東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Leadership for Indigenous Education:...

Ciotti, Kapono.

Linked to FindBook

Google Book

Amazon

博客來

Leadership for Indigenous Education: Culture-based Communication and the Impact on Student Achievement in Hawaii.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Leadership for Indigenous Education: Culture-based Communication and the Impact on Student Achievement in Hawaii./
Author:	Ciotti, Kapono.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	160 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-03, Section: A.
Contained By:	Dissertations Abstracts International80-03A.
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10842526
ISBN:	9780438262713

Leadership for Indigenous Education: Culture-based Communication and the Impact on Student Achievement in Hawaii.
Ciotti, Kapono.

Leadership for Indigenous Education: Culture-based Communication and the Impact on Student Achievement in Hawaii. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 160 p.

Source: Dissertations Abstracts International, Volume: 80-03, Section: A.

Thesis (Ed.D.)--Northcentral University, 2018.

This item must not be sold to any third party vendors.

Indigenous students, similar to other disenfranchised groups, are underperforming according to kindergarten through 12th academic achievement metrics. This underachievement in academic settings is demonstrated by lower achievement on standardized tests, lower grade point averages, higher dropout rates, and lower graduation rates. For native Hawaiian students, underachievement in schools has long-term ramifications, limiting options and perpetuating cycles of poverty, as well as impacting native Hawaiian communities by hampering the self-determination of Indigenous people. The purpose of this study was to examine the degree to which a school leader's culture-based communication style can predict student achievement outcomes in: (a) schools with a native Hawaiian mission (i.e. perpetuating Hawaiian culture and / or language), and (b) schools with a Western mission (i.e. standardized testing in reading and math), to help predict factors that positively or negatively impact native Hawaiian educational outcomes. This quantitative correlational research study examines the degree to which a school leader's culture-based communication style can predict student reading and math achievement outcomes as measured in the Hawaii State Assessment (HSA), in schools with a Native Hawaiian mission and schools without a Native Hawaiian mission. The population of the study was all 284 K-12 Department of Education schools and publicly funded charter schools in Hawaii. Within this selected population of K-12 schools, 20 schools and corresponding school leaders were selected from Hawaiian-missioned schools and 20 from Western-missioned schools. Findings posit that a culture-based communication style of leaders only influences learner reading sores, and that school leaders who engage in a culture-based communication style score significantly higher than those with leaders who use other communication styles. Learners in schools with leaders who use an accommodating culture-based communication style were likely to score lower on reading scores (a decline of 0.28) compared to engaging leaders. The study has implications for school leaders in that communicating with a style that is congruent with the culture of the Native Hawaiian community may have a negative impact on student achievement in reading. The conclusions in study might help to close the performance gap by providing insights for Indigenous school leaders that support and enhance the performance of their students.

ISBN: 9780438262713Subjects--Topical Terms:

529436
Educational leadership.

Leadership for Indigenous Education: Culture-based Communication and the Impact on Student Achievement in Hawaii.
LDR:03595nmm a2200325 4500 001 2206585
005 20190827113738.5
008 201008s2018 ||||||||||||||||| ||eng d
020 $a 9780438262713
035 $a (MiAaPQ)AAI10842526
035 $a (MiAaPQ)northcentral:13168
035 $a AAI10842526
040 $a MiAaPQ $c MiAaPQ
100 1 $a Ciotti, Kapono. $3 3433502
245 1 0 $a Leadership for Indigenous Education: Culture-based Communication and the Impact on Student Achievement in Hawaii.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 160 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-03, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Shriner, Michael.
502 $a Thesis (Ed.D.)--Northcentral University, 2018.
506 $a This item must not be sold to any third party vendors.
520 $a Indigenous students, similar to other disenfranchised groups, are underperforming according to kindergarten through 12th academic achievement metrics. This underachievement in academic settings is demonstrated by lower achievement on standardized tests, lower grade point averages, higher dropout rates, and lower graduation rates. For native Hawaiian students, underachievement in schools has long-term ramifications, limiting options and perpetuating cycles of poverty, as well as impacting native Hawaiian communities by hampering the self-determination of Indigenous people. The purpose of this study was to examine the degree to which a school leader's culture-based communication style can predict student achievement outcomes in: (a) schools with a native Hawaiian mission (i.e. perpetuating Hawaiian culture and / or language), and (b) schools with a Western mission (i.e. standardized testing in reading and math), to help predict factors that positively or negatively impact native Hawaiian educational outcomes. This quantitative correlational research study examines the degree to which a school leader's culture-based communication style can predict student reading and math achievement outcomes as measured in the Hawaii State Assessment (HSA), in schools with a Native Hawaiian mission and schools without a Native Hawaiian mission. The population of the study was all 284 K-12 Department of Education schools and publicly funded charter schools in Hawaii. Within this selected population of K-12 schools, 20 schools and corresponding school leaders were selected from Hawaiian-missioned schools and 20 from Western-missioned schools. Findings posit that a culture-based communication style of leaders only influences learner reading sores, and that school leaders who engage in a culture-based communication style score significantly higher than those with leaders who use other communication styles. Learners in schools with leaders who use an accommodating culture-based communication style were likely to score lower on reading scores (a decline of 0.28) compared to engaging leaders. The study has implications for school leaders in that communicating with a style that is congruent with the culture of the Native Hawaiian community may have a negative impact on student achievement in reading. The conclusions in study might help to close the performance gap by providing insights for Indigenous school leaders that support and enhance the performance of their students.
590 $a School code: 1443.
650 4 $a Educational leadership. $3 529436
650 4 $a Multicultural Education. $3 2122919
690 $a 0449
690 $a 0455
710 2 $a Northcentral University. $b School of Education. $3 2104297
773 0 $t Dissertations Abstracts International $g 80-03A.
790 $a 1443
791 $a Ed.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10842526