Ed.D. - Educational Administration
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Item "Making Ways Out of No Way": Black Doctoral Women's Socialization into the Professoriate(2024) Shelly, LaJoya Reed; Reyes, Nicole A.; Educational AdministrationItem The Educated Hawaiian State: “Preserve the Hawaiian Kingdom Independent and Prosperous”(2024) Balutski, Brandi Jean Nalani; Wright, Erin Kahunawaika'ala; Educational AdministrationItem No Ka Pono O Nā Moʻo ʻike Kuʻuna ʻōiwi Hawaiʻi: Nā Hiʻohiʻona O Ke Aʻo ʻana E Pono Ai Nā Keiki I Hānai ʻia Ma Ka ʻike Kuʻuna ʻōiwi Hawaiʻi(University of Hawaii at Manoa, 2023) Keala-Quinabo, Pililuaikekaiohilo M.; Kūkahiko, Eōmailani; Educational AdministrationUa hoʻoholo kekahi mau ʻohana Hawaiʻi e hānai i nā keiki i loko o ka ʻike kuʻuna ʻōiwi Hawaiʻii mea e hoʻōla ai i ka ʻōlelo Hawaiʻi a me nā ʻike kūpuna o ke au kahiko i loko o ko lākou mau ʻohana ponoʻī. Hānai ʻia ua mau keiki Hawaiʻi nei i loko o ka ʻōlelo Hawaiʻi wale nō, nā hana moʻomeheu Hawaiʻi, nā loina Hawaiʻi, a me ka hoʻomana Hawaiʻi. Ma muli o ka ʻōlelo Hawaiʻi wale ʻana nō o nā keiki ʻike kuʻuna ʻōiwi Hawaiʻi, ua hoʻouna ʻia nā keiki i nā kula kaiapuni a kaiaʻōlelo, akā ua ʻano hemahema ka nohona o ua mau keiki nei ma nā kula a lākou i hele ai. Hoʻohana ʻia ke kiʻina noiʻi ʻo Nā Moʻo: He Moʻokūʻauhau, He Moʻolelo, He Moʻo ma ia noiʻina ahuʻana autoethnography i mea e noiʻi pono a kālailai ai i nā hiʻohiʻona o ke aʻo ʻana e pono ai nā keiki i hānai ʻia ma ka ʻike kuʻuna ʻōiwi Hawaiʻi. I mea e kākoʻo ai i kēia nīnau noiʻina nui, ʻimi pū kēia noiʻina i nā mea e nūnē ai nā kula no ke kākoʻo pono ʻana i ke aʻo ʻana o ia mau keiki a me nā mea e nūnē ai nā ʻohana e hānai ana paha i nā keiki ma ka ʻike kuʻuna ʻōiwi Hawaiʻi. Ua ʻohi ʻia ka ʻikepili ma o nā nīnauele pākahi a me nā hui kūkākūkā mai nā moho noiʻina makua i hānai i nā keiki ma ka ʻike kuʻuna ʻōiwi Hawaiʻi a me nā moho noiʻina keiki i ʻike ʻoiaʻiʻo i ka hopena o ia ʻano o ka hānai ʻia, ma ka wā like o kā lākou ʻimi ana i ko lākou pono ma ke kula, me nā hoa, ma ka ʻohana a me ke kaiāulu. Hōʻike nā moho noiʻina i nā hemahema, nā mea paʻakikī, nā mea nani a me nā mea kupanaha o ia nohona. Ahuwale ka ʻōlelo Hawaiʻi wale nō o ia mau ʻohana, a ʻo ia ka mea i hoʻokumu i kēia ʻano nohona o nā ʻohana. ʻIke naʻe ʻia ma loko o ke kālailai ʻia o ka ʻikepili, ʻo ka hoʻomana a me ke kuanaʻike ʻōiwi Hawaiʻi nā mea e alakaʻi i ka nohona. Ma loko o ia nohona e puka ai nā keiki ʻike kuʻuna ʻōiwi Hawaiʻi me ka ʻike leʻa ʻana i ko lākou kuleana a me ka mākaukau e ʻauamo i ke kuleana e hōʻola ai i nā ʻike kuʻuna Hawaiʻi o ka lāhui.Item Teacher Perceptions of Their Teacher Induction Programs for New Elementary Teachers in a Complex Area in Hawaiʻi(University of Hawaii at Manoa, 2023) Chan, Stanley K.; Nguyen, Thanh Truc T.; Educational AdministrationThis qualitative narrative study explored the teacher induction experiences of new teachers, who have only taught between one to five years, in a complex area in the Hawai’i Department of Education (HIDOE). Past research has shown that teacher induction programs can play an important role in retaining and supporting new teachers in staying in the profession. Looking at the larger problem of practice of teacher shortages, HIDOE only retained 51% of their teachers after five years from their initial hiring in 2020–2021 despite supports of induction programs. The research question guiding this study was to explore the various supports that new teachers found beneficial in their respective teacher induction programs and their experiences participating in their induction programs. Five teachers were interviewed and 23 teachers responded to a survey about their experiences. Teacher participants shared their reasons for becoming a teacher, role models that mattered to them, the benefits of teaching, challenges they faced as teachers, and perspectives on their induction experiences. Findings from the study include the importance and value of beneficial supports like mentors, feedback, observations, social supports, and program and system supports. Along with the positive aspects of teaching, and the challenges of teaching.Item Did Anybody Hear Me? The Experiences of Asian American and Native Hawaiian Women Teaching in Hawaiʻi Charter Schools(University of Hawaii at Manoa, 2023) Adler, Dana; Ideta, Lori M.; Educational AdministrationParents, students, administrators and teachers all make a choice to be a part of a charter school. Since 1991 when the first charter school in the United States opened, charter schools have grown. As of 2018 over 3.3 million students across the United States attend charter schools and the projection for growth continues. In spite of making up the majority of the teaching workforce in Hawaii's public schools, we have yet to hear why they choose to teach in charter schools and what their experiences are. Using a narrative inquiry approach, analysis of semi-structured interviews and co-authored vignettes with five Asian American, Pacific Islander (AAPI) and Native Hawaiian women provided insights into their teaching journeys. This study revealed the ways in which AAPI and Native Hawaiian women teachers sought careers in teaching to emulate and perpetuate community work their parents engaged in; how the autonomy of charter schools was both a beacon and a burden; and how the women experienced and coped with racialized and gendered mistreatment. Additionally, in spite of the small sample size, this study offers considerations for how the experiences of Native Hawaiian women teachers differ from those of Asian American and Pacific Islander teachers in Hawai‘i.Item Breathing Empowerment And Belonging Into The Lives Of At-risk Adolescents: A Narrative Inquiry Into Theatre Education In Hawaiʻi(University of Hawaii at Manoa, 2023) Moore, Melinda K.; Simpson Steele, Jamie; Educational AdministrationThe aim of this research is to contribute to the growing body of scholarship that untangles the link between theatre education and the development of non-cognitive factors, such as belonging and empowerment, for at-risk adolescents. This study offers a unique opportunity to explore the advantages of culturally responsive pedagogy due to the cultural and socio-economic diversity of Hawaiʻi's youth. Fifteen theatre educators and teaching artists from across Hawaiʻi participated in this qualitative narrative inquiry research, sharing their experiences of working with at-risk high school students. They discussed how theatre education benefited their students, and the data generated from these interviews informed performance text development. The study found a strong connection between the Hawaiʻi Department of Education's HĀ framework and the skills developed and taught in theatre classrooms and performance spaces. This study emphasizes the importance of theatre education, funding, and implementation in schools and communities, and calls for more inclusive pedagogy.Item Aokānaka: Reclaiming Kanaka Identity Through Social Media(University of Hawaii at Manoa, 2023) Kwan, KaiLee Kuʻuhōkūliʻiokalani KumLan; Kahumoku, Walter III; Educational AdministrationThis qualitative study was conducted to better understand the use of an Instagram platform called AoKānaka to explore aspects of Kānaka identity: moʻokūʻauhau, ʻōlelo Hawaiʻi, ʻāina, moʻolelo. This research on AoKānaka engaged six participants to discuss and share experiences to prompts posed by the creators of the platform who were, at the time of this study, keiki (children). Data collected indicated three themes: hoʻoikaika, pilina and hoʻokānaka. A second level analysis that directly addressed the research question indicated that the platform provided participants with three “hoʻōla” (heal): hoʻōla Kānaka, hoʻōla ʻohana, and hoʻōla lāhui. This study indicated that platforms like AoKānaka can serve to strengthen cultural understandings and become repositories that preserve and sustain elements of Hawaiian identity.Item Decision to Transform: Experiences of College Instructors at the University of Hawaiʻi West Oʻahu to Embrace Hawaiian Culture Based Education(University of Hawaii at Manoa, 2023) Kahawaii, BarbaraJean Puanani; Kahumoku, Walter III; Educational AdministrationThis qualitative, phenomenological study examined the impact of the Pūkoʻa Kani ʻĀinagrant project that provided eight instructors at the University of Hawaiʻi West Oʻahu a professional development opportunity. This study examined how theeight, representing the Mathematical, Natural and Health Science [BSNS, STEM Degrees] Division, were offered workshop courses, collaborative discussions, and mentoringon how to infuse Hawaiian culture, knowledge and language into their teaching of Science, Health, or Math. The results of this study found that these participants decided to incorporate ʻike, ʻōlelo and nohona Hawaiʻi into their curriculum, instruction, and assessment based on: the utility of the Moenahā framework, through collaboration, based on a desire and willingness to make a change in their teaching, and a shift their teaching dispositions from one centered on the delivery of content to one focused on student learning.Item Nā Niho E Paʻa ʻia ʻana: Setting The Foundation For Kanaka ʻōiwi Principalship In Hawaiʻi’s Educational Ecosystem(University of Hawaii at Manoa, 2023) Wilson, Kanoe; Kahumoku, Walter III; Educational AdministrationThis study examined the fundamental values, beliefs and principles that guided the work of Native Hawaiian principals (poʻokumu) in Hawaiian-focused charter schools. Through an ethnographic case study, the lived experiences of seven Kānaka poʻokumu/poʻokula (of 14 possible participants) were collected through surveys, individual and group interviews, transcribed, verified, and subjected to a rigorous multifaceted coding process. The study revealed significant findings about how modern Kānaka school leaders advanced the work of their schools. This study found that all seven valued the use of ʻIke, ʻŌlelo, and Nohona Hawaiʻi (Hawaiian knowledge, language, and way of life) integrated with academic content to teach their haumana. All seven also upheld the belief in haumana-centered learning, kaiāulu (community) collaboration and support, and transformational leadership. Five of seven recognized the importance of developing their kumu (teachers) for Hawaiian-culture based education, and four of seven agreed that the work they do in their schools is based on the concept of kuleana hana (sense of responsibility). The significance of the study findings has implications for promoting forms of Indigenous leadership and schooling.Item Job Transfers of Hawaiʻi Secondary School Athletic Trainers: Purpose and Place(University of Hawaii at Manoa, 2023) Lee, Samuel Yeh-Chang; Murata, Nathan M.; Educational AdministrationAn important feature in supporting interscholastic athletics is the health care of student-athletes. Athletic trainers (ATs) are particularly qualified to provide health care to this population. They are nationally certified health care providers who help with the prevention, treatment and care, and rehabilitation of injuries. Many schools in the U.S.A. do not offer full- time AT services to care for the injuries that occur during athletic participation. In the public secondary school system of Hawaiʻi, every high school has a full-time AT position. Many of these schools have two full-time AT positions. Some Hawaiʻi independent schools also have two or more full-time AT positions. The purpose of this qualitative study was to explore why individuals transfer within Hawaiʻi secondary school AT jobs. Ten total ATs from public and independent schools were interviewed. Documents such as AT job descriptions and athletic event coverage guidelines were also collected to enhance the context and understanding of what ATs do. A demographic survey was also conducted which elicited information about ATs. The following themes emerged from the interviews—personal aspirations, job satisfaction, access to resources, and support. Seeking fulfillment of life purpose, these ATs found that working in the Hawaiʻi secondary school setting was optimal for who they are and what they want to do. However, there are times in life when a job transfer within this setting may be a better choice to consider amidst a spectrum of different options.