College of Education Faculty & Researcher Works

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    Catching Up to Move Forward: A Computer Science Education Landscape Report of Hawai‘i Public Schools, 2017–2020
    (Curriculum Research & Development Group, 2020-06-30) Nguyen, Thanh Truc T. ; Mordecai, Minara
    This report is a computer science education landscape report and presents results of a study conducted by the Curriculum Research & Development Group in the College of Education at the University of Hawai‘i at Mānoa on behalf of the Hawai‘i Department of Education (HIDOE) in 2020. The purpose of the report is to examine the landscape of public school K–12 computer science education in Hawai‘i, particularly after the passing of Act 51 (HRS 302A-323). Results here are based on analysis of data from the Hawai‘i State Department of Education (HIDOE) and national data systems; data from a HIDOE survey of 492 K–12 educators and administrators; and 5 follow-up sets of interviews with educators, administrators, industry partners, and the state computer science education team. Key findings include the following: - a rapid increase of computer science activities between 2017 and 2020; - a total 33 public high schools and 11 combination schools offering computer science courses, which is 100% of high schools; - an increase of 89.6% for AP CS Principles and 28.7% for AP CS A from SY 2017–18 to SY 2018–19 exam takers; - an increase from 6.8% to 22.7% of Title I schools that offered AP CS courses from SY 2017–18 to SY 2019–20; - a need for a process of feedback and support for computer science education activities; - a high percentage of schools using programs like Code.org and Scratch; - minimal to no change in the proportion of participation by girls, Native Hawaiian students, and other underrepresented minorities in formal course enrollment; - an increase in girls’ participation in AP CS exam taking, but not in the overall proportion of CS course enrollment; - an increase in the presence of computer science opportunities in Title I schools; - a tension of time needed to implement computer science education and other initiatives; - a lack of incorporation of elements of the HĀ framework; and - a high number of ESSA highly-qualified teachers, but a low number of teachers licensed in computer science. The intent of the authors is to provide - a comparison of Hawai‘i to national computer science education trends; - a description of the current K–12 computer science opportunities in Hawai‘i public schools; - a broad report of the research results from survey, interview, and document data; and - a set of recommendations for addressing the local issues that this data uncovers. Recommendations include - maintaining continuity and sustainability of CS Initiatives; - creating additional subsidies for AP examinations; - establishing common language around computer science education; - developing pathways toward computer science college majors and careers; - creating effective supports for teachers; - rethinking traditional teaching models; and - committing to equity and access.
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    Accreditation-Driven research: Psychometric analysis of program completer surveys
    ( 2017-11-20) Miranda, Jessica L. W.
    The use of surveys of current students and program completers in order to evaluate the outcomes and effectiveness of programs is a well-established practice in teacher education. In 2016, the Council for the Accreditation of Educator Preparation (CAEP) began specifying criteria requirements for survey instruments, including the number of response options in scales, developed by teacher preparation programs seeking accreditation. In response to these new CAEP specifications, the researcher at the College of Education (COE), University of Hawaiʻi at Mānoa, revised the COE program completer survey items from a bipolar agreement 5-point scale to a unipolar preparedness 4-point scale. This study aimed to address the issue of accreditation mandated survey scale specifications and provide evidence addressing the justification for such mandates.
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    The science of improvement in teacher preparation
    (Libreriauniversitaria.it, 2016-06) Miranda, Jessica L. W. ; Weeldreyer, Laura ; Harris, Joel
    Due to new United States (U.S.) Federal Regulations and the Council for the Accreditation of Educator Preparation standards focusing on K-12 student outcomes, teacher education providers are facing the challenge of gaining access to data on their graduates. Our College of Education (COE) has taken strategic steps to secure post-graduation data access for program completers with the primary purpose of using it for program improvement. To do this, we needed a disciplined process for employing data as the driver for improvement. Improvement science provides a methodology for accelerating the process of learning to improve through disciplined inquiry. Central to this approach are gradual, iterative cycles that focus on evidence related to specific problems of practice and the influence of system factors on the implementation of change. Working within networked communities, practitioners engage in rapid cycles of learning through a plan-do-study-act process that seeks to build shared knowledge and ownership within the improvement process. Using the improvement science model as our guide, we started by focusing our work to be problem specific and user-centered. Specifically, we needed to better align our candidate intake, assessment, and graduation processes across five teacher education programs. We also sought to learn more about variations between program processes. We used our exploration to align around clear action steps serving an overall COE goal. Through this process, we have learned that the tools and processes of improvement science offer a way for teacher education providers to build capacity and drive innovative improvement initiatives.
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    Universal design for learning and multimedia technology: Supporting culturally and linguistically diverse students
    (Journal of Educational Multimedia and Hypermedia, 2015) Rao, Kavita
    Universal Design for Learning (UDL) is a framework for designing instruction to address the needs of a range of learners. The UDL guidelines define ways in which flexible options can be integrated into curriculum and instruction. This paper presents three classroom projects that illustrate how UDL was integrated into teaching and learning to support the needs of culturally and linguistically diverse K-12 students. In each project, teachers used readily-available software and created multimedia projects that addressed specific instructional goals, taking into account the needs of the culturally and linguistically diverse students in their classrooms. The paper provides information on how UDL checkpoints are addressed by each project, defining ways in which teachers can use digital media in creative ways to support the learning process.
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    Do it yourself: Video self modeling made easy.
    (Teaching Exceptional Children Plus (TECPlus), 2012) Rao, Kavita ; Hitchcock, Caryl ; Boisvert, Precille ; Kilpatrick, Elizabeth ; Corbeill, Cheryl
    Video self modeling (VSM) can be used to support academic and behavioral objectives for students. This article describes an easy process of creating self modeling videos and includes links to instructional videos on how to create VSM videos.