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HAWAIIAN LANGUAGE AND CULTURE IN THE MIDDLE
LEVEL MATH CLASS
by
Kim E. Terai
_________________________________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2010
Copyright 2010 Kim E. Terai
Object Description
| Title | Hawaiian language and culture in the middle level math class |
| Author | Terai, Kim E. |
| Author email | kiterai@ksbe.edu; algfreak@yahoo.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2010-03-07 |
| Date submitted | 2010 |
| Restricted until | Unrestricted |
| Date published | 2010-05-25 |
| Advisor (committee chair) | Sundt, Melora |
| Advisor (committee member) |
Brewer, Dominic Wright, Erin |
| Abstract | The Kamehameha Schools (KS) is a private co-educational institution that was established under the terms of the will of Princess Bernice Pauahi Bishop in 1887. KS operates three campuses Kapālama (Oʻahu), Pukalani (Maui), and Keaʻau (Hawaiʻi island) that serves over 6,500 students from preschool through twelfth grade. KS recently adopted a Hawaiian Cultural Vibrancy Policy (KS, 2009) that will help meet the Schools’ Strategic Plan’s Goal #3 which states that, “KS will cultivate, nurture, perpetuate, and practice ‘Ike Hawaiʻi (which includes Hawaiian culture, values, history, language, oral traditions, literature, ad wahi pana – significant cultural or historical places – etc.).” For many years, KS has been a college preparatory institution that educated Native Hawaiian students using traditional Western pedagogical strategies. Today, there is a current focus to “indigenize” the pedagogical practices at KS to utilize more culturally relevant teaching strategies.; This dissertation focused on the extent to which Hawaiian language and culture (HLC), is utilized by teachers in the middle level math classes at KS-Oʻahu, the kinds of professional development that has been and can be useful towards teachers’ use of culture-based education practices as well as the effect that HLC initiatives have on the attitudes, philosophy and pedagogy of the participants in this study.; This qualitative study included observations and interviews of six current middle school math teachers as the primary data sources of the research. The author is also a middle school math teacher was a participant in the study.; This study represents a snapshot of the current state of KS-Oʻahu in regards to use of Hawaiian Language and Culture in the middle level math classes during the school year 2009-2010. This study represents the present. The author’s intention of this study was to assist in the development and support of KS’s Hawaiian language and culture initiatives in serving Hawaiian students now and in the future. |
| Keyword | Hawaiian language and culture; mathematics; culture-based education |
| Geographic subject | islands: Oahu |
| Geographic subject (state) | Hawaii |
| Coverage date | 2009/2010 |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m3097 |
| Rights | Terai, Kim E. |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-terai-3599 |
| Archival file | uscthesesreloadpub_Volume44/etd-terai-3599.pdf |
Description
| Title | Page 1 |
| Full text | HAWAIIAN LANGUAGE AND CULTURE IN THE MIDDLE LEVEL MATH CLASS by Kim E. Terai _________________________________________________________ A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION August 2010 Copyright 2010 Kim E. Terai |
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