Ed.D. - Educational Administration

Permanent URI for this collectionhttps://hdl.handle.net/10125/9162

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"Making Ways Out of No Way": Black Doctoral Women's Socialization into the Professoriate
(University of Hawai'i at Manoa, 2024) Shelly, LaJoya Reed; Reyes, Nicole A.; Educational Administration
This qualitative research study, grounded in Black feminist epistemologies, utilized sista circle methodology to explore how Black doctoral women’s sister-scholar relationships shape their socialization into the professoriate. Findings from this study are discussed in three major sections: Black doctoral women BDW navigating challenges in the PhD pipeline, BDW cultivating sister-scholar relationships, and BDW navigating socialization on their own terms. This study extends what is known about graduate socialization by describing how sister-scholar relationships are essential to BDW socialization. Recommendations from this study include institutional stakeholders' acknowledgment of barriers within the PhD pipeline for Black women, institutional support for Black women cultivating sister-scholar relationships, and faculty and peers' practice of sister-scholar relationships. Keywords: peer mentoring, Black doctoral women, Sista Circle Methodology, Graduate Student Socialization, sister circles
The Educated Hawaiian State: “Preserve the Hawaiian Kingdom Independent and Prosperous”
(University of Hawai'i at Manoa, 2024) Balutski, Brandi Jean Nalani; Wright, Erin Kahunawaika'ala; Educational Administration
This dissertation surveys the development of the Hawaiian higher educational system in the 19th century Hawaiian Kingdom as a strategy of Hawaiian leadership in promoting and protecting Hawaiian independence. This analysis revisits a Hawaiian educational history canon that overwhelmingly credits missionaries and foreigners as imposing an educational system in Hawaiʻi that paves the way for eventual American takeover in 1893 and 1898. Conversely, this analysis centers Hawaiian agency and action to unveil the ways in which Hawaiian leadership and the Hawaiian population were the architects of an unprecedented and progressive educational system in the 19th century. This system of schools, policies, laws and governing structure was also designed to uphold national goals of securing and preserving Hawaiian independence, as Hawaiian leadership articulated the correlation between education and the interests of the Hawaiian state. Archival, primary sources in both Hawaiian and English are central to this study, including legislative and session laws, minutes of the Legislature and Privy Councils, Hawaiian historical accounts from the Hawaiian language and English newspapers, as well as other government correspondance, reports and records, and aliʻi letters and journals. This dissertation seeks to answer the question: “what were the arcs of Hawaiian higher education in the 19th century Hawaiian Kingdom, and in what ways did it intersect with the larger arcs of Hawaiian society and the developing Hawaiian state?” This study concludes with a discussion on implications of this analysis today as well as in the future, examining the ways in which this Hawaiian educational history provides a blueprint for education interventions today and towards a post-occupied Hawaiʻi.
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 Administration
Ua 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.
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 Administration
This 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.
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 Administration
Parents, 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.
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 Administration
The 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.
Aokānaka: Reclaiming Kanaka Identity Through Social Media
(University of Hawaii at Manoa, 2023) Kwan, KaiLee Kuʻuhōkūliʻiokalani KumLan; Kahumoku, Walter III; Educational Administration
This 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.
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 Administration
This 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.
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 Administration
This 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.
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 Administration
An 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.
The Professional Experiences Of Oʻahu Elementary Music Educators: Where We Are And Where We Could Be
(University of Hawaii at Manoa, 2023) Lippert, Amanda; Simpson Steele, Jamie; Educational Administration
Music education does not look the same in Hawaiʻi as in other states or parts of the world. This study paints a picture of the range of elementary music teacher positions in Oʻahu schools and identifies the current needs of music educators. How are Oʻahu elementary music teachers prepared to fulfill their professional roles and responsibilities? What kinds of supports do Oʻahu elementary music teachers experience? What kinds of challenges do Oʻahu elementary music teachers experience? What is the role of culture in Oʻahu elementary music classrooms? This research project was an exploratory, collective case study, informed by Bakhtin’s theory of dialogism and Dewey’s theory of experience. I conducted semi-structured interviews with 18 participants who teach elementary school on the island of Oʻahu, including public schools, charter schools, and independent schools. I also consulted public documents such as census data and the Hawaiʻi State Department of Education and demographic information to provide historical context. The following themes arose from the interviews: Preparation and Teaching Responsibilities, Supports, Challenges, and Culture. Findings indicate elementary music educators’ preparation, roles, expectations, priorities, and structures vary according to the context within which they teach. This study confirms that some elementary music schools employ full-time music educators, and some have part-time ones. The range of student populations served by my participants in full-time jobs was 46–880, indicating a significant range in school structures and teaching duties. While there were similar overarching structures in the DOE employees’ job positions, the charter school and independent school participants were in most cases extreme outliers to those structures. In addition, this study provides insight into which professional development types would be most effective and beneficial to music educators.
Examining Individual And Institutional Factors That Explain Degree Success Among Institutions Serving Native American Students
(University of Hawaii at Manoa, 2022) Udarbe-Valdez, Christine M.; Heck, Ronald H.; Lucas, Chris; Educational Administration
This study examined institutional variables that contribute to the overall academic success of first-time, full-time freshman students pursuing bachelor's degrees in 60 public colleges and universities serving considerable numbers of Native American students. Utilizing a fixed-effects regression approach, several time-varying covariates (e.g., enrollment, number of instructional faculty and staff, aid received) significantly influenced at several degree conferral points including 100%, 150% or 200% for the students attending the population of institutions. For Native American students, more specifically, overall degree conferral at 100% was influenced by the number of Native American instructional faculty and staff employed in the population of institutions, amount of financial aid received, and the cost of tuition and fees. For degree conferral at 150%, the number of Native American enrollment, the number of Native American tenured faculty, and tuition and fees were statistically significant, time-varying covariates. The combined lens of the Validation Theory and Transculturation Theory frameworks provided a deeper understanding of Native American history, identity, culture, values, traditions, social-emotional needs, and educational needs as they relate to retention and completion. The four primary strategies aimed at supporting student success were: (i) increasing Native American instructional staff and tenured faculty; (ii) making postsecondary education more affordable; and (iv) building professional capacity and consistently implementing culturally relevant, inclusive practices.The findings have important contributions and implications for practice and research regarding addressing educational equity and access disparities to promote student success and narrow the academic and socio-economic gap for Native American students.
Making Sense Of Teochew College Graduates And Their Language Maintenance As A Result Of Enrolling In Higher Education
(University of Hawaii at Manoa, 2022) Hua, Susan; Wright, Erin K.; Educational Administration
This study fills a gap in the literature by exploring how Teochew graduates experience language maintenance while enrolled in higher education. Teochew is both an identity and less commonly spoken language that falls within the Chinese umbrella, and little is known about the Teochew population in the U.S as Asian American data is seldom disaggregated past the larger ethnic categories. The research questions answered through this study were: How do Teochew-speaking students experience language maintenance while college-going? How do Teochew students make sense of their identities in connection to language?; How do Teochew students perceive their interactions with family members after college-going?; How does college-going impact language use at home for Teochew students? Through interpretative phenomenological analysis (IPA), 25 participants engaged in semi-structured interviews to reflect on their experiences with Teochew language use, family language policy (FLP), and identity. Using Communication Accommodation Theory (CAT), I draw connections between participants’ experiences and the role of power in language, and the overall impact on language maintenance for speakers of Teochew. The findings indicate that while there is an overarching pride for Teochew identity, language maintenance during college was marked by challenges in communicating mental health concerns and other complex ideas to family in Teochew, a lack of community space, and a lack of support from faculty and staff when it came to identity exploration. Recommendations additionally inform practices for supporting speakers of less commonly taught languages (LCTLs) in higher education.
Exploring Beginning Administrators as Educational Leaders: A Phenomenological Study of K-12 Administrators in the State of Hawaiʻi
(University of Hawaii at Manoa, 2022) Duarte, Jhameel L S; Heck, Ronald H.; Educational Administration
The research goal of this study was to explore the preparation and socialization of beginning administrators as educational leaders, focusing on their leadership growth and development over several years as they transitioned from teacher to administrative preparation participants and, finally, to emergent school leaders. A primary responsibility of school leaders is to implement strategies to move their respective schools forward. Having a desire to enter an administrative leadership preparation program requires one to have the commitment, dedication, and a plethora of leadership abilities that also include being able to support students, faculty and staff, and school-wide initiatives. Through utilizing a phenomenological, or lived-experience, approach for understanding school leadership development from the insights of the participants who experienced the process, the study’s results should provide a more thorough understanding of the challenges new administrators in Hawai’i’s public schools must navigate regarding leadership, collaboration, appropriate communication skills, classroom instruction, and sustained focus and coherence of school improvement efforts.Results suggested most educators who have transitioned from teachers to school leaders initially had no intention of entering administration; however, over time, they developed a strong desire to influence change and make a difference with a larger impact beyond their specific classroom. Relationships were identified as essential to all parts of the administrative journey-- in particular, providing needed program support (e.g., hearing from other principals about their schools, discussions with preparation cohort members) for participants’ learning the technical aspects of school leadership and learning to lead through day-to-day experiences and discussions with mentors and others at their school through the leadership transition. Emergent school leaders also suggested the need for greater recognition and inclusion of placed-based educational practice (i.e., sense of where we live, understanding the cultural aspects to our history) within the school leadership preparation experience and greater triangulation that aligns the state, district, and university level to develop educational leaders. Most importantly, this study facilitated the individual voices and the perspectives of school administrative leaders to be showcased as they completed the state’s school leadership preparation program and also experienced their initial administrative roles in working closely with students, staff, families, and community members to enrich the lives of their students.
Integrating Multiple Roles: Narratives Of Doctoral Student, Motherhood, And Work Life
(University of Hawaii at Manoa, 2021) Tagalicod, Rayna; Reyes, Nicole A.; Educational Administration
This study explored the work and life integration of doctoral students who were also mothers and specialist faculty at the University of Hawaiʻi at Mānoa. School, work, and family were entities that each required high levels of engagement (Markle, 2015). When these roles were added together, women faced tremendous challenges. However, participants in this study demonstrated incredible strength, courage, and resiliency in their ability to not only survive, but thrive in their roles. From relying on their strong sense of values to interweaving their roles, each utilized various strategies to achieve success in their roles and recognized the positive aspects of their situations. The purpose of this study was to explore how women integrated their multiple roles of being a doctoral student, mother, and specialist faculty. Three goals of the study were to:-Understand the challenges and stresses that women face when striving to integrate school, family, and work; -Explore the strategies that women engaged in to fulfill the responsibilities in each role; and -Explore the successes and strengths of women as they endeavored to integrate school, family, and work. This qualitative study used narrative inquiry to explore the complexity and dynamics of participant’s experiences. The theoretical lens used to analyze data included Goode’s (1960) role strain theory, Sieber’s (1974) role accumulation theory, and feminist theory. Keywords: work-life integration, doctoral student, mother, specialist faculty, challenges, strategies, positive aspects
Learning to Fight Like a Girl: A Narrative Exploration of Female Leadership Development Through Intercollegiate Athletics
(University of Hawaii at Manoa, 2020) Tsumoto, Courtney; Ideta, Lori M.; Educational Administration
Women are disproportionately represented in leadership positions. This narrative study addresses this inequality. More than half of the population of the United States are women, and yet, it is rare to find a Fortune 500 company led by a female CEO. Women are underrepresented in leadership positions in America from the nation’s Congress to the Supreme Court, and there has never been a female President of the United States. In intercollegiate athletics, women similarly do not commonly ascend to head coach or administrative positions. Women’s fight for equal rights is a long battle dating back to the birth of America. Despite progress made, we can do more. This narrative qualitative inquiry analyzed female head coaches and the perceptions of female student-athletes regarding their leadership qualities, potential, approach, and journeys to leadership through a feminist theoretical perspective. Semi-structured interviews were conducted in an NCAA Division I college campus in the Western/Pacific region of the United States of America. All 10 participants, three head coaches and seven student-athletes, perceived themselves as leaders, though they did not always feel this way. They attributed their ascent to valuable support from family, coaches, and other women. Sport played an integral role in their development. This study emphasizes the need for society to support women’s leadership development through the deconstruction of barriers, the creation of programs that bring women together in a network of support, and the maintenance of policies such as Title IX that mandate women’s equality with men. Implications for further research are discussed along with the introduction of a possible leadership program, within a higher education setting, based on campus ecology, self-reflection, and advocacy frameworks.
The Struggle was Real: The Journey - and Truth - of Founding a Charter School in Hawai‘i
(University of Hawaii at Manoa, 2020) Teece, Alex; Kūkahiko, Eōmailani; Educational Administration
Starting a public charter school in Hawai‘i is a serious endeavor that requires time, energy, resources, people, partnerships, support, and luck. This dissertation is an autoethnography of the author, Alex Teece, who is the founding school leader for DreamHouse ‘Ewa Beach Public Charter School in the community of ‘Ewa, on the island of O‘ahu, and islands of Hawai‘i. The autoethnography studies the journey, struggles, failures, and experience of beginning a public charter school in the Hawaiian Islands. The journey is eventually broken out into two main categories - the how and the why of starting a school. Analysis is conducted on over seven years of thousands of artifacts and sets of data that inform findings and eventual recommendations for those considering beginning a school, or simply interested in the journey that one might embark upon.
There Is Beauty In The Space Between Child And Teacher: A Moʻokūʻauhau Of A Kanaka ʻōiwi Early Childhood Educator (an ʻōiwi Moʻolelo Research Study)
(University of Hawaii at Manoa, 2020) Reid-Hayes, Donna Elizabeth Kaleiokalani; Kahumoku, Walter III; Educational Administration
Abstract This qualitative, autoethnographic study utilized an indigenous lens to investigate how Reggio Emilia and Hawaiian Culture-Based Education philosophies have transformed my practice and Hawaiian identity. Through the Hawaiian frameworks of moʻokūʻauhau and ‘ōiwi moʻolelo, this inquiry examined my own past, present, and future narratives to develop three themes—trusting the strength of the child, kuleana (a sense of responsibility), and huliau (a time for transformation). Implications of this research are to explore how to develop Hawaiian spirituality in young children, integrate Hawaiian Culture-Based Education into early childhood settings, and create culturally-integrated language learning opportunities. This study recommends that educators operationalize stronger, positive images of the child, Hawaiian Culture-Based Education into the lives of children and their families, the co-construction of knowledge, and advocacy for childhood—educating children as children.
A journey of transformation: The role of an inquiry stance in changing teacher beliefs and practices
(University of Hawaii at Manoa, 2020) Montes, Torry; Nguyen, Thanh Truc T.; Educational Administration
Beliefs are generally thought to be entrenched and difficult to change. This qualitative research study analyzed, from a narrative analysis, social constructivist frame, the journey of eight elementary classroom teachers as they took an inquiry stance to transform their inquiry beliefs and practices. Nine semi-structured interviews were analyzed using open coding techniques from Grounded Theory (Charmaz, 2014). The data was analyzed and emerging themes about teachers’ beliefs surfaced. The findings of this study indicated that the elementary teachers assuming an inquiry stance led to changes in teacher beliefs and practices. In addition, the findings of this study highlighted teacher efficacy and teacher professional learning as playing a role in supporting the transformation of teacher beliefs and practices. One implication is how a community of teachers, with the support of the administration, can take an inquiry stance to work within the school system to transform practice in a meaningful and effective manner for the benefit of their students.
Shaping the Mindset: A Case Study of an Elementary School International Exchange Program
(University of Hawaii at Manoa, 2020) Crane-Cory, Juliet; Ideta, Lori M.; Educational Administration
Abstract Today’s interconnected world demands that students develop the intercultural competencies of skills, behavior, and attitudes to meet the needs of the 21st century. The number of American students who participate in study abroad has been increasing at a steady rate. Many studies have explored the benefits of studying abroad, with some studies indicating how study abroad can be a powerful experiential learning experience. Despite the ever-increasing number of research studies on international exchange programs in higher education, very little data exists on programs for elementary school-aged students. This study attempts to help fill that knowledge gap. This qualitative single case study explores the experience of an exchange program between an independent school in Honolulu and a private school in Tokyo, and how it contributes to the development of the mindset of the elementary school-aged participants to prepare them for a globally interconnected world. Data were collected from 16 interviews, two focus group discussions, and 22 redacted student travel journals. The findings of this study identified five essential attributes of people with a global mindset: Open-minded, Curious, Adaptive, Resilient, and Empathetic. The majority of the research participants attributed their increased level of personal growth in terms of confidence and independence to the international exchange program. Additionally, this study found that a purposeful and well-designed program can elevate its effectiveness, developing a more global mindset successfully. Keywords: intercultural competency; study abroad; international exchange program; global mindset; experiential learning

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