehameha III at the age of 10. Upon his ascension, Kamehameha III quickly reaffirmed his father’s, Kamehameha I’s, commitment to literacy and education. Under his reign (1825–1854), the Hawaiian Kingdom became one of the most literate nations in the world. This dissertation, Ka Mahele Hoonaauao o ke Aupuni o Hawaii: Public Education in the Hawaiian Kingdom (1825-1854), investigates how Hawaii achieved such remarkable educational outcomes in a relatively short period. Using a historical single-case study design grounded in a Kanaka research paradigm, this study examines the structure and processes of Hawaii’s early educational system, including governance, personnel, policy, and instruction. It also explores the cultural values and societal norms that underpinned the system’s development and success. By centering aboriginal Hawaiian perspectives, this work contributes to the broader understanding of educational innovation in the 19th century and highlights the significance of cultural foundations in driving systemic change. The findings suggest that the integration of Hawaiian epistemologies and leadership played a critical role in the rapid rise of literacy and education during the reign of Kamehameha III. Na Huaolelo - Keywords: Hawaiian Kingdom education, Kanaka paradigm, cultural values, societal norms
Ma ka hana ka ʻike; ma ka ʻike ka hana: Exploring the life and legacy of Hakipuʻu Learning Center
(University of Hawai'i at Manoa, 2025) Hoe, Kahikūkalā Ioane; Kaomea, Julie; Education
Hawaiʻi’s public education system has long struggled to adequately serve Native Hawaiians and other historically disadvantaged groups. To uplift our youth, families, and entire communities, many Native Hawaiian leaders viewed culturally-based charter schools as a vehicle to craft much needed innovative educational options.In 2000, my ohana and I were closely involved in the founding of Hakipuʻu Learning Center (“HLC”), one of Hawaiʻi’s original thirteen Native Hawaiian-focused, start-up charter schools. HLC was established to serve families predominantly from Koʻolaupoko, Oʻahu. It created and refined an innovative approach to education with a place-based, project-based, student-centered curriculum that emphasized how to learn instead of simply what to learn. From its early years HLC was recognized as a pioneer and thought leader in the Hawaiian-focused charter school movement, and within place-based and project-based learning in particular. While the school and its innovative curriculum had great promise, it faced significant challenges that impeded its ability to fully realize its potential. This dissertation explores HLC’s issues, challenges, and successes, including implications for other similarly situated Hawaiian-focused charter schools. It retrospectively seeks to understand the school’s origin, evolution, and conclusion while uplifting lessons and best practices for the next iteration of community stakeholders committed to improving Hawaiʻi’s educational system. This dissertation interrogates three central questions: (1) What worked?, (2) What did not work?, and (3) What could or should have been done differently? Consistent with Maoli custom and tradition, primary data sources included oral history interviews with five significant individuals in HLC’s life and legacy, including founders, teachers, board members, thought leaders, and a graduate. One of this dissertation’s most significant findings is that HLC developed an innovative learning model that inspired and co-powered Native Hawaiian students and families; but, both the school and learning model were significantly limited by insufficient support and funding from the State of Hawaiʻi. This is vital to address gaps in Indigenous educational achievement both within and beyond Native Hawaiian-focused charters. While exploring how the State failed these schools and their families, this dissertation also offers recommendations and potential solutions.
Examining Native Hawaiian and Pacific Islander youth attitudes towards physical activity
(University of Hawai'i at Manoa, 2025) Hafoka, Crystal Kapua; Centeio, Erin E.; Education
Background: Native Hawaiian and Pacific Islander (NHPI) populations face disproportionately low levels of physical activity (PA) and higher rates of preventable chronic disease. While existing literature largely centers on White youth, this three study dissertation identifies correlates of PA behavior for NHPI adults, children, and youth, and explores NHPI students’ attitudes toward PA and physical education (PE), along with their PA intentions and behaviors, with study 2 and 3 being guided by the Theory of Planned Behavior (TPB). Method: Study one (Chapter 2) is a scoping review that seeks to identify and better understand the correlates of PA behavior among NHPI youth and adults. Study two (Chapter 3) analyzes data from 1,163 NHPI students in grades 4–12, 41% of whom identified as female, to assess PA and PE attitudes, PA intentions and behavior, and differences by gender, grade, and race/ethnicity, as well as associations between attitudes and PA behavior. Study 3 (Chapter 4) further examines PA and PE attitudes among NHPI youth, focusing on gender and school-level differences, PA engagement, and factors shaping positive and negative attitudes. Results: Study one identified individual, environmental, social, and cultural determinants of NHPI health, revealing the lasting effects of colonization and key positive and negative correlates of PA as principal findings. Study two findings showed significant gender and school-level differences in PA attitudes and behavior, with males and secondary students reporting higher PA engagement, while females and secondary students reported more negative PA attitudes. Among NHPI youth, positive PA attitudes significantly predicted both PA intentions and behavior, with no significant differences by ethnicity. Study three quantitative findings revealed that while ethnicity and school level did not predict differences in youth attitudes toward PA, gender did have a significant impact on both general positive attitudes toward PA and specific attitudes toward PE classes, with females consistently holding slightly more positive attitudes than males. Study three qualitative results revealed that organized sports, traditional dance, and ocean-based activities strongly motivate PA among NHPI youth. Key influences included self-confidence, social support from ‘ohana and friends, and sports culture in Hawai‘i, while cultural, social, and environmental factors also shaped barriers to PA. Conclusion(s): Study one revealed more negative than positive correlates of PA among NHPI populations, highlighting the need for further investigation to better understand the factors influencing PA within this group. Study two findings reveal that NHPI youth do not inherently possess negative attitudes toward PA. Instead, they exhibit strong, positive dispositions, independent of their PE experience. These results highlight the need to explore cultural, structural, and behavioral factors that may contribute to the PA decline and obesity disparities seen in NHPI youth and adults. Study three confirms the findings in study two and offers additional insights into factors that influence PA participation among NHPI youth, due to its mixed quantitative and qualitative methods design, with confidence, social support, and traditional forms of PA emerging as major themes. The results indicate that both positive and negative experiences in PE shape their attitudes toward PA, and that social support from family and friends, along with engagement in culturally rooted physical activities, is important for youth engagement in PA. Collectively, these findings underscore the importance of considering both the social and cultural contexts in which PA occurs, as they can either enhance or hinder motivation, participation, and positive attitudes toward PA.Keywords: Native Hawaiian, Pacific Islander, physical activity (PA), correlates of PA, determinants of PA, elementary students, secondary students, Theory of Planned Behavior, intention, behavior, culture
Pre-service teachers’ development of self-efficacy for teaching in inclusive early childhood classrooms
(University of Hawai'i at Manoa, 2025) Garcia, Akeyo; Muccio, Leah; Education
This study explores the development of self-efficacy in pre-service teachers enrolled in an Early Childhood Education (ECE) program, focusing on factors that influence their confidence in working in inclusive early childhood classrooms. Bandura (1997) defines self-efficacy as an individual’s belief in their ability to organize and execute actions to achieve specific goals. In education, teacher self-efficacy is a key predictor of success, particularly in navigating the complexities of inclusive education. Using a single-case study approach, this research integrates surveys, interviews, artifacts, and a research journal to explore how pre-service teachers perceive their readiness to work in inclusive environments. Findings reveal five key professional self-efficacy-forming experiences: mentor teachers, field experiences, coursework, university staff, and a sense of accomplishment, each aligning with Bandura’s four sources of self-efficacy. Additionally, five personal experiences were identified as influential: close encounters with individuals with disabilities, leadership experiences, challenging life experiences, age, and mental health. These professional and personal experiences collectively shape pre-service teachers’ self-efficacy and confidence in inclusive education. The study highlights the need for structured support, intentional mentorship, and opportunities for reflection to cultivate self-efficacious early childhood educators.
Navigating currents of belonging: Lived experiences of Micronesian students in Hawaiʻi public high schools
(University of Hawai'i at Manoa, 2025) Solmirin, Jennifer L.; Halagao, Patricia; Education
ABSTRACT: Since the establishment of the Compact of Free Association (COFA) in 1986, migration from Micronesian nations, including the Federated States of Micronesia, the Republic of the Marshall Islands, and the Republic of Palau, has steadily increased. Many COFA families settle in Hawai‘i, seeking improved access to education, healthcare, and economic opportunities. However, COFA students in Hawai‘i’s public schools continue to face significant challenges, including language barriers, racism, low graduation rates, and systemic inequities, which hinder their educational success. This hermeneutic phenomenological study explored the lived experiences of six Micronesian participants from COFA nations who attended public high schools in Hawai‘i. The purpose of the study was to provide insights from the participants' perspectives, examining how social, cultural, and systemic factors influenced their academic journeys. The findings uncovered five central themes: (1) navigating cultural and social identity, (2) nurturing bonds and affirming spaces, (3) challenges of inclusion and belonging in school communities, (4) encounters with racism: lived realities of exclusion and prejudice, and (5) navigating barriers and absence of support. Participant narratives highlight the resilience and resourcefulness of these students while exposing systemic inequities in the educational landscape. Recommendations include requiring cultural awareness and anti-bias training for educators, enforcing anti-discrimination policies, increasing community support, expanding initiatives for Micronesian educators, promoting cultural clubs and student-led programs, and facilitating peer mentoring. This study calls for urgent reforms to create inclusive, equitable educational environments for Micronesian students in Hawai‘i.
Administrator training, confidence, and knowledge in special education
(University of Hawai'i at Manoa, 2025) Barcarse, Tierney; Ornelles, Cecily; Education
The purpose of this sequential explanatory mixed-method study was to understand the relationship among administrator training and experience in special education, the administrators’ background (e.g., training and experience) and their training needs in special education as related to the Council for Exceptional Children’s (CEC) 2015-2019 Special Education Administrator Standards. Survey participants included 65 school-level, district-level, and state-level administrators in the state of Hawai’i. The first phase of this study was designed to understand administrator confidence in special education. The second phase of this study was to understand how administrators administer special education, that is, evidence of their ability to apply knowledge or information as communicated through examples provided in the semi-structured interview. The survey was designed to understand the perceived knowledge of administrators in special education while the interview was designed to understand the actual knowledge of administrators in special education. Results indicated that administrators felt fairly confident in their knowledge of special education across domains such as assessment, curricular content knowledge, programs and services, leadership and policy, and collaboration. However, results of the interviews indicated that administrators lacked the actual knowledge needed to effectively support special education teachers in the implementation of special education. This study indicates a need for administrator training in special education that is on-going, relevant, and practical.
Hulikua: Aloha ʻāina theory, ʻōiwi guerrilla praxis, and a pedagogy of refusal
(University of Hawai'i at Manoa, 2025) Perry, W. W. Kekailoa; Maaka, Margaret J.; Wong, Kerry L.; Education
ABSTRACT In 2002, the University of Hawaiʻi at Mānoa (the University) began a process of Indigenization. By 2011, it branded itself as a “Hawaiian Place of Learning” (University of Hawaiʻi at Mānoa, Achieving Our Destiny, 2011, p. 11) to distinguish itself among Research-1 institutions for marketing and accreditation purposes. In line with a trend seen in many Western higher education institutions, the University continues to implement what could be termed “settler-occupier” policies under the pretext of “Indigenizing” itself, all the while appropriating Kanaka ʻŌiwi land, resources, cultural practices, and knowledge. The University promises recognition and inclusion, but this often leads to the continuation of negative stereotypes about Indigenous peoples. By encouraging the involvement of selective Indigenous communities, the University obscures the reality of the ongoing appropriation of Indigenous knowledge and resources, presenting it as support or collaboration rather than the extraction that it truly is.To confront these policies, this dissertation presents a Hulikua Pedagogy of Indigenous refusal. This framework draws on Kanaka ʻŌiwi’s traditional and customary practices of refusato expose the University’s harmful reinterpretation and erasure of Kanaka ʻŌiwi knowledge and sovereignty. Grounded in Aloha ʻĀina Theory and ʻŌiwi Guerrilla Praxis, Hulikua Pedagogy seeks to foster genuine community engagement and educational transformation by challenging the University’s façade of diversity and its settler-occupier policies. Hulikua Pedagogy rejects the institutional status quo by re-centering Kanaka ʻŌiwi, Indigenous, and marginalized academics within their communities and promoting a vision of hope and possibility over mere window dressing. This pedagogical approach is examined through traditional stories, practices, and the history of the Hawaiian Student Liberation Union, Makeʻe Pono Lāhui Hawaiʻi (Makeʻe Pono). This research analyzes how Makeʻe Pono influenced the development and implementation of Hulikua Pedagogy and its core components, Aloha ʻĀina Theory and ʻŌiwi Guerrilla Praxis. Hulikua Pedagogy aligns with emancipatory pedagogies by challenging current Indigenization efforts that mask the University’s settler-occupier policies while contributing to the broader field of Indigenous refusaresearch that confronts the status quo. This approach prioritizes Kanaka ʻŌiwi empowerment and sovereignty, offering a clearer path to genuine transformative education.
Tackling training adherence and its effect on head impact biomechanics in high school football
(University of Hawai'i at Manoa, 2025) Brothers, Darian Dolores Diane; Swartz, Erik; Stickley, Christopher; Education
CHAPTER 1: DIFFERING ADHERENCE RATES TO HuTT® AND ITS EFFECTS ON HEAD IMPACTS IN HIGH SCHOOL FOOTBALL Despite advancements in head safety measures in American football, head injuries remain prominent in the sport. While resources promoting safer tackling and blocking techniques exist (HUF, Shoulder Tackling system, etc.), the effectiveness of improving players’ head safety by utilizing these resources is determined by consistent adherence and proper compliance by the coaches and athletes. There are currently no standardized regulations for a tackling training program, and research regarding adherence rates to a behavioral intervention is limited. This study aimed to determine the minimal rate of adherence for effectiveness of the HuTT® intervention in high school football. Five teams (n = 181) were prescribed a helmetless tackling training program (HuTT®), and each team had varying adherence and compliance rates throughout one season. Head impact data were collected through the Riddell InSite Impact Response systems, a sensor inside each helmet. The reported head impact data was used to calculate the rate of impacts per athlete exposure (Imp/AE). Linear regressions and independent sample T-tests were run to analyze the relationship between Imp/AE and tackling training adherence rates with an alpha level of p < 0.05. Participants who completed ≥60% of the HuTT® intervention were considered adherent and were found to have significantly lower Imp/AE (p <0.001; n = 129, 2.06 ± 2.28) when compared to the non-adherent group that completed <60% of the intervention (n = 52, 4.06 ± 3.45). Exploratory analysis with non-adherent groups set at <50% and <30% also found significantly higher Imp/AE compared to those who were ≥50% (p =0.004; n = 147, 2.20 ± 2.44) and ≥40% (p =0.014; n = 148, 2.20 ± 2.43) adherent, respectively. This study suggests an adherence rate of ≥60% to the HuTT® intervention significantly reduces head impact frequency in high school football. An adherence rate of ≥60% aligns with findings from Swartz et al.6 and provides additional guidance for behavioral intervention adherence. CHAPTER 2: VARYING ADHERENCE TO A TACKLING TRAINING PROGRAM AND ITS EFFECTS ON HEAD IMPACT CHARACTERISTICS While full adherence to research interventions is often assumed, variations in adherence and compliance occur and can affect outcomes. In football, helmetless tackling training (HuTT®) aims to correct head-leading behavior but the effects of varying adherence and compliance rates over time remain unexplored. This study investigates the sustained effectiveness of HuTT® across teams with consistent adherence in Year 1 but differing adherence/compliance in Year 2. Repeated participants from three high school football programs (n = 33) were tracked over two consecutive seasons. Teams were adherent to a prescribed HuTT® intervention in Year 1. In Year 2, one team maintained adherence with modified compliance (Team A), one ceased participation (Team B), and one had reduced adherence and compliance rates (Team C). Head impact data (frequency, magnitude) were collected using Riddell InSite Impact Response systems, a sensor inside each helmet. Individual intervention completion rates, head impact magnitude cumulation, and Imp/AE for practice, game, and overall exposure were calculated. Paired sample T-tests compared Year 1 to Year 2 changes in Imp/AE and total magnitude burden for an adherent-adherent group (Team A) and an adherent-nonadherent group (Teams B+C combined). The adherent-adherent group (n=12) showed a significant decrease in overall Imp/AE (p =0.014), practice Imp/AE (p =0.011), game Imp/AE (p =0.018), and total burden (p =0.012) between Year 1 and Year 2. The adherent-nonadherent group revealed a significant increase in game Imp/AE (p =0.004) and total burden (p =0.032) between Year 1 and Year 2. The reduction of all head-safety characteristics in the adherent-adherent group suggests that consistent engagement in tackling training is beneficial in reducing head-safety characteristics and potentially refine tackling skills over time. In the adherent-nonadherent group, an increase in game Imp/AE and total burden highlights that ceasing or significantly reducing tackling training can negatively impact players' head impact behavior, particularly in competitive settings. CHAPTER 3: WEEKLY CHANGES IN HEAD IMPACT LOCATION AND MAGNITUDE BURDEN TO A TACKLING TRAINING INTERVENTION Head impact telemetry (HIT) systems assist in measuring impact frequency, magnitude, and location to better understand head impact safety and concussions. Current research has shown that concussions were sustained from impacts averaging around 90g of linear force in high school-aged football players. Lab-recorded head impact locations have been shown to affect brain tissue strain most on the sides of the head, while on-field data has shown impacts to the front resulted in most reported concussions in high school football. Tackling training aims to reduce head-leading behavior, potentially lowering impact magnitude and altering locations. This study investigates weekly changes in head impact location and magnitude burden over two seasons in repeated participants in one high school football team. Repeated participants (n = 16) in one football team were observed over two seasons. In Year 1, the team completed 100% of a prescribed tackling training program (HuTT®) and discontinued the prescription in Year 2. Timestamped head impact data (frequency, magnitude, location – front, top, side, back) were collected weekly using helmets with Riddell InSite Impact Response systems. The weekly cumulative impact frequency and magnitude burden for each location were calculated. Fixed-effect longitudinal models compared individual week-to-week changes in impact frequency and burden by location in each year. Total impact frequency and burden were also compared from Year 1 to Year 2. A significant weekly decrease was found in impact frequency (p =0.036) and burden (p = 0.038) to the top location in Year 1, with no significant weekly changes in Year 2. When comparing Year 1 to Year 2, Year 2 had a significantly higher impact frequency (p < 0.001) and burden (p < 0.001) to the front location. Significantly higher overall impact frequency (p < 0.001) and burden (p < 0.001) were also found in Year 2. Year 1 findings suggest that the HuTT® program reduces top-of-head impact frequency and burden over a football season, potentially mitigating 'head-down’ behavior. The significant increase of impacts and burden to the front and overall impacts and burden in Year 2, compared to Year 1, reiterates the potential benefits of consistent tackling training in reducing these metrics.
USING DESIGN BASED RESEARCH (DBR) TO MAP AN ONLINE UNIVERSAL DESIGN FOR LEARNING (UDL) MULTIDISCIPLINARY FRAMEWORK OF INSTRUCTIONAL COACHING
(University of Hawai'i at Manoa, 2024) Munafo, Koran Nichole; Sorensen, Christine; Hoffman, Daniel; Education
This Design Based Research study explores the development and implementation of the Universal Design for Learning - Multidisciplinary Framework of Instructional Coaching (UDL-MFIC) in online professional development settings. The study aimed to assess the effectiveness of the UDL-MFIC framework in enhancing instructional coaching and supporting faculty professional growth. Using Design Based Research, data was collected from instructional designers (IDs) and faculty participants across multiple stages of the intervention, including alpha, beta and gamma stages. Findings revealed that the UDL-MFIC framework facilitated adaptive and personalized coaching by allowing IDs to tailor their approaches to meet the diverse needs of faculty, promoting engagement, self-efficacy, and reflective practice. The framework’s emphasis on continuous feedback and structured support was also found to be crucial for fostering professional development and instructional improvement. Despite these positive outcomes, the study identified several limitations, including the scope of the sample and the reliance on self-reported data, which suggest directions for future research. Recommendations include exploring the long-term impact of the UDL-MFIC framework in different contexts and enhancing collaborative dynamics within the coaching process. The findings contribute to the field of instructional coaching by demonstrating the effectiveness of the UDL-MFIC framework in supporting professional development in online settings and providing a foundation for further research and practice in educational innovation. This study underscores the importance of adaptability, personalization, and reflective practice in fostering effective professional development in diverse educational contexts.
Student experience and academic performance in an online asynchronous community college course delivered in accelerated, cohort, and traditional formats: A mixed methods study
(University of Hawai'i at Manoa, 2024) Mahi, Michele; Halagao, Patricia E.; Education
This study used an explanatory sequential mixed methods approach to compare student experience and academic performance in an asynchronous online community college course delivered in three formats: accelerated (5-week) cohort, accelerated (5-week) non-cohort, and non-accelerated (16-week) non-cohort. Quantitative results showed no significant difference in final grades, successful course completion, or withdrawals among course formats. No significant differences emerged in course learning outcome (CLO) attainment among course formats, except for the public speaking CLO, with 16-week non-cohort students performing significantly better than 5-week non-cohort students. Quantitative results also revealed that 5-week cohort students rated their course and instructor significantly higher on course evaluation surveys (CES) than 16-week non-cohort students. Qualitative findings supported quantitative results on academic performance; however, qualitative data contradicted differences identified in CES results by revealing similar student experiences across course formats. Overall, this study highlights the nuanced effects of course format on student outcomes and provides insights into online asynchronous course offerings in community college settings. Recommendations include maintaining a range of asynchronous course formats to allow students the flexibility to select the course format that best aligns with their needs, alongside the implementation of support measures such as online orientations to prepare students for asynchronous coursework.
HAʻI MOʻOLELO: ENGAGING ALOHA ʻĀINA CURRICULUM TO HOʻOULU ʻŌPIO AT WAIʻANAE INTERMEDIATE
(University of Hawai'i at Manoa, 2024) Oana, Ululani Kekahiliokalani Brigitte Russo; Kukahiko, Eōmailani; Education
In the diverse educational landscape of Hawaiʻi, Native Hawaiian students have long grappled with Western-dominated curricula that neglect Hawaiian values and knowledge. This research focuses on an Aloha ʻĀina curriculum initiative at Waiʻanae Intermediate, a public school on the Island of Oʻahu, Hawaiʻi, where the middle school science curriculum was rewritten to align with ʻike kūpuna (ancestral knowledge); mālama ʻāina (taking care of the land), and pilina (close relationships.) The objective of this study is to explore the experiences of students who have engaged with this Aloha ʻĀina curriculum and its impact on their Hawaiian identity. A lei hulu (feather garland) metaphor is woven throughout this dissertation to describe the framework of this research study. Using the method of Haʻi Moʻolelo (storytelling), participants were provided with a culturally appropriate platform to connect, share, and deepen their relationships throughout the research process. This research involved conducting in-depth interviews with three focus groups of students who experienced the revised curriculum. The findings of the study reveal significant positive impacts on the students’ Hawaiian identity. These impacts are attributed to their strengthened connections to moʻolelo (ancestral stories), pilina, and participation in immersive mālama ʻāina experiences. This study provides valuable insights into the potential of a culturally responsive curriculum fostering a renewed sense of Hawaiian identity among students, shedding light on the importance of cultural relevance and inclusion in education for native communities. The findings underscore the significance of creating a curriculum that respects and integrates ʻike kūpuna, pilina, and mālama ʻāina.
Negotiation in classroom conversations: An examination of teacher and student engagement
(University of Hawaii at Manoa, 2023) Whatley, Kristina Doot; Maaka, Margaret J.; Education
Educators are becoming increasingly aware of the necessity for providing students opportunities to engage in content-area dialogic talk, even when the conversation runs the risk of being emotionally uncomfortable. Students need the mindsets and skills to be able to enter into respectful dialogues with individuals from diverse backgrounds in order to find common ground where it exists, and to disagree civilly and productively where common ground is absent. For teachers to effectively facilitate these dialogues, they must make decisions in creating and designing spaces for talk to occur, effectively navigating challenges that arise during classroom talk. The literature suggests that teachers negotiate tensions in four key areas: (1) diminishing their experiences to honor students’ experiences, (2) developing a classroom culture and expectations conducive to dialogic inquiry, (3) balancing the linguistic and cognitive demands of rationality and argumentation with storytelling and humor, and (4) intervening effectively during talk time to provide support for students. Many teachers who are experienced facilitators can navigate these tensions in order to encourage productive student-centered conversations. However, the current body of literature lacks a framework to guide teachers in making these decisions. This dissertation explored the decision-making processes of five experienced teachers in secondary-level content areas in Hawaiʻi to develop a model of decision making for inexperienced teachers interested in learning how to similarly facilitate dialogic talk in their classrooms. Data were collected from audio recordings of intensive interviews to elicit a rich description of their teaching philosophies and experiences, their language use, and their relationships with their students. From these sources, the data were analyzed using qualitative methods blending tools to capture common themes. The analysis of interview data details the factors that enable these teachers to persevere in opening dialogic spaces despite the challenges, strategies they use to create conditions for productive talk, and ways in which they view the nature of teacher intervention during dialogues. The study concludes by generating a framework for decision making in which teachers use their knowledge of their students to flexibly set short-term cognitive, linguistic, and social emotional goals for student talk, moving students through successive stages of a spectrum ranging from teacher-controlled talk to student-led talk.
Enhancing Learning Outcomes In Online Environments Through The Support Of Self-regulated Learning
(University of Hawaii at Manoa, 2023) Gose, Davilla Riddle; Paek, Seungoh; Education
The online learning environment demands the ability to self-regulate, set up learning goals, monitor progress, and self-reflect on the learning process. Self-regulated learning (SRL) is an approach to learning where students actively have control over their behaviors. Self-regulated learning theory implies that learners possess certain attributes or engage in strategies to promote comprehension, retention, and learning. This dissertation explored SRL strategies across regulatory phases (i.e., forethought, performance, and self-reflection), distinct regulator profiles, relationships to academic achievement, and implications to instructional design (ID) within a competency-based online course. Study participants were students in LTEC 112: Technologies for Academic Success. Results showed participants employed SRL strategies at different levels across phases and subscales. Three profiles of self-regulators emerged: (a) minimal, (b) moderate, and (c) competent. These profiles were positively correlated to academic achievement in LTEC 112. The study identified ID elements that supported self-regulatory skills. Findings revealed five areas of focus (i.e., instructor support, personal timeline, check performance, course syllabus, and expectation setting) as important and where instructional designers intentionally incorporated these types of SRL elements into their design. This study expanded and enhanced the understanding of how the complex range of SRL processes and self-regulation profiles intersect with ID strategies used in online learning.
Effects of the Concrete-Representational-Abstract Instructional Sequence on Solving Algebraic Equations for Middle School Students with Autism Spectrum Disorder
(University of Hawaii at Manoa, 2023) Goya, Dana; Wells, Jenny; Education
As students with autism spectrum disorder (ASD) participate in the general education setting at greater rates, they are expected to meet rigorous grade-level academic standards. Students with ASD typically struggle with problem solving, higher-ordered thinking, and mathematical reasoning. When students enter middle school, mathematics becomes more abstract and cognitively complex. Therefore, it is imperative to identify effective educational strategies and supports for middle school students with ASD. The concrete-representational-abstract (CRA) instructional sequence has proven results and is an evidence-based practice for students with learning disabilities. CRA involves the use of concrete manipulatives that develop into pictorial representations and eventually into abstract numerical strategies, all taught via explicit instruction. This study investigated the effects of the CRA instructional sequence on solving one-step, two-step, and three-step algebraic equations for two middle school students with ASD. Once both participants met mastery criterion in each concrete, representational, and abstract phase for one-step and two-step algebraic equations, CRA instruction was provided to participants in a dyad. Results indicated a functional relation between the CRA instructional sequence and solving one-step, two-step, and three-step algebraic equations for both participants. When CRA instruction was provided in a dyad, both participants were also generally able to achieve mastery criterion. Participants also shared positive feelings related to their experiences with the CRA instructional sequence. Implications for practice and future research are discussed.
A Moʻokūʻauhau Of Educational Decision-making In Hawaiʻi: Native Hawaiians In Higher Education
(University of Hawaii at Manoa, 2022) Silva, Aulii-Ann P.; Maaka, Margaret J.; Education
Native Hawaiians have long been underrepresented among Hawaiʻi’s university graduates, yet there is a dearth of studies that explore factors that have contributed to these disparities. My dissertation investigated how multiple factors: prejudices among education administrators, erasures of early advocates from dominant narratives, and failures to evaluate and/or sustain Native-serving programs have resulted in wide disparities between the ethnic group with the smallest proportion of university graduates in Hawaiʻi (Native Hawaiian) and the one with the largest proportion of graduates (White). Consistent with Indigenous research methodologies, methods used herein involved designing inquiry that posed questions to problems for which Native Hawaiians seek solutions; privileged Native Hawaiian language, culture, and values; and incorporated Native Hawaiian stakeholders as co-researchers. To ensure access to and relevance for fellow educators, practitioners, and advocates, this dissertation generated an overview of my positionality and three articles that can be easily disseminated to and adapted by other Native communities. Most data collected came from primary sources: personal experiences, university and government archives, eyewitnesses, U.S. Census, institutional records, and participant feedback. These unique data enabled a critical review of Native Hawaiian presence at the University of Hawaiʻi as depicted in its dominant historiographies and institutional reports. Salient themes in these data suggested that endeavors to restore the presence of Native Hawaiians within UH’s historiographies, sustain effective strategies at-scale, and incorporate eradicating university degree disparities in Hawaiʻi among UH’s strategic priorities offer promising opportunities for increasing Hawaiʻi’s Native Hawaiian university graduates.
Be Skeptical, Save Time: Teaching Generation Z To Determine The Credibility Of Online Information
(University of Hawaii at Manoa, 2023) Vogel, Amanda; Frambaugh-Kritzer, Charlotte; Education
This qualitative study aimed to explore sixth-grade students' reasoning as they conducted their online inquiry research projects while the teacher simultaneously taught them the skills necessary to evaluate the information obtained from the Internet. The author of this qualitative study played a dual role as the researcher and sixth-grade English language arts teacher. Using critical participatory action research, she worked with her colleagues to observe, reflect and design a new curriculum to meet the challenges of supporting sixth graders to conduct research using Web 4.0 technologies. The research question guiding this study asked what happens when Generation Z students conduct inquiries on the Internet when teachers are instructing them to evaluate information and reason online. Data sources included: interviews, observation, and multiple artifacts collections. Employing Erickson's interpretive research methods, three assertions were found: 1) Generation Z students rely on heuristics when deciding what to trust online, 2) Generation Z students need instructional support to determine the credibility of online information, and 3) Generation Z faced challenges offline which often became challenges online. Due to these findings, it is suggested that educators recognize the online inquiry heuristics guiding Generation Z's decision-making and use that knowledge to empower students to access credible information. This will require a comprehensive approach to critical media literacy focused on explicitly teaching and providing practices to middle school students as they learn to take a skeptical stance toward online information and read laterally to confirm the credibility of online information.
Ola Nā Iwi Oʻu I Kuʻu Wahi Keiki: A Story of Personal Evolution Through Caring for a Child with Multiple Disabilities
(University of Hawaii at Manoa, 2022) Magalei, Jerusha Nanea Puanani Wallace; Maaka, Margaret J.; Education
Ola Nā Iwi Oʻu I Kuʻu Wahi Keiki: A Story of Personal Evolution Through Caring for a Child with Multiple Disabilities details a unique perspective not common in research about caregiving. Usually, research shares how parent caregivers have shaped the lives of their children with multiple disabilities. My study flips that perspective, documents my caregiving journey, and examines how providing care for my son has shaped my personality, my outlook on life, my relationships, and my achievements. This autoethnographic study examines my perspectives and positionality as a Hawaiian and Māori researcher with maternal, spiritual, and educational responsibilities. I use storytelling as documented in my journal writings, songs, letters, poems, videos, and self-interview to analyze my evolution as a parent caregiver. My autoethnographic study seeks to answer the following questions: • What have been my aspirations for my son’s health and well-being as his parent caregiver and how have these aspirations shaped my decisions regarding his life, his spiritual well-being, and his education? • How have I evolved through the process of caring for my son? What has been the nature of this evolution, and how has my practice of personal reflection been an essential part of my journey with him? • How might my practice of personal reflection inform other parents of children with multiple disabilities as they seek to navigate their journeys? In developing these questions, I was inspired by the sentiment contained in the ʻōlelo noʻeau, “kihe ka ihu i ka ʻale. One who sneezes when the spray from the surf rises at the bow of the canoe” (Pukui, 1983, p. 192).
Understanding the Special Education Teacher Pipeline in Hawaii: How Characteristics, Motivations, and Program Preferences Influenced Enrollment Outcomes Among Targeted Populations
(University of Hawaii at Manoa, 2022) Kim, Janet; Ornelles, Cecily; Yoshioka, Jon; Education
Although Hawai‘i suffers from a chronic teacher shortage similar to the rest of the country, there are variables that make Hawai‘i’s dilemma unique. Between 2015–2020, there were over 1,000 teaching positions unfilled, with more than a third of positions being specific to special education (HIDOE Employment Reports, 2015–2020). In 2019, the Hawai‘i DOE reported 94% of their teachers as highly qualified, however, that percentage dropped to 84% for the field of special education. One of the primary drivers of the teacher shortage is teacher attrition. In Hawai‘i, attrition accounts for about 88% of the annual demand and is caused most by teachers who leave the profession prematurely and many choosing to leave the state. Attrition rates are doubled for teachers who were not trained by a local teacher education program. The College of Education at the University of Hawai‘i at Mānoa (UHM) is the largest local producer of newly certified teachers in the state each year. The targeted population for this study were 959 individuals who had started an application to a UHM special education teacher preparation program between 2015–2020. This mixed-methods exploratory sequential design study (qual → QUAN) examined applicant characteristics, motivations for entry, and program preferences. A subanalysis determined if significant differences in motivations or preferences existed among targeted subgroups currently underrepresented in the teacher workforce in Hawai‘i (i.e., nontraditional, male, minority, geographically isolated). As a final analysis, all variables were examined to determine if characteristics, motivations, or preferences impacted enrollment outcomes. This study served to better understand who expressed interest in pursuing the special education profession and why, as well as, to better understand what they wanted in a program in order to pursue it.

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