Ed.D. - Education

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https://hdl.handle.net/10125/9166

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    Adapting Montessori Education: A Study of Implementation in Poland
    (2024) Blackwell, Andrea L.; Cheng, Baoyan; Education
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    An Exploration of Teaching Hawaiian Concepts of Kaikuaʻana and Kaikaina through Minecraft
    (University of Hawaii at Manoa, 2023) Estrella, Raymond Kaimana; Nguyen, Thanh Truc T.; Education
    Video games, such as the popularized game Minecraft, have been used in a variety of educational settings and learning contexts. Though academic findings of video game usage are mixed, increases in learning competencies, skills and engagement were apparent. While faced with creating an alternative learning plan for teaching kaikuaʻana and kaikaina Hawaiian governance concepts during the COVID-19 pandemic, a college course instructor had chosen to use Minecraft as a platform for student learning. This blended narrative inquiry case study examined how an instructor’s choices in utilizing Minecraft might have affected the learning of kaikuaʻana and kaikaina concepts in a college Hawaiian governance course. This qualitative study portrayed the instructor’s story and journey of using Minecraft. From synthesis of emerging themes came the Model for Utilizing Minecraft to Teach Kaikuaʻana and Kaikaina Principles that included the following five components—informed decision making, deliberate instructional choices, meaningful Minecraft experiences, awareness based pivoting, and instructor’s reflection and learnings.
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    "i Need Community to Make it Through": Understanding College Readiness Among Native Hawaiian Students
    (University of Hawaii at Manoa, 2023) Bumatai, Amy; Reyes, Nicole A.; Education
    Despite the growing visibility of equity and access work in higher education, increasing the college degree attainment of Native Hawaiian students remains an urgent goal. The University of Hawaiʻi–West Oʻahu, a regional public university, has the vision and location to realize this kuleana. Colonization and the illegal occupation of Hawaiʻi led to complex and dissonant relationships between Native Hawaiian people and educational systems, which is notably prevalent as students learn about and prepare for college. Since Native Hawaiian people and topics of college readiness have long been discussed through a deficit narrative, it is imperative to learn from the experiences of Native Hawaiian college students and understand how their inherent strengths prepare them for college. Through the methods of Indigenous storywork, semi-structured conversations were conducted with six Native Hawaiian college students at the University of Hawaiʻi–West Oʻahu to explore their perceptions of college readiness through stories. This study shares lessons on how the students’ sense of purpose, intergenerational strength, and worldviews are the foundation of their readiness for college. This research offers recommendations for college admissions staff and student affairs divisions to center their practices around the college readiness strengths of Native Hawaiian students.
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    A Phenomenological Study Of The Lived Experiences Of Professional School Counselors Working In Communities Of Color During The COVID-19 Pandemic
    (University of Hawaii at Manoa, 2023) Jackson, Zandra W. Hunter; Lucas, Christopher M.; Education
    In 2020, the world faced a significant obstacle that halted day-to-day living; the COVID-19 pandemic. During this time students from low-income families in communities of color faced additional barriers, such as a lack of healthy food at home, little to no health insurance, and limited access to mental health services. Given these barriers, some students' most stable support system was ultimately at their enrolled school.There was substantial literature on the importance of Professional School Counselors (PSC) supporting students in communities of color. However, many studies and research efforts determined that PSC experiences were associated with non-counseling duties and job stress, leading to burnout (Bardhoshi et al., 2014; Caple, 2017; Fye et al., 2020; Kim & Lambie, 2018; Moyer, 2011; Mullen et al., 2018; Mullen & Gutierrez, 2016). This hermeneutic phenomenological study indicated several challenging experiences for Professional School Counselors, including perceptions of support, role conflict, and access to resources. Additionally, their experiences aligned well with the strengths-based capitals in Tara Yosso’s Community Cultural Wealth Theory Framework. Professional School Counselors continue to face the same work-related challenges during the pandemic as they did before. Therefore, they must continue to advocate for their roles and responsibilities to align with what is suggested by ASCA. This alignment will allow PSCs to provide academic, behavioral, and social/emotional services to all students, including those in communities of color.
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    Reawakened Spirit, Kindled Heart: The Integration Of Career Development In Career And Technical Education At The University Of Hawai‘i Maui College
    (University of Hawaii at Manoa, 2023) Jorg, Renee Rose Morala; Ideta, Lori M.; Education
    In 2023, the value of a college education is being questioned. Because information is readily available, we Google what we want to know, type a query or phrase into ChatGPT, press the enter key, and then a multitude of answers become accessible. However, in this age of technology, online access, and Artificial Intelligence, could self-directed education be adequate for developing the skills and knowledge necessary to accomplish our chosen careers and develop the nation's workforce? For centuries, higher education has been the source of opportunity, advanced credentials, and credibility. Therefore, colleges require the investment of time, money, and resources to equip students with the skills and capacities necessary for self-sustaining careers. With the rising cost of higher education, this dissertation examines the return on investment in career acquisition among college students. When college admission serves as the legally binding contract between students and educational institutions, what education and benefits do college graduates receive and justly deserve to obtain gainful employment? The study emphasizes the value of education in achieving career attainment. This study seeks to inspire and empower college students to take charge of their career pursuits. This dissertation debunks passive students who mindlessly enter college without a sense of purpose and passion or who claim that college is not for them. These multi-case study showcases the Culinary Arts and Hospitality and Tourism programs at the University of Hawai'i Maui College, highlighting the integration of career development knowledge and process into its academic instruction to elevate students' capacity to attain their chosen careers as they reach college completion.
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    Teacher Moʻolelo (Stories and Perspectives) on an iPad Rollout: A Narrative Inquiry Within a Hawaiian School Setting
    (University of Hawaii at Manoa, 2023) Correa, Lisa; Nguyen, Thanh Truc T.; Education
    This qualitative, narrative inquiry study explored technology integration in a Hawaiian culture-based learning environment through teacher mo’olelo (stories) of their seven-year post-implementation reflections of a 1:1 student iPad rollout program participation. Since the adoption of the iPads took place in 2014 at Duke Elementary School, the problem of practice was the opportunity to improve an understanding of how integrating technology supports 21st century skills and knowledge for all students within a Hawaiian culture-based learning environment. Therefore, the research questions for this study were: 1) From a teacher's perspective, what did they consider success regarding the iPad rollout? 2) What approaches did teachers propose to continue building capacity for ICT integration into the curriculum and elevate faculty ICT self-efficacy? 3) What lessons did teachers learn five years after the iPad rollout? The purpose of this study was twofold: (1) to understand how teacher participants defined Information Communication Technology (ICT) self-efficacy within a Hawaiian culture-based learning environment, and (2) to understand how teacher participants made sense of the intersection of their teaching practices and ICT self-efficacy to support the development of a Hawaiian culture-based learning environment. Participants were elementary school teachers who were part of the program before the student iPads were distributed. Data was collected through individual and focus group teacher interviews. School documents were also reviewed. Three emerging themes were the use of effective teaching strategies, teacher experience, teacher performance, and persistence through the challenge. Four significant implications were considered. First were how critical reflections by teachers triggered the recollection and a transformative learning process. Second was that Professional Learning Communities (PLC) were organically formed during the iPad rollout and offered a safe space for teacher development, a professional sense of belonging, and individual accountability in the shift towards a technological campus. Third was the intersection of ICT and self-efficacy within a Hawaiian Culture-Based Educational setting, which illuminated how instrumental teacher development with technology tools is to support their growth as culturally responsive digital teachers. And, last was that not all participants valued the importance of the iPad integration but looked at it as a supplemental tool for young learners.
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    Teachers As Policy Agents: Enacting The Professional Learning Community Policy As An Agentic, Ecological Process
    (University of Hawaii at Manoa, 2022) Teruya, Jenna; Means, Alexander J.; Education
    Contrary to depictions of the educational policy process as a rational set of linear stages, policies are (re)shaped by the larger organizational/policy environment, teachers’ perceptions of a policy and their own roles, how they choose to act upon a policy, and how these change over time. Each of these elements and their interactions are crucial to whether a policy succeeds in practice. Drawing upon the fields of policy studies, teacher agency, organizational change, and Foucauldian governmentality, this ethnographic case study and practitioner inquiry focused on teachers’ enactment of a Professional Learning Communities (PLC) policy during the on-going global Pandemic, at an urban, private high school in Hawaiʻi. The research questions focused on how the policy ecology and teachers’ perceptions, agency, and enactment of the policy have changed over time, and how each of these and their interactions impact the overall policy implementation process. The findings suggested that the policy ecology and teachers’ internal frameworks impacted teachers’ policy perceptions and agency in a variety of ways, leading to many modes of enactment, from positive engagement, compliance and resistance, to critical enactment. The outcomes of the policy included impacts on teachers’ practice, mindsets, and subjectification, and ambiguity over the overall policy’s efficacy.