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Culture-Based Education : = Transformation and Program Transition.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Culture-Based Education :/
其他題名:	Transformation and Program Transition.
作者:	Tomita, Lisa M. N.
面頁冊數:	1 online resource (129 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: B.
標題:	Educational psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9780355073768

Culture-Based Education : = Transformation and Program Transition.
Tomita, Lisa M. N.

Culture-Based Education :Transformation and Program Transition. - 1 online resource (129 pages)

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: B.

Thesis (Ph.D.)--Northcentral University, 2017.

Includes bibliographical references

There has been uncertainty in terms of the explanation offered by the cultural discontinuity theory regarding student success or failure in multicultural education settings. The specific problem that was addressed in this study was that the challenges that Native Hawaiian students face with the changes to the educational system and delivery of culture-based intervention remain unclear. The purpose of this qualitative exploratory case study was to clarify the challenges that Native Hawaiian students face even when a culture-based education (CBE) is implemented and to develop a better understanding of why CBE has not been successful in improving the academic success of Hawaiian students from the perspective of key stakeholders. A qualitative exploratory case study research approach was chosen and structured interviews with twelve participants were conducted. Thematic analysis was the specific method of content analysis used in which themes in text from interviews were identified. Microsoft Word and Excel programs were utilized to assist in the storing and analyzing of data collected. This research identified the following challenges; 1) unclear expectations; 2) insufficient resources; 3) lack of parent support; 4) stigma/isolation; 5) family dysfunction; and 6) mixed perspectives of CBE and the transition from Kapaa Elementary school to Kawaikini Public Charter school. These challenges were unique to the Kapaa Elementary school's Hawaiian Immersion program, but there were also some similarities to the challenges reported in previous research. Native Hawaiian students continue to struggle and it is hoped that with future research, increased attention to this area of interest can bring the supports needed to provide opportunities for Hawaiian Immersion and Native Hawaiian students to have a successful school experience.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355073768Subjects--Topical Terms:

555103
Educational psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Culture-Based Education : = Transformation and Program Transition.
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500 $a Source: Dissertation Abstracts International, Volume: 78-12(E), Section: B.
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502 $a Thesis (Ph.D.)--Northcentral University, 2017.
504 $a Includes bibliographical references
520 $a There has been uncertainty in terms of the explanation offered by the cultural discontinuity theory regarding student success or failure in multicultural education settings. The specific problem that was addressed in this study was that the challenges that Native Hawaiian students face with the changes to the educational system and delivery of culture-based intervention remain unclear. The purpose of this qualitative exploratory case study was to clarify the challenges that Native Hawaiian students face even when a culture-based education (CBE) is implemented and to develop a better understanding of why CBE has not been successful in improving the academic success of Hawaiian students from the perspective of key stakeholders. A qualitative exploratory case study research approach was chosen and structured interviews with twelve participants were conducted. Thematic analysis was the specific method of content analysis used in which themes in text from interviews were identified. Microsoft Word and Excel programs were utilized to assist in the storing and analyzing of data collected. This research identified the following challenges; 1) unclear expectations; 2) insufficient resources; 3) lack of parent support; 4) stigma/isolation; 5) family dysfunction; and 6) mixed perspectives of CBE and the transition from Kapaa Elementary school to Kawaikini Public Charter school. These challenges were unique to the Kapaa Elementary school's Hawaiian Immersion program, but there were also some similarities to the challenges reported in previous research. Native Hawaiian students continue to struggle and it is hoped that with future research, increased attention to this area of interest can bring the supports needed to provide opportunities for Hawaiian Immersion and Native Hawaiian students to have a successful school experience.
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538 $a Mode of access: World Wide Web
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