Show simple item record

dc.contributor.authorKaui, Toni Marie Mapuanaen_US
dc.date.accessioned2017-10-28T06:00:15Z
dc.date.available2017-10-28T06:00:15Z
dc.date.issued2016-05-05en_US
dc.identifier.othervt_gsexam:7593en_US
dc.identifier.urihttp://hdl.handle.net/10919/79845
dc.description.abstractThe purpose of this study was two-fold. The first was to determine the degree of culturally responsive teaching practices and level of cultural competence of participants who teach upper elementary (grades three through six) STEM educators of predominantly Native Hawaiian students. The second purpose was to identify differences in cultural competence and culturally responsive teaching practices of those same participants identified above. These two participant groups were from the State of Hawaiʻi Department of Education’s Keonepoko and Pāhoa Elementary Schools. Both schools are from the Keaʻau-Kaʻu-Pāhoa Complex Area. The educators from Keonepoko were afforded knowledge and experiences from a culture-based professional development program known as the Moenahā School Program, while the educators from Pāhoa were not afforded these same knowledge and experiences. Using a quantitative, quasi-experimental design, data were collected via an online survey using three instruments: the Culturally Responsive Teaching Self-Efficacy Inventory (CRTSE), the Cultural Competence Self-Assessment Questionnaire (CCSAQ), and the Cultural Competence Self-Assessment Scale Demographic Information (CCSASDI). The data were analyzed using mean scores and those mean scores were compared for differences using a Mann-Whitney U test. The findings indicated the Moenahā participants had a statistically significantly higher level of cultural competence and higher degree of culturally responsive teaching practices than the non-Moenahā participants suggesting the importance of cultural competence professional development iii opportunities. These findings are applicable for teachers in schools with an higher Native Hawaiian student population.en_US
dc.format.mediumETDen_US
dc.publisherVirginia Techen_US
dc.rightsThis Item is protected by copyright and/or related rights. Some uses of this Item may be deemed fair and permitted by law even without permission from the rights holder(s), or the rights holder(s) may have licensed the work for use under certain conditions. For other uses you need to obtain permission from the rights holder(s).en_US
dc.subjectSTEM Educationen_US
dc.subjectNative Hawaiianen_US
dc.subjectCulture-Based Educationen_US
dc.subjectIndigenous Education Culturally Relevant Teachingen_US
dc.subjectCultural Competenceen_US
dc.subjectCultural Identityen_US
dc.subjectCultural Sensitivityen_US
dc.subjectCultural Knowledge Beliefen_US
dc.subjectSelf-Efficacyen_US
dc.subjectProfessional Developmenten_US
dc.titleDeveloping Cultural Competence and Promoting Culturally Responsive Teaching in STEM Educators of Native Hawaiian Studentsen_US
dc.typeDissertationen_US
dc.contributor.departmentTeaching and Learningen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineCurriculum and Instructionen_US
dc.contributor.committeechairErnst, Jeremy V.en_US
dc.contributor.committeememberJones, Brett D.en_US
dc.contributor.committeememberWells, John Gauldenen_US
dc.contributor.committeememberBondy, Jennifer M.en_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record