Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/51527

Learning from Educator Experiences in a Hawaiian School: Peak Professional Learning and A'o

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Title: Learning from Educator Experiences in a Hawaiian School: Peak Professional Learning and A'o
Authors: Seto, Laurie
Keywords: Professional Learning
Professional Development
Phenomenology
Appreciative Inquiry
A‘o
Issue Date: Dec 2016
Publisher: [Honolulu] : [University of Hawaii at Manoa], [December 2016]
Abstract: Due to rapid advancements in the world and shifting priorities at the school level, educators must keep abreast of current developments and how to continue to engage and challenge students in creative ways. This study examined the experiences 21 Kamehameha Schools educators indicated best support their professional learning to gain further insights and awareness that leads to enhanced professional practice in schools. A phenomenological research design was employed for structuring focus groups comprised of educators from three Kamehameha Schools K-12 campuses located on the islands of O‘ahu, Maui, and Hawai‘i. Maximum variation sampling was the strategy to select participants. Appreciative Inquiry 4-D Cycle (Cooperrider & Whitney, 2001) assisted in the design of interview questions. Participants identified multiple pathways to achieve professional learning that led to impacts on their practice, and in some cases, student outcomes. Themes that emerged as important features of peak experiences were structured programs, outcomes and aspirations multiple pathways and choice, collaborative efforts, and professional learning supports. Further research is suggested to better understand variables and complexities associated with educator learning and a‘o (Hawaiian education) principles that might be applied in Hawaiian schools, such as Kamehameha.
Description: D.Ed. University of Hawaii at Manoa 2016.
Includes bibliographical references.
URI/DOI: http://hdl.handle.net/10125/51527
Appears in Collections:Ed.D. - Professional Practice


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