ethanporcaro/eric-fulltext-meta huggingface dataset:
Gazing Back: Communing with Our Ancestors
Author: Osorio, Jonathan Kay Kamakawiwo'ole
Date: 2004-00-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Indigenous Populations,Hawaiians,Tales,Family (Sociological Unit),Citizenship,Cultural Background

This article is a poignant commentary on the connection of the Native Hawaiian people with the past, the present, and the future. In this article, the author positions himself within the histories of his people. He talks about putting faces to his ancestors by linking them with the people of his day, and he talks about reconstructing the characters of the past through spoken tales and published accounts of their exploits. By visualizing his ancestors in this way, the author believes that he verifies, not only their identities, but also the identities of the generations that come after. His message has relevance for all indigenous peoples--ancestry is the root of indigenous knowledge and identity. This is what sustains indigenous peoples, no matter how they have been transformed by the loss of their lives, by the loss of their lands, by the oppression of their cultures and their languages, and by the seductions of the western culture. The author evokes the very stuff of life--the things that entrance, grasp, and shake one's being become the events that are remembered and memorialized in indigenous histories. That which has gone before is that which lies ahead. From the moment of his birth, the author's destiny was determined. In what seems like the blink of an eye, he has become the history of his people as told to him by those who have gone before and as told by him to those who come after. He is the ancestral gaze--a keeper of the knowledge of the Native Hawaiian people.
Looking in the Hole with My Three-Prong Cocked
Author: Cashman, Kimo Alexander
Date: 2004-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Cultural Background,Hawaiians,Story Telling,Oral Tradition,Indigenous Knowledge,World Views

This article is a collection of stories crafted in the tradition of indigenous research. At the start of each section, the author asks, &quot;Who am I?&quot; From the stories he chooses to share, the answer is obvious--Kimo is Kimo. His stories are Kimo, his world view is Kimo, the language he speaks is Kimo. Within each story, the author connects himself to the past, the present, and the future; and in doing so, becomes the conduit for the transfer of knowledge from one generation to another. His stories cry out to all indigenous peoples, not so much in that they detail the sufferings of peoples dispossessed, but because they talk of hope for the future and the journey that this will involve. As he contemplates this journey, the author seeks guidance from his ancestors for ways to keep the Native Hawaiian people warm and strong, to help them to overcome their fears, and to help them make good choices for their future.
Hanau Kahikiku me Kahikimoe: A Call for the Development of a Theory for Kanaka Maoli Visual Culture Education
Author: Clark, Herman Pi'ikea
Date: 2005-00-00
Type: Journal Articles
Subjects: Visual Arts,Indigenous Populations,Art Education,Foreign Countries,Fine Arts,Public Schools,Educational Practices,Aesthetics,Public Education

Despite Hawai'i's location at the northern apex of Polynesia, visual arts education in Hawai'i is predominately west facing in its orientation. Defining visual arts solely along European/American conventions and history, arts education as practiced in Hawai'i does little to acknowledge and engage the diversity of cultural perspectives long represented in the islands. Of particular concern has been the exclusion of cultural perspectives of Kanaka Maoli, the indigenous people of Hawai'i, within both the curriculum for art education at the University of Hawai'i and the art curriculum of Hawai'i's public school system. In this paper, the author argues for the development of a visual arts curriculum that is grounded in the cultural perspective of Kanaka Maoli. He does this in response to the Hawai'i Department of Education's (1999) western-oriented visual arts curriculum document, &quot;Fine art content standards&quot;. His intention is to promote the expansion of the knowledge foundation for the study of art/visual culture generally and, more specifically, to promote the broader development of a comprehensive theory for Kanaka Maoli education.
He Hawa'e Kai Nui a Kau ma Kula
Author: Wong, K. Laiana
Date: 2004-00-00
Type: Journal Articles
Subjects: Hawaiians,Malayo Polynesian Languages,Indigenous Populations,Language Usage,Language of Instruction,Cultural Maintenance,Language Maintenance,School Policy,Colleges,Civil Rights,Student Rights,Social Discrimination

This article calls attention to the practices, policies, and procedures at the University of Hawai'i that infringe on the rights of Native Hawaiians to utilize the Hawaiian language in learning and teaching, and in the conduct and dissemination of research. Addressing these infringements, however, appears more easily said than done. The author's introductory paragraph predicts what lies ahead for those working on the revitalization of the Hawaiian language and culture. (Contains 9 footnotes.)
A Brief History of the College of Education's Doctoral Degrees
Author: McEwan, Hunter
Date: 2004-00-00
Type: Journal Articles
Subjects: Educational Psychology,Doctoral Programs,Doctoral Degrees,Educational History,Educational Development,Schools of Education,Performance Factors,Program Descriptions,Education Majors

The College of Education at the University of Hawai'i at Manoa has two doctoral degrees: the PhD in educational psychology and the PhD in education. Both degrees have been in existence for over 30 years. The PhD in education, however, began its life as the EdD and was renamed the PhD in 1999. As two of the articles in this issue make clear (Johnsrud and Banaria, McCarty and Ortloff), doctoral degrees have come under increasing scrutiny at the national level. The Carnegie Foundation for the Advancement of Teaching, for example, has recently initiated a program to study doctoral degrees with the aim of helping university departments restructure their programs in six different fields of study: chemistry, education, English, history, mathematics, and neuroscience. Thus, the moment is an opportune one to invite a closer look at University of Hawai'i's doctoral programs in education. This article describes the events and conditions that have given shape to these two degrees from the period of their inception to the present date. (Contains 1 footnote.)
Reforming the Doctorate in Education: Three Conceptions
Author: McCarty, Luise Prior
Date: 2004-00-00
Type: Journal Articles
Subjects: Schools of Education,Doctoral Programs,Educational Change,Educational Researchers,Education Courses,Professional Development,Curriculum Development,Curriculum Evaluation,Core Curriculum,Foundations of Education,Fundamental Concepts

In this article, the authors focus on three relatively concrete reform efforts now being implemented in a number of schools of education that took part in the Carnegie Initiative on the Doctorate (CID) study: (1) the establishment of a core of educational courses; (2) significant changes in the preparation of educational researchers; and (3) new initiatives for developing educational professionals, only some of whom will eventually work in the academy. The authors award so much attention to these three because they conjecture that three different--and mutually exclusive--conceptions of the doctorate underlie the various reforms. Each conception entails a different curriculum; each suggests its own characteristic set of recommendations for change. These conceptions call into serious question the meaning of faculty mentoring, the role of preliminary or qualifying examination, and the place within doctoral programs of traditional course work. While these topics are germane to every doctoral program, regardless of discipline, the authors believe that the field of education addresses them in more fundamental and urgent ways. They believe that the discussions that have emerged through the CID project and the reform efforts being conceived by their colleagues in participating departments and schools of education are much more fundamental in nature than the general doctoral reform literature might suggest. As the authors show, these discussions reflect a deeply rooted commitment to the types of reform characteristic of maturity in the field of education. The authors have articulated the three competing conceptions of the doctorate to underscore the fact that the reforms under discussion are not superficial but deep, rooted in difficult questions about what a doctoral education should be.
Doctoral Education: National Issues with &quot;Local&quot; Relevance
Author: Johnsrud, Linda K.
Date: 2004-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Schools of Education,Educational Trends,Trend Analysis,Performance Factors,Case Studies,Conflict,Educational Objectives,Educational Practices,Stakeholders,Politics of Education,Educational Policy,Relevance (Education)

Although doctoral education in the United States is highly regarded and commands international respect, it is now under close scrutiny from a number of perspectives. Those who aspire to the doctorate (the students) and those who prepare doctorates (the faculty) have often offered their opinion on the quality of their experience and suggested changes to the process. Other interested parties are now weighing in as well, such as those who fund doctoral programs, those who hire doctoral graduates, and those who seek to influence the quality of higher education (Nyquist, 2002). The purpose of this article is to examine the national trends and the issues that have emerged, to review the research on doctoral education with an emphasis on doctoral preparation in the field of education, and to consider the implications of the recent work for the doctoral program in the College of Education, University of Hawai'i at Manoa.
The Socialization and Mentoring of Doctoral Students: A Faculty's Imperative
Author: Rosser, Vicki J.
Date: 2004-00-00
Type: Journal Articles
Subjects: Socialization,Mentors,Research Universities,Doctoral Programs,College Faculty,Work Environment,Educational Quality,Females,Teacher Effectiveness,Graduate Students,Program Development,Teacher Student Relationship

As a junior faculty member in her fourth year at a research university, the author has discovered that there are striking differences in the way faculty members have been prepared and socialized to enter the academic workplace. While some receive a quality doctoral experience with exemplary mentoring and socialization, others do not receive the preparation and training they need to succeed in their academic career. Individuals pursue their doctorate for a variety of reasons: (1) for personal attainment; (2) for status and recognition; (3) for a credential to achieve an upward mobility goal; and (4) to become faculty members in the academy. When the author applied to the doctoral program, she wanted to become a professor of higher education and to be part of a lineage of academic women who believed in quality teaching, research, and service. In her mind the honor and responsibility of being accepted into a doctoral program meant that she should persist and finish, and get the most out of her doctoral experience. She clearly wanted a dissertation chair/mentor who would thoughtfully guide her through this experience. In her case she chose to continue working with the advisor who had chaired her master's degree committee. She selected her chair for these reasons: (1) she was the most constructive and rigorous instructor in the classroom and in grading her papers; (2) she was an exemplary teacher; (3) she was a productive scholar; (4) some of their interests were similar; and (5) she believed in, exhibited, and wrote about mentoring, socialization, and the professional development of doctoral students. In this article, the author shares some of the many aspects of her professional and academic socialization and mentoring experiences that she received in her doctoral education, as well as what she has learned as a new faculty member in a research university.
Reflections on the Dissertation Process and the Use of Secondary Data
Author: Mahoe, Rochelle
Date: 2004-00-00
Type: Journal Articles
Subjects: Research Methodology,Doctoral Dissertations,Doctoral Degrees,Statistical Analysis,Graduate Study,Reflection,Information Sources,Student Experience,Research Problems,Information Utilization,Research Needs,Student Research,Personal Narratives

When she was asked to write an article on how she used quantitative research methods in her doctoral dissertation, the author eagerly jumped at the chance. Not because she is some sort of expert on the topic, but rather because she wishes someone had given her some insights into the journey she was about to embark on. Although the course work for her doctoral degree served as a strong foundation for the voyage, the dissertation phase was still a leap of faith. She often felt as though she was "shooting in the dark" and would be lucky to hit the target. In this article, the author shares the personal experiences, struggles, and "aha moments" that she endured and enjoyed during the dissertation process. She hopes that these thoughts will provide others with some insights and words of encouragement to persevere in completing what is undoubtedly one of the most rewarding challenges in a doctoral student's education. (Contains 3 footnotes.)
Confessions of a Qualitative Researcher: Reflexive Photography and the Exhibition of Culture in Schools
Author: Zambon, Michael J.
Date: 2004-00-00
Type: Journal Articles
Subjects: Research Tools,Qualitative Research,Researchers,Photography,Cultural Awareness,Cultural Education,Exhibits,Reflection

In this article, the author shares with the reader some of the insights he has gained through his experience of using photographs as a research tool during a year-long investigation of cultural events at three universities and schools in the Midwest of the United States. The article is divided into two alternating sections: the ones in plain text provide a description of the project; while the sections in italics, compose a commentary, from the perspective of the researcher, aimed at offering some insights drawn from the author's experiences in using qualitative research for doctoral research. (Contains 12 footnotes.)
From Baby Steps to Policy Initiative: Hawai'i's Efforts to Promote School Readiness
Author: Harris, Alex
Date: 2005-00-00
Type: Journal Articles
Subjects: School Readiness,Transitional Programs,Alignment (Education),Politics of Education,Context Effect,Partnerships in Education,State Programs,State Standards,Educational Improvement,Program Effectiveness,Improvement Programs,Preschool Education,Educational Development

Belief in the importance of school readiness has mobilized a broad coalition of concerned stakeholders to become organized and act. As a result, a number of programs, policies, and materials have been developed to improve the readiness of children and of schools. The purpose of this article is to examine the context in which these efforts are taking place. It will explore Hawai'i's promising three-year-old School Readiness Initiative, seeking to understand the expected outcomes and benefits, as well as the personal and societal cost if students continue to enter school unprepared. First, the article will examine the evolution of Hawai'i's School Readiness Initiative, from its initial development to its being piloted in select communities. Next, it will describe anticipated developments as the effort slowly spreads statewide. Considerable volunteer time and support from a wide variety of public and private funding sources have contributed to the initiative's success. The partnership and the activities it initiated were supported by an intermediary organization, the Good Beginnings Alliance, which effectively directs and targets the coalition's efforts.
Ready for Success in Kindergarten: Perspectives of Teachers, Parents, and Administrators in Hawai'i
Author: Grace, Donna J.
Date: 2005-00-00
Type: Journal Articles
Subjects: School Readiness,Educational Objectives,Educational Change,Parent Attitudes,Teacher Attitudes,Administrator Attitudes,State Surveys,Interviews,Focus Groups,Educational Policy,Educational Practices,Success,Kindergarten

In 2000, state agencies and foundations in Hawai'i were poised to support readiness efforts to improve educational outcomes for children. There was, however, a lack of shared understanding of the construct of readiness to guide these efforts. Parents, teachers, and school administrators all play a critical role in the education of young children. The extent to which these groups share common beliefs about what is involved in children being ready for school and schools being ready for children is important to improving educational outcomes. The purpose of this study was to (a) discover the perceptions and beliefs held by Hawai'i parents, teachers, and administrators about children's readiness for school and schools' readiness for children, and (b) to compare these views with the findings of national survey studies and other research reported in the literature. The results of this research provided a foundation for the development of a statewide definition of readiness, and for systems-level assessment tools that reflected the beliefs and values of parents, teachers, administrators, and other professionals who work with four- and five-year-old children in Hawai'i.
Play and School Readiness
Author: Bredekamp, Sue
Date: 2005-00-00
Type: Journal Articles
Subjects: Play,School Readiness,Reading Readiness,Dramatic Play,Emergent Literacy,Correlation,Preschool Children,Teacher Role,Skill Development,Interpersonal Competence,Social Development,Language Acquisition,Motivation

In this article, the author describes some of the key research findings that demonstrate the relationship between school readiness and preschool play. She begins with definitions of both school readiness and play, and then describes the teacher's role in ensuring that play is used effectively to promote school readiness. The author goes on to explore the relationship between children's dramatic play and the development of key school readiness skills--self-regulation, higher order social skills, language, and early literacy skills such as symbolic representation and print awareness. Finally, she concludes with a discussion of motivation in relation to play and school readiness.
What Should They Be Learning in Preschool? The Development of Preschool Content Standards in Hawai'i
Author: Feeney, Stephanie
Date: 2005-00-00
Type: Journal Articles
Subjects: School Readiness,Poverty,Early Childhood Education,Disadvantaged Youth,Young Children,Accountability,Child Care,Preschool Children,Standards,At Risk Students

In the past, early childhood programs provided either full day care for young children whose parents were employed, or part day enrichment experiences for families who did not need care for their children while they worked. Gradually these two strands (care and education) began to merge into the field which is now called childhood education and care (or early care and education). The realization that many children were entering kindergarten without the experiences they needed to be successful in school led to the creation of the Head Start program in 1964. This program, part of the War On Poverty, raised the question of the nature of appropriate learning experiences for young children who were at risk for school failure. Because of the current movement for educational accountability, interest in young children's learning has again become a national concern. Today the focus is on readiness--what young children need to know and be able to do to successfully negotiate school expectations. This new concern has led to the widespread development of early learning standards. In this article, the authors discuss the importance of appropriate early learning standards in promoting school readiness. They describe the development of these standards, define them, and describe work that has been done in Hawai'i on the development and implementation of standards for programs for four-year-olds. (Contains 2 endnotes.)
Emergent Literacy and the Development of the Early Literacy Program Evaluation Guide
Author: Grace, Donna J.
Date: 2005-00-00
Type: Journal Articles
Subjects: Young Children,Emergent Literacy,Reading Skills,Guides,Preschool Evaluation,Developmentally Appropriate Practices,Child Development,Preschool Curriculum,Skill Development

Early childhood educators believe that schooling for young children should focus on developing the &quot;whole child,&quot; socially, emotionally, physically, and academically. Teaching pre-reading skills and encouraging children to read are essential steps on the path of literacy development. A narrow and persistent attention to academics is potentially harmful to children as it inhibits their social, emotional, and physical development. Many four- and five-year-olds are not developmentally ready to participate in a heavy academic curriculum in which they are expected to sit and pay attention for long periods of time, and where skills are taught in isolation rather in ways that are meaningful and relevant. In this article, the authors discuss the importance of developing literacy skills in programs for four- and five-year olds, and stress the necessity of doing this in ways that are developmentally and culturally appropriate for young children. They also describe &quot;The Early Literacy Evaluation Guide&quot; that was developed by the Hawai'i Early Literacy Consortium and was written to assist teachers in evaluating their own or commercial literacy programs. &quot;The Early Literacy Evaluation Guide&quot; was adapted from a K-12 decision-making matrix developed by the Commission on Reading of the National Council of Teachers of English (NCTE). (Contains 3 endnotes.)
&quot;Loko i'a&quot;: Enriching Educational Waters for Hawaiian Children
Author: Sumida, Anna Y.
Date: 2005-00-00
Type: Journal Articles
Subjects: Literacy Education,Reading Readiness,Federal Legislation,Hawaiians,Emergent Literacy,Case Studies,Educational Policy,Program Descriptions,Teaching Methods,Developmentally Appropriate Practices,Culturally Relevant Education

In this article, the author proposes to offer a glimpse into the practical challenges of teaching literacy in a public school setting where students enter classrooms at various stages of reading readiness. The author begins with the case of Kahea, a kindergarten student reading at an emergent literacy level, as an illustration of some of the problems that teachers face in teaching within the context of the current No Child Left Behind (NCLB) federal policy (2001). Next, she provides a description of a program, &quot;Teaching to the 4th Power,&quot; that she has been using to teach Hawaiian children literacy in a developmentally appropriate manner. Finally, she offers a number of suggestions for classroom practice that are pedagogically and culturally congruent with a framework that is developmentally appropriate.