College of Education Faculty & Researcher Works

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Now showing 1 - 8 of 8
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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 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
    (, 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.
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    Cultural studies in education: Filming fluid subjectivities in Indonesian universities
    (Taylor & Francis Group, 2015-10) Logli, Chiara
    This article focuses on the Indonesian film Cin(T)a, which features the interfaith and multiethnic love between two college students. I apply intergroup contact theory, critical pedagogy and grounded cosmopolitanism to the reading of the movie in order to demonstrate two key points. First, higher education is a contact zone, where grounded (i.e. ethnic, religious, and national) and cosmopolitan (i.e. humanist and global) allegiances converge. Second, cultural studies are significant to the field of education, especially when they expand beyond the Anglo-American axis. They complicate ‘given’ notions of culture and demonstrate how cultural artefacts, like films, are pedagogical instruments. My methodology relies on film analysis, campus observations and interviews with the film-maker as well as with 65 college students, faculty and administrators.
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    Higher education in Indonesia: Contemporary challenges in governance, access, and quality
    (Palgrave Macmillan, 2016-02) Logli, Chiara
    This chapter presents the development of Indonesian higher education since its origins to current challenges in the fields of governance, autonomy, access, equity, quality, and internationalization. Indonesia has a massive and diversified tertiary education, including experiments in community colleges and online programs. The higher educational system remains mainly centralized, with the exception of some reforms towards financial autonomy. Insufficient public funding hinders the capacity to provide adequate teaching, research, and facilities among other aspects. The consequential rise in student fees contributes to an overrepresentation of students from Java, urban centers, and higher social classes.
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    Higher education and the public good: Creating inclusive and diverse national universities in Indonesia in the era of globalization
    (Palgrave Macmillan, 2015) Logli, Chiara
    This chapter examines the tensions in the dynamics between public good purposes and provisions in the context of Indonesian national universities in the era of globalization. The focus is on how universities can represent and contribute to a diverse society while also aiming to be world-class institutions. I approach the concept of public good in terms of ultimate aspirations for the future, such as the development of citizenry and leadership in support of social improvement across the nation. I go on to relate public good to tangible means in the present, including educational legislative mandates, university regulations, coursework content, pedagogical strategies, and campus life. Three research questions guide this inquiry. First, what are the aims of Indonesian national universities in terms of public good in the era of globalization? Second, what are the initiatives through which Indonesian national universities attempt to reach those goals? Third, how are those public good purposes and provisions challenging the globally prevailing education paradigm? I examine both national regulations and the case of the Universitas Gadjah Mada (UGM), one of the three top universities in Indonesia and a leading institution in educational reform.