Ed.D. - Curriculum Studies
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Item NA WAI KE OLA: EXAMINATION OF FRESHWATER RESOURCES AS THEY (IN)FORM KANAKA MAOLI IDENTITY AND GOVERNANCE(2024) Hookano, Lisa Ann Pauahi; Maaka, Margaret J.; Wright, Erin Kahunawaikaʻala; Curriculum StudiesItem NA WAI KE OLA: EXAMINATION OF FRESHWATER RESOURCES AS THEY (IN)FORM KANAKA MAOLI IDENTITY AND GOVERNANCE(2024) Hookano, Lisa Ann Pauahi; Maaka, Margaret J.; Wright, Erin K.; Curriculum StudiesItem Mathematics, Culture, and Sustainability: A Conscious ʻĀina-Based Framework for Teaching and Learning in Hawaiʻi(University of Hawaii at Manoa, 2023) Potes, Stacy M. T.; Chinn, Pauline; Curriculum StudiesAs Hawaiʻi’s population continues to diversify, it is increasingly necessary to move away from traditional mathematics teaching methods. This dissertation outlines the development and impact of a framework that weaves together place-conscious, culturally responsive, and critical ethnomathematics education. Specifically, the study examined: (1) the impacts of a post-secondary culture and place-based mathematics curriculum on student motivation and achievement; (2) the components of a post-secondary mathematics culture and place-based curriculum that other mathematics educators can utilize; and (3) whether a culture and place-based mathematics model along with its theoretical underpinnings can be utilized in other areas of mathematics. The study applied a mixed methods approach to include the perspectives of both students and teachers, grounded in three guiding principles: pilina, kuleana, and pono. Participants included students from an undergraduate statistics class, pre-service teachers, and in-service teachers. Framed by sociocultural theory and critical theory, this study utilized a constructivist grounded theory design while illuminating the action research tradition to develop a framework for teaching and learning in Hawaiʻi. Relevance through place-based education allows all students to build connections in mathematics and is the motivational factor that supports engagement and persistence that lead to academic success. Although theory in education provides a foundation for the framework, evidence from students’ academic outcomes and personal experiences and identities of teachers and students demonstrate the links between mathematics, culture, and sustainability within the classroom. A teacher’s role now must shift from being a complacent deliverer of curricula to an active curricula developer.Item Iakwe & Kōjparok: Reimagining Professional Development to be Culturally Responsive-Sustaining for Teachers of Multilingual Multicultural Learners(University of Hawaii at Manoa, 2023) Thao, Ger; Halagao, Patricia E.; Curriculum StudiesOften, teachers enter a community in which they are considered the “Outsiders” and are tasked with learning and teaching about the “Other.” This qualitative case study focused on how K-12 Hawai‘i Department of Education public school teachers, from backgrounds different from their diverse learners changed their perspectives and teaching practices due to participating in a HIDOE-approved professional development course, “Carrying Culture: Micronesia.” The course was designed to provide teachers with insights into the cultures of Micronesia, the context around Micronesian migration to Hawai‘i, and art-based strategies that help students to sustain their cultural and linguistic heritage. Framed by sociocultural and constructivism theories and the New York State Education Department’s Culturally Responsive-Sustaining Education Framework (2018), the study also documented teachers’ Culturally Responsive-Sustaining (CR- S) practices to support their multilingual multicultural learners. A self-study explored the researcher’s beliefs/values and learning by taking the course with the teacher participants. Using document analysis/artifacts, observations, interviews, and a researcher’s journal, four themes emerged to show that teachers gained cultural understanding and bias awareness of the Micronesian community. Teachers implemented inclusive approaches and emphasized the need for ongoing opportunities and resources to support their students/families. Implications and recommendations for practice were shared on redesigning the structure of the professional development and making explicit its values. The “caring” and “carrying” embedded in the course title resulted in the development of a new Car(ry)ing Culture Education Framework that will guide teachers to know (Iakwe) and care (Kōjparok) about the cultures, background, and worldviews of their diverse learners.Item Song Composition and Performance: Educational tools of personal empowerment(University of Hawaii at Manoa, 2021) Kimokeo, Kamuela Makanahiwahiwa; Maaka, Margaret J.; Curriculum StudiesAlthough a consensus exists that music is a powerful force and can be used as a vehicle to accomplish multiple endeavors—to express their identities; perpetuate histories and worldviews; and teach, conscientize, and mobilize others on a broad range of political and social issues—there is minimal research on how to actualize these endeavors in music classrooms. This study examines the process involved in guiding five students through the composition and performance of their songs in a Hawaiian Ensemble music class at Windward Community College. Using the case study approach, three overarching questions are examined• Does the process of song composition empower students? • Does the song composition itself empower students? • In what ways are students empowered through the performance of their song compositions? The analysis of data reveals that students feel empowered by the song composition process, the song itself, and the performances of their songs. In particular, this study finds that the song compositions are empowering because the students are able to identify multiple projects of empowerment in which their songs play roles. The students also note that the collaborative learning strategies used in the class give them senses of community without diminishing their senses of ownership over their compositions. They agree that the collaborative songwriting and performance activities help them become more confident in articulating their feelings about issues that impact their lives. As well, the participants talk about how their songs (composition and performance) can be used to conscientize others about issues important to them.Item Hawaii Lab Cohort: Supporting Teachers’ Literacy Pedagogy Through Teacher Learning Communities In Hawaii Public Schools(University of Hawaii at Manoa, 2019) Carini, Esmeralda; Frambaugh-Kritzer, Charlotte; Curriculum StudiesThis qualitative action research case study documents the beliefs of teaching and learning of the creator, facilitator and researcher of the Hawaii Lab Cohort (HLC) model after she sought to provide a new curriculum and model for teachers, which was backwards designed to improve literacy instruction. The new model was informed by the design elements of effective professional development for the 21st century and inspired by many previous studies surrounding Teacher Learning Communities. This study also documents the experiences of five elementary public-school teachers participating in the HLC over a period of one academic school year. Constructivism, situated learning, and Lave and Wenger’s communities of practice theories framed the perspectives of the researcher. Multiple data sources were collected: one-to-one interviews, teacher questionnaires, artifacts from the observational classroom visits teachers made to one another, audio-recordings and transcripts of teachers’ feedback and discussion during observational visit debriefs, audio-recordings and transcripts of the professional dialogue that took place during HLC meetings, and a researcher’s journal. Using multiple data analysis tools, five themes were identified: sense of belonging, application, feedback, impact of student learning, and tension. Due to the findings, it is recommended that professional development opportunities be voluntary in participation, include relationship building, and build in the ability for teachers to co-construct the focus of their learning.