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From mo'olelo to mana'o: Transformin...

Thompson, Erin Natalie Kanoelani.

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From mo'olelo to mana'o: Transforming postsecondary support systems for Native Hawaiian teacher education students (an action research narrative inquiry).

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	From mo'olelo to mana'o: Transforming postsecondary support systems for Native Hawaiian teacher education students (an action research narrative inquiry)./
作者:	Thompson, Erin Natalie Kanoelani.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	310 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
Contained By:	Dissertation Abstracts International79-07A(E).
標題:	Teacher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10757796
ISBN:	9780355601060

From mo'olelo to mana'o: Transforming postsecondary support systems for Native Hawaiian teacher education students (an action research narrative inquiry).
Thompson, Erin Natalie Kanoelani.

From mo'olelo to mana'o: Transforming postsecondary support systems for Native Hawaiian teacher education students (an action research narrative inquiry). - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 310 p.

Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.

Thesis (Ed.D.)--University of Hawai'i at Manoa, 2017.

In the realm of higher education, a national and local priority in the United States and Hawai'i is the push for timely degree completion. Of particular concern are the retention and degree completion rates for Native Hawaiians. Interactions with counseling and advising professionals have the potential to significantly impact the quality and efficiency of the student college experience and degree attainment. Framing the research around critical race and post-colonial theories and adopting life history and Indigenous relationality approaches, this action research narrative inquiry answers the research question: What can we learn about supporting Native Hawaiian Teacher Education students by examining the educational life history experiences of Native Hawaiian students from Leeward Community College's Associate in Arts in Teaching (AAT) program?

ISBN: 9780355601060Subjects--Topical Terms:

3172312
Teacher education.

From mo'olelo to mana'o: Transforming postsecondary support systems for Native Hawaiian teacher education students (an action research narrative inquiry).
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500 $a Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
500 $a Adviser: Sarah J. Twomey.
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520 $a In the realm of higher education, a national and local priority in the United States and Hawai'i is the push for timely degree completion. Of particular concern are the retention and degree completion rates for Native Hawaiians. Interactions with counseling and advising professionals have the potential to significantly impact the quality and efficiency of the student college experience and degree attainment. Framing the research around critical race and post-colonial theories and adopting life history and Indigenous relationality approaches, this action research narrative inquiry answers the research question: What can we learn about supporting Native Hawaiian Teacher Education students by examining the educational life history experiences of Native Hawaiian students from Leeward Community College's Associate in Arts in Teaching (AAT) program?
520 $a Fifty Native Hawaiian students who attended the AAT program between 2006 and 2016 shared their mo'olelo (i.e., stories) and mana'o (i.e., thoughts, ideas) by completing a qualitative survey. From the 50 students who completed the survey, a purposeful sampling of 6 students were interviewed and shared artifacts that represented their impactful educational experiences. Lastly, a focus group of Native Hawaiian AAT students was convened to solicit suggestions for program improvements.
520 $a Findings revealed the importance of a Native Hawaiian identity, the value of achievement in an educational context, and how the development of Native Hawaiian, student, and future teacher identities impacts self-efficacy. Findings may benefit teacher education programs that serve minority and Indigenous students or any educational professional who supports Native Hawaiian students.
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