ScholarSpace will be down for maintenance on Thursday (8/16) at 8am HST (6pm UTC)
Please use this identifier to cite or link to this item:
Cultural experiences of special education teachers from the continental United States with students in Hawaiʻi
|Howard_Marcia_r.pdf||Version for non-UH users. Copying/Printing is not permitted||991.8 kB||Adobe PDF||View/Open|
|Howard_Marcia_uh.pdf||Version for UH users||986.71 kB||Adobe PDF||View/Open|
|Title:||Cultural experiences of special education teachers from the continental United States with students in Hawaiʻi|
|Authors:||Howard, Marcia Dolavah|
|Issue Date:||Dec 2014|
|Publisher:||[Honolulu] : [University of Hawaii at Manoa], [December 2014]|
|Abstract:||Every school year the Hawaiʻi Department of Education (HIDOE) recruits hundreds of teachers from the continental United States to fill much needed special education positions (Hawaiʻi Education Policy Center, 2008; Hitz, 2002; State of Hawaiʻi Teacher Retention Information, 2013). Research purports high rates of attrition in special education nationwide are due to working conditions, job assignment, certification status, lack of support from colleagues, principal, administration, low student motivation, discipline problems, behavior issues, and lack of student progress (Castro, Kelly & Shih, 2009, Mansfield, Beltman, Price, & McConney, 2012; Muller, Gorrow & Fiala, 2011). Moreover, cultural challenges experienced by teachers from the continental U.S. in Hawaiʻi may contribute to high attrition rates in the HIDOE. Challenges such as race, ethnicity, and cultural factors as they relate to teacher-student relationships, teacher-family relationship, and colleague, staff, and administrative support were identified as cultural challenges for special education teachers. Despite increasing cultural and linguistic diversity in student population, the majority of the teaching force on the continental U.S. are 85% White, female, and middle class (Howard, G., 2006; Ullucci, 2010), but in Hawaiʻi for general and special education the majority of teachers is stated to be 44% Asian (NCES.gov, 2008). Qualitative research methods such as autoethnography, focus group, and interviews were conducted in efforts to identify challenges related to cultural differences experienced by special education teachers from the continental United States and to identify resiliency factors that contributed to the teachers remaining in Hawaiʻi.|
|Description:||Ph.D. University of Hawaii at Manoa 2014.|
Includes bibliographical references.
|Rights:||All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.|
|Appears in Collections:||Ph.D. - Education|
Please email email@example.com if you need this content in an ADA-compliant format.
Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.