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Enhancing professional development aimed at changing teachers' perceptions of Micronesian students

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Enhancing professional development aimed at changing teachers' perceptions of Micronesian students

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ENHANCING PROFESSIONAL DEVELOPMENT
AIMED AT CHANGING TEACHERS’ PERCEPTIONS OF
MICRONESIAN STUDENTS

by

Josephine Pangelinan Jones

____________________________________________________________

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 2012

Copyright 2012 Josephine Pangelinan Jones

ii
DEDICATION
This dissertation is dedicated to my beautiful children,
+
John Angel, Angeliya
Jenay, Barnaby II, and Mari’Ann Yasabella Nalani, who are my strength and my
inspiration. Throughout this journey, each one of you inspired me and gave me
strength in your own special way, motivating me to do better and be better. May you
always remember that this is not my accomplishment alone; it is OUR
accomplishment. We did it, my babies…WE DID IT!

iii
ACKNOWLEDGEMENTS
I am extremely blessed to have so many wonderful people in my life who
have been by my side to support me through every challenge and to celebrate with
me every triumph throughout my USC journey.
To my amazing family and friends, near and far, un dankolo na si Yu’us
ma’ase (a big thank you) for always being there for me. Your unconditional love,
unwavering support, and unending encouragement brought me comfort, gave me joy,
and instilled in me hope all along the way. I couldn’t have done it without you.
I would like to give a warm and sincere thank you to my committee
members, most especially my committee chairperson, Dr. Melora Sundt. Dr. Sundt,
thank you for being so kind and patient with me and for always believing in me. I
know that I was a bit off schedule at times, but with your guidance, support, and
gentle nudges, I made it. And to my other committee members, Dr. Brewer and Dr.
Picus, thank you for taking the time to share your thoughts with me and for
encouraging me to think more deeply. It was truly an honor and a privilege to learn
from and work with each and every one of you.
I would also like to thank a very special group of people whom I absolutely
adore, my dear friends, “Team Melora”. Babette, Dana, Kari, Larry, Laure,
Mhyraliza, and Randie, what would I do without you? Thank you, from the bottom
of my heart, for never allowing me to give up on myself and for always reminding
me that you had faith in me. You will forever hold a special place in my heart. Fight
On!

iv
I would like to thank the organization I work for, the Pacific Resources for
Education and Learning (PREL), for supporting my quest to further my education.
The support the organization has given me is invaluable and will never be forgotten.
Last, but certainly not least, I would like to give thanks to our Heavenly
Father. I thank you Lord for all the blessings that you have bestowed upon me
throughout this journey, from the trials and tribulations to the triumphs and
successes. Through it all, I knew I was never alone; you were always with me. I am
so blessed and I am eternally grateful!

v
TABLE OF CONTENTS
Dedication ii
Acknowledgements iii
List of Tables vi
List of Figures vii
Abstract viii
Chapter One: Overview of the Study 1
Chapter Two: Literature Review 25
Chapter Three: Research Methodology 37
Chapter Four: Results 50
Chapter Five: Discussion 72
References 84
Appendices 91
Appendix A: Perception Survey 91
Appendix B: Micronesian Awareness Assessmsent 95
Appendix C: Interview Protocol for Facilitator 98
Appendix D: Overall Workshop Evaluation 99
Appendix E: Participant Demographic Survey 103

vi
LIST OF TABLES
Table 1. Response Rates 51
Table 2. Sample Demographic Characteristics 53
Table 3. Participant Perception of Respect (Micronesian Students) 57
Table 4. Participant Perception of School Connectedness (Micronesian 58
Students)
Table 5. Participant Perception of School Engagement (Micronesian 59
Students)
Table 6. Participant Perception of Respect (Students in General) 61
Table 7. Participant Perception of School Connectedness (Students 62
in General)
Table 8. Participant Perception of School Engagement (Students in 63
General)
Table 9. Overall Perceptions of Micronesian Students and Students in 65
General
Table 10. Usefulness of Content Presented 68
Table 11. Usefulness of Learning Activities 69

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LIST OF FIGURES
Figure 1. NAEP reading average scores in 2008 by age and race 5
Figure 2. Hawai’i Department of Education, Hawai’i State assessment 7
accountability, proficiency rates for reading by ethnicity
Figure 3. Hawai’i Department of Education, Hawai’i State assessment 8
accountability, proficiency rates for math by ethnicity
(Asian/Pacific Islander and White)
Figure 4. Relationship between change in participant knowledge and 66
participant perception

viii
ABSTRACT
Teacher professional development has long been seen as a way to improve
teacher practice which in turn should improve student academic achievement. Year
after year, educational organizations spend large sums of money on providing
professional development opportunities for teachers. However, many times those
same opportunities aren’t evaluated for effectiveness and measures aren’t taken to
improve what needs improving. In Hawai’i, the department of education
continuously offers professional development aimed at helping teachers who provide
services for Micronesian students. This study used a mixed-methods approach to
evaluate whether or not one such opportunity called the “Culturally Responsive
Strategies for Micronesian Students (Understanding and Supporting Micronesian
Students in Our Schools)” workshop, was successful in increasing teacher
knowledge about Micronesian cultures and in changing teachers’ perceptions of
Micronesian students. The purpose of the evaluation was to determine effectiveness
and to identify what worked well and what can be improved. The results showed
that while there was no relationship between the change in teacher knowledge and
teacher perception, there was a significant increase in knowledge and a significant
change in teacher perception. Additionally, results indicated that participants found
content specific to Micronesia and reflective learning activities to be most effective
in helping them understand Micronesian students better.

1
CHAPTER ONE
OVERVIEW OF THE STUDY
Over the last decade, Hawai’i public schools have experienced a sharp
increase in the enrollment of students from Micronesia (Brekke, Filibert, Hammond,
& Yourupi, 2008). This increased enrollment is a result of the people of Micronesia
migrating to Hawai’i in search of employment opportunities, better health care and
better educational opportunities. In an effort to address the growing Micronesian
population, the Hawai’i Department of Education (DOE) continues to offer
professional development (PD) opportunities for teachers serving this population in
hopes of positively impacting educational outcomes for these students.

History of the United States and Micronesia
In 1947, several small islands throughout Micronesia were placed by the
United Nations (U.N.) in the Trust Territory of the Pacific Islands under the
administration of the United States (U.S.). As part of their administrative
responsibility, the U.S. was to lead the small islands within the Trust Territory to
eventual self determination through promoting economic, political and social
development. However, throughout the years of the trusteeship, the U.N. criticized
the U.S. for not effectively satisfying its responsibilities to the small islands. As a
matter of fact, during its trusteeship, the U.S. carried out activities such as nuclear
testing in the Marshall Islands which destroyed island resources and resulted in
harmful health effects that still afflict residents today. Additionally, reports such as

2
the Solomon Report (Solomon, 1963) suggest that the U.S. actually fostered
economic dependency in the Pacific as a way to maintain control over the geographic
region. As a result of increasing pressure from the U.N. to fulfill its responsibilities
to the island nations, the U.S. signed a series of treaties called the Compacts of Free
Association (COFA) after three of the island groups ended their trusteeships and
became independent nations. These newly independent nations were the Marshall
Islands (established in 1986), the Federated States of Micronesia (established in
1986) and Palau (established in 1994) (Hawaii Appleseed Center for Law and
Economic Justice, 2011).
Under the COFA agreements, the U.S. obtained control of foreign affairs,
airspace, and waters of COFA nations. In return, the U.S. agreed to provide support
for the nations’ economic development, assist with national security, and provide
COFA citizens with the right to migrate to and work in the U.S. and serve in the U.S.
armed forces (Hawaii Appleseed Center for Law and Economic Justice, 2011).

Micronesians Journey to a New Land
Today, many of the COFA island nations are still economically
disadvantaged and extremely dependant on U.S. financial support. Furthermore, the
health care systems of these island nations are not adequate enough to contend with
the persistent health problems related to nuclear testing and the introduction of
western dietary habits (Hawaii Appleseed Center for Law and Economic Justice,
2011). In addition to the financial and health challenges in this region, there are also

3
challenges with education throughout Micronesia. Many of the education systems
are modeled after the U.S. education system including the use of English as the
language of instruction in schools. This poses a challenge as English is a second
language for the majority of the population. This presents a situation where most
students struggle in the educational setting and perform well below the standard in
the rest of the region (Brekke, Filibert, Hammond, & Yourupi, 2008). Faced with the
insufficient state of the economy, health care and education in many Micronesian
communities, families make the difficult decision to leave their homeland in search
of more opportunities. For many of those families the search brings them to the
shores of the state of Hawai’i.

Improving Academic Achievement for All Students Including
Students from Micronesia
Public schools across the country are comprised of classrooms that are more
diverse today than they have ever been before (Brown, 2007). In 1972, the racial
distribution of students in public schools across our country was 78 percent white
students and 22 percent students who were part of other racial/ethnic groups (Planty,
Hussar, Snyder, Kena, KewalRamani, Kemp, Bianco, & Dinkes, 2009). However, in
recent years that distribution has changed significantly. In 2007, the percentage of
public school students who were white decreased from 78 percent to 56 percent and
the percentage of students who were from other racial/ethnic groups increased by 22
percent (Planty et al., 2009). The percentage of students from other racial/ethnic

4
groups is expected to increase with the anticipation that they will constitute the
majority of the student population by 2035 (Sapon-Shevin & Zollers, 1999).
A different pattern is evident in achievement measures among students in our
public schools. As the proportion of white students to students of color is decreasing,
the achievement gap between the two groups is not showing any significant decrease
and has stayed the same in recent years. Rampey, Dion, and Donahue (2009)
released a report on the academic achievement of students in the United States who
took the National Assessment of Educational Progress (NAEP). In their report, data
show that the academic achievement gap between White students and Black and
Hispanic students is much narrower than it was in 1971; however, there has been no
significant change in the gap between 2004 and 2008 (Rampey et al., 2009). In
2008, the NAEP achievement scores in reading show that White students out-
performed Black students by 24 points for 9-year-old students, 21 points for 13-year-
old students, and 29 points for 17-year-old students. Furthermore, the reading data
show that White students out-performed Hispanic students by 21 points for 9-year-
old students, 26 points for 13-year-old students, and 26 points for 17-year-old
students (see Figure 1). The 2008 NAEP achievement measures serve as an example
of how the achievement gap still exists between white students and students of
diverse backgrounds throughout the United States.

5

Figure 1. NAEP reading average scores in 2008 by age and race

The student population in the state of Hawaii is just as diverse as it is across
the rest of the nation. In school year 2009-2010 Hawaii public schools were home to
2% African American, 14% Caucasian, 3% Chinese, 21% Filipino, 28%
Hawaiian/Part-Hawaiian, 3% Hispanic, 9% Japanese, 1% Korean, 1% Native
American, 3% Samoan, and 15% other (Hawaii Department of Education, 2010) .
One of the subgroups included in the “Other” category of the Hawaii public schools’
student population is the Micronesian group. Micronesian students are students who
are from a geographic area in the Pacific that includes the Federated States of
Micronesia (Pohnpei, Kosrae, Chuuk, and Yap), the Republic of the Marshall
Islands, and the Republic of Palau. The Micronesian student subgroup is one that

6
continues to increase in Hawai’i. From 2003 to 2007 alone, the Micronesian student
population in the Hawai’i department of education doubled and it continues to
increase each year (Essoyan, 2007). Similar to the national academic achievement
gap between white students and African American and Hispanic students, the
achievement data for the Micronesian student population in Hawai’i, grouped in the
Asian/Pacific Islander category, demonstrate a gap with the Asian/Pacific Islander
group having lower academic performance than their white counterparts in both
reading and math. From school years 2005-2006 through 2009-2010 the
Asian/Pacific Islander group consistently performed lower than their white
counterparts. In school year 2009-2010, the Asian/Pacific Islander group performed
13% lower than their white counterparts in Reading (see Figure 2) and 10% lower in
Math (see Figure 3). What’s more, in an independent analysis of student academic
proficiency rates in math and reading conducted for the Micronesian Community
Network, proficiency rates for students from the Freely Associated States (FAS) of
Chuuk, the Republic of the Marshall Islands, and Pohnpei were found to be well
below the proficiency rates of non-FAS students further substantiating the existence
of a gap in academic achievement for Micronesian students in Hawai’i (2011).
Student achievement measures have long been thought of as one of the first
indicators in the pipeline of lifetime earnings (Lee & Barro, 2001; Hanushek &
Rivkin, 2010; Bishop, 1989; Moll, 1998) Studies have shown that students with high
academic achievement scores are more likely to graduate compared to their lower
achieving counterparts (Battin-Pearson et al., 2000; Kaplan, Peck, & Kaplan, 1997).

7
Moreover, students with higher grade point averages (GPA) at graduation are more
likely than students with a lower GPA to attend college (Roderick, Nagaoka, &
Coca, 2009) and subsequently find work with higher earnings. The continued low
academic achievement measures of Micronesian students puts them at risk of failure
in school as well as places them at risk for earning low wages in the work force
later on in life.

Figure 2. Hawai’i Department of Education, Hawai’i State assessment
accountability, proficiency rates for reading by ethnicity (Asian/Pacific Islander and
White)

8

Figure 3. Hawai’i Department of Education, Hawai’i State assessment
accountability, proficiency rates for math by ethnicity (Asian/Pacific Islander and
White)

Factors affecting student academic achievement have long been the topic of
research in education. Findings from such research suggest that student academic
achievement is influenced not only by environmental factors that education
organizations are unable to control, such as students’ background characteristics, but
also by factors that can be controlled. Such controllable factors include, but are not
limited to, access to high-quality rigorous curriculum, school climate, and access to
high-quality teachers and instruction (Mahimuang, 2005; Darling-Hammond, 2000).
Furthermore, Ferguson (2003) suggests that, relative to the teacher factor, teacher
perceptions and expectations may also have an impact student achievement.

9
Although student population and academic achievement data both
demonstrate the necessity to address the needs of culturally and linguistically diverse
students, the cultural foundations of schools in America are still primarily aligned
with middle-class European values (Bazron, Osher, & Fleischman, 2005). This
alignment creates the quandary of cultural disconnect between teachers and their
students from racially/ethnically diverse backgrounds. Furthermore, Bazron et al.
(2005) contend that this cultural disconnect leads to poor self-concepts, discipline
problems, and poor academic outcomes for ethnic minorities. They cite statistical
studies that found, compared with their Caucasian peers, minority students are
suspended from school more frequently and for longer durations, punished more
severely, and disproportionately referred for restrictive special education services.
They suggest that part of the problem may be that teachers who are unfamiliar with
the diverse backgrounds of their students can misinterpret cultural differences as
misbehaviors. These misinterpretations may lead to misinformed perceptions and
lower expectations which they suggest can have a negative impact on classroom
instruction provided for these students (Tyler, Boykin, & Walton, 2006).
Central to increased academic achievement for all students is the quality of
instruction that takes place in the classroom. One factor influencing the quality of
instruction, as earlier noted, is teacher perceptions and expectations of students
(Oates, 2003; Rong, 1996; Sirota & Baily, 2009; Tyler, Boykin, & Walton, 2006).
Researchers have demonstrated that one way to improve the quality of instruction is
through effective professional development. However, much of the literature from

10
the research conducted is based on samples of white teachers and African American,
Hispanic, and Asian students. There is currently little to no literature in this area with
studies that use Micronesian student samples. Through an evaluation of a workshop
that aims to change teachers’ perspectives of Micronesian students, this study
explores how educational organizations carry out professional development
opportunities to maximize student outcomes for Micronesian students in Hawai’i.

Background of the Problem
National, state, and local interest in the quality of our teachers and its
relationship to student achievement is an ever-growing concern. With the
institutionalization of accountability measures mandated by the No Child Left Behind
Act of 2001 (NCLB), the pressure to provide high quality education for our students
has been made explicit. Appropriately so, the U.S. Department of Education (1996)
clearly believes that:
[P]rofessional development plays an essential role in successful education
reform…[and] serves as a bridge between where prospective and experienced
educators are now and where they will need to be to meet the new challenges
of guiding all students in achieving to higher standards of learning and
development.

Those within and outside schools need to work together to bring to bear the ideas,
commitment and other resources that will be necessary to address important and
complex educational issues in a variety of settings and for a diverse student body.
The National Reading Panel (NRP) (2000) draws the following conclusions
in a study of teacher education:

11
Appropriate teacher education does produce higher achievement in students.
Much more must be known about the conditions under which this conclusion
holds. Some issues that need to be resolved include determining the optimal
combination of pre-service and in-service experience, effects of pre-service
experience on in-service performance, appropriate length of interventions for
both pre-service and in-service education, and best ways to assess the
effectiveness of teacher education and professional development. (p. 52)

Teacher Perceptions and Expectations
Research has suggested that teacher perception is one of the factors that may
impact student academic achievement (Ferguson, 2003). In a meta-analysis done by
Dusek and Joseph (1983), a review of 77 studies related to teacher expectancies was
conducted. Their review focused on types of information that teachers use in
forming expectancies for students’ academic potential. The review resulted in the
identification of five student characteristics that were significantly related to teacher
expectancies. The identified characteristics are attractiveness (academic and
social/personality), student classroom conduct, cumulative folder information, race
and social class.
One study reviewed in the meta-analysis (Dusek & Joseph, 1983) was a study
conducted by Wong (1980). In his study, Wong examined the various components
of what teachers conceptualized as a “model student”, particularly the teacher’s
perceptions of the social, emotional, and academic characteristics of Asian students
at both the elementary and secondary level. He compared these perceptions with the
white student population. He then analyzed the relationship of ethnicity; father’s
socioeconomic status; and the teachers’ perceptions of academic competence,

12
sociability, and emotional stability with the teacher’s expected educational
attainment of the student. His findings indicated that there were significant
differences in teachers’ perceptions of the behavioral and emotional characteristics
of their Asian and white students at both the elementary and secondary level, with
Asian students seen as more emotionally stable and academically competent than
their white counterparts. He attributes this to the idea that the “model student”
concept is defined by the teacher and, most likely, is defined based on how little
effort a teacher must exert and the degree to which the teacher encounters difficulties
when working with the student. Hence, Wong (1980) asserts “that the ‘model
student’ may be characterized as one who possesses a certain degree of intellectual
ability…and one who does not cause trouble…” Furthermore, through his analysis
of the relationship of ethnicity , father’s socio economical status, teacher’s
perceptions of academic competence, sociability, and emotional stability with the
teacher’s expected education of the student, Wong (1980) found that Asian students
were perceived to be more academically competent, the perception of academic
competence influenced the teacher’s expected education of the student, and father’s
occupation had different effects on teacher’s perceptions and expectations of their
students at the elementary and secondary levels. Wong (1980) concluded that the
teachers perceived academic competence of the student plays a crucial role in
accounting for the ethnic differential in educational expectations of student by the
teacher. Because Asian students are perceived by their teachers as “model students,”
particularly as more academically competent than their white counterparts, teachers

13
have higher educational expectations of them, which in turn, probably influence the
Asian student’s later higher educational attainment (pp. 245-246).
Dusek and Joseph’s meta-analysis provides evidence of how certain student
characteristics may influence teacher perceptions of students which in turn may
influence academic expectations.

Professional Development
In the area of teacher professional development, there is a limited pool of
rigorous research with findings that suggest that professional learning for teachers is
related to student-gains (Borko, 2004; Darling-Hammond, Wei, Andree, Richardson,
& Orphanos, 2009; Garet, Porter, Desimone, Birman, & Yoon, 2001). The lack of
rigorous research is further evidenced by a review conducted by Yoon, Ducan, Lee,
Scarloss, and Shapley (2007). In their review, Yoon et al. (2007) found that only
nine of 1,300 studies identified as potentially addressing the effect of teacher
professional development met the evidence standards presented by What Works
Clearing House, the branch of the U.S. Department of Education given the
responsibility of providing educators, policy makers, and the public with scientific
evidence about “what works” in education (Guskey, 2009). The findings of Yoon et
al. (2007) are a clear indication that there remains a need for what is considered
high-quality research in this area.
Although a causal relationship between professional development and teacher
and student performance has not been fully established, the sound research that does

14
exist suggests that professional development that is well designed can influence
teacher practice and student performance (Darling-Hammond et al., 2009; Garet et
al., 2001). Elmore (1995) elaborates on some of what we know about the
characteristics of successful professional development:
[I]t focuses on concrete classroom applications of general ideas; it exposes
teachers to actual practice rather than to descriptions of practice; it involves
opportunities for observation, critique, and reflection; it involves
opportunities for group support and collaboration; and it involves deliberate
evaluation and feedback by skilled practitioners with expertise about good
teaching. (p. 2)

Taking into account what is known about characteristics of successful professional
development, several researchers have put together lists that describe high quality
professional development, such as those reviewed by Guskey (2003). Such lists
were developed in an effort to guide professional development providers towards
more well-designed professional development programs. While current research
does provide some guidelines for professional development design, there is still
much to be learned about characteristics of effective professional development
(Guskey, 2002a; Guskey & Yoon, 2009).

Transformative Learning Theory
If one of the goals of professional development is to change teaching
practice, then transformative learning theory is one that education organizations can
draw upon when planning and implementing professional development aimed at
changing teacher perceptions, expectations and practices. By giving educators

15
opportunities to reflect critically upon their beliefs and practices, they are able to
attain other ways of understanding what they do and transformative learning about
teaching occurs (Cranton, 1996).
Transformative learning theory was developed by Jack Mezirow (1991) and
was based on a study he conducted on women returning to college later in life. At
the crux of his theory, is the idea that adults will develop and grow through engaging
in critical reflection and discourse that transforms their frames of reference, or their
ways of approaching the world. Mezirow’s (1991) theory proposes that frames of
reference are created by early experiences in life and are what shape our beliefs and
expectations. Furthermore, Mezirow (1991) posits that when adults encounter
experiences that challenge those frames of reference, they experience a “disorienting
dilemma” which, thorough critical reflection and discourse, can transform ones
frames of reference and lead to new ways of thinking.

Challenges with Evaluating Professional Development
Many educational organizations throughout America spend a large sum of
money on providing professional development opportunities for teachers. In 2012
United States (US) Congress appropriated approximately 3 billion dollars for
Improving Teacher Quality grants of which state departments of education could
avail. Such grants provide states with funding to support teacher professional
development programs (New America Foundation, 2012). Given the amount of
money allocated for and spent on teacher professional development programs, the

16
need to evaluate such programs is significant. However, evaluating professional
development programs is seen by many educators as being overly time consuming,
too costly, and reserved for only expert evaluators (Guskey, 2002a). Hence,
educators tend to be reluctant to conduct their own evaluations of professional
development.
Adding to the reasons for a lack of professional development evaluation,
Guskey (2009) asserts that the effectiveness of professional development can be
difficult to study because of the many complexities it involves. In most cases,
professional development opportunities involve multiple efforts that vary from
school to school, hence, determining effectiveness of such opportunities can be a
challenge (Guskey, 2009). Additionally, Guskey (2000) notes three specific
problems with past efforts to identify effective elements of professional
development; a lack of agreement amongst those who study professional
development on a set of appropriate criteria for determining effectiveness, a
tendency to identify the elements and processes across programs and contexts which
are similar rather than identifying the conditions and contexts under which
professional development has positive effects , and a continued focus on how often a
particular component occurs as opposed to how well it’s being implemented.

Evaluating Professional Development
As discussed earlier, there is lack of quality research on effective professional
development. Furthermore, there are many challenges associated with this area of

17
inquiry. This section will present a method of evaluation that helps to address the
challenges and gaps in knowledge that have been identified.
Kirkpatrick (1994, 2001, 2006) offers a four-level evaluation model which
was originally used in business and industry to evaluate the effectiveness of training
programs. However, the field of education has since used the model to evaluate
professional development (Guskey, 2000). Kirkpatrick’s (2001, 2006; Kirkpatrick &
Kirkpatrick, 2007) model includes the following four levels: (1) Reactions, (2)
Learning, (3) Transfer, and (4) Results.
Level 1 evaluation measures how participants feel about professional
development opportunities. This is typically measured with attitude questionnaires
given out at the end of the training. According to Kirkpatrick (2006), it is important
to evaluate participant’s reactions. He notes that when participant reactions are
positive, there is an increased chance that learning will occur because learners are
more likely to increase their efforts at learning when tasks are interesting. This is the
level that most evaluations of professional development focus on. However, learning
theorists caution against using level 1 evaluations as the only means of determining
effectiveness of professional development because what employees find enjoyable
may not be activities that result in improved job performance (Clark & Estes, 2008).
Level 2 evaluations measure the extent to which training causes a change in
learners’ attitudes, increases their knowledge, and improves their skills (Kirkpatrick,
2006). Kirkpatrick (Kirkpatrick & Kirkpatrick, 2007) encourages the use of pre- and
post- testing to determine how much participants learned from the professional

18
development activity and to ensure that the program is meeting its instructional
goals.
The next level of evaluation measures transfer of learning to the workplace
environment. This type of evaluation utilizes formal testing or observations and is
often time consuming, requires greater effort from evaluators, and is often difficult.
Measuring transfer can be difficult because evaluators must determine when and
where changes in practice are likely to occur and how these changes can be
measured. Although Kirkpatrick (Kirkpatrick & Kirkpatrick, 2007) notes that this
level may be the truest measure of their training’s effectiveness, it is not commonly
used because of the complexities involved.
Finally, level 4 evaluations measure the overall effectiveness and impact of
professional development programs. Evaluation at this level is even more rarely
used due to its complex and difficult nature. However, it is this type of evaluation
which can produce results that give organizations the most constructive information
needed to make significant improvements through more informed decisions.
Overall, Kirkpatrick’s (2006) model provides a description of various levels
of evaluation for professional development programs. More specifically, it provides
a framework for this dissertation. The research questions for this dissertation
specifically address level 1, reactions, and level 2, learning.

19
Statement of the Problem
The Hawai’i Department of Education, like all other states, is required by the
mandates of the No Child Left Behind Act of 2001 (NCLB) to ensure that all children
are proficient in Reading and Math by 2014. Hence, with the growing numbers of
Micronesian students in the state of Hawai’i and their continued poor performance
on academic achievement measures, the Department of Education (DOE) can benefit
from exploring ways of providing teachers with opportunities to better understand
and serve their Micronesian students. Research supports the idea that by providing
teachers with professional development that promotes an understanding of the
background of their culturally diverse students, they will begin to change their
perceptions and expectations of such students. By providing effective professional
development opportunities focused on changing teachers’ perceptions of
Micronesian students the DOE aims to improve student achievement for Micronesian
students. While it is critical that evaluation is conducted to determine the
effectiveness of professional development opportunities specific to Micronesian
cultural awareness, no such evaluation is currently in existence.

Purpose of the Study
The purpose of this study is to evaluate the “Culturally Responsive Strategies
for Micronesian Students (Understanding and Supporting Micronesian Students in
Our Schools)” workshop, specifically teachers’ knowledge of Micronesia and their
perceptions of Micronesian students’ academic competence and social behaviors.

20
The study will examine the changes, if any, which occur in teachers’ knowledge of
Micronesia and their perceptions of Micronesian students’ academic competence and
social behaviors after attending the “Culturally Responsive Strategies for
Micronesian Students (Understanding and Supporting Micronesian Students in Our
Schools)” workshop. Additionally, the study will identify which elements of the
professional development participants found most useful in helping them understand
Micronesian students’ culture and social behaviors.
The study seeks to answer the following research Questions:
1. To what extent does participants’ knowledge about Micronesia change
after attending the “Culturally Responsive Strategies for Micronesian
Students (Understanding and Supporting Micronesian Students in Our
Schools)” workshop?
2. To what extent do participants’ perception of Micronesian students
change after attending the “Culturally Responsive Strategies for
Micronesian Students (Understanding and Supporting Micronesian
Students in Our Schools)” workshop?
a. If there are changes, to what extent are those changes in
perception isolated to perceptions of Micronesian students as
opposed to perceptions of students in general?
3. To what extent is there a relationship between the changes in participants’
knowledge and the changes in participants’ perception of Micronesian
students?

21
4. What elements of the “Culturally Responsive Strategies for Micronesian
Students (Understanding and Supporting Micronesian Students in Our
Schools)” workshop do participants identify as being most useful in
helping them to understand Micronesian students’ culture and social
behaviors?

Significance
By answering the four research questions, this study will provide both
facilitators and system leaders with information that can be used to strengthen the
professional development opportunities for teachers of Micronesian students
throughout the state of Hawai’i. Given the lack of research specific to working with
Micronesian students, this study stands to provide insight on professional
development that focuses on improving education for Micronesian students.
Additionally, knowing which elements teachers find useful can help trainers focus
resources on such elements. With a better understanding of how teachers’ knowledge
and perceptions can be changed through professional development opportunities
such as the “Culturally Responsive Strategies for Micronesian Students
(Understanding and Supporting Micronesian Students in Our Schools)” workshop,
and information regarding what worked and what didn’t, education departments
serving Micronesian students will be able to plan and provide more effective
professional development for teachers serving this specific student population.

22
Limitations
There are several limitations of this study. The first is the lack of a control
group to compare the sample to. The second limitation is that the sample is a non-
random sample. The sample population is made up of participants who volunteer to
attend the professional development and participation is on a first come first serve
basis. The lack of a control group and the non-random sampling of the participants
limit both the reliability and the generalizability of the current study.

Definitions of Terms
Terms that will be used throughout this dissertation are as follows:
Academic competence: Skills, attitudes and behaviors of a learner that lead to
academic success.
Content: Information being presented.
Culture: A set of shared values, conventions, or social practices associated
with a particular group of people.
Hawai’i DOE: Hawai’i Department of Education.
Learning Activities: Activities that engage participants in an effort to reach a
specific objective.
Micronesian students: Students who come for the geographic region of
Micronesia.
PD: Professional development.
Perception: How one views others.

23
Social behaviors: Behaviors that take place in the social context of school
resulting from interaction amongst students and between students and adults.
Transformative Learning: Learning that takes place as a result of a process
where learners re-evaluate past beliefs and experiences.

Outline of the Dissertation
This study is organized into five chapters. The first chapter provides an
introduction to and background of the problem.
Chapter Two includes a review of literature related to the problem being
addressed by this study. This chapter will explore transformative learning theory and
ways that it can be used to inform professional development aimed at changing
teacher perspectives of students’ academic competence and social behaviors. In
addition, Chapter Two will discuss studies that provide evidence of effective
professional development.
Chapter Three describes the methodology proposed for the study, including
the research design and population and sampling procedure. Furthermore, instrument
selection and development will be discussed along with the process proposed for
establishing validity and reliability. The chapter concludes with a description of the
procedures for data collection and the plan for data analysis.
Chapter Four details the findings of the study. Results from data analysis are
presented for each of the four research questions being investigated by this study.

24
Chapter Five discusses the results in greater detail and implications for
practice as well as next steps. Furthermore, recommendations for future research are
put forth. Finally, the chapter culminates by presenting the researcher’s conclusions
of the study.

25
CHAPTER TWO
LITERATURE REVIEW
Introduction
Educational leaders and policy makers throughout the nation have looked to
professional development to bring about change in teacher practice, teacher attitudes
and beliefs, and student learning outcomes (Guskey, 2002b). Each year education
organizations spend millions of dollars on various forms of professional
development that, many times, are inadequate (Borko, 2004). For the most part,
such inadequacy can be attributed to the fact that research about what and how
teachers learn from professional development is relatively new (Borko, 2004).
Given the amount of money spent on professional development coupled with
increased accountability for student academic achievement from funding sources,
inadequate professional development is no longer an acceptable practice.
One way to address the issue of inadequate professional development is
through evaluation. Evaluation of professional development activities can provide
educational leaders and policy makers with pertinent information that can be used to
improve current professional development practices so as to address inadequacies
that have long existed. The evaluation framework developed by Kirkpatrick
(Kirkpatrick & Kirkpatrick, 2007) can be used to guide such professional
dvelopment evaluations. As noted in Chapter One, Kirkpatrick offers four levels of
evaluation that build upon each other in complexity, they include: reaction, learning,
behavior or performance and results. Although each level can provide important and

26
useful information, Kirkpatrick (Kirkpatrick & Kirkpatrick, 2007) contends that
effective evaluations of professional development should measure more than just
participant reactions. Furthermore, he maintains that professional development
should demonstrate effectiveness at promoting both teacher learning and student
outcomes.
In order to evaluate the effectiveness of professional development, knowing
what to consider is critical. Therefore, this literature review will examine two main
bodies of research that offer insight about what constitutes effective professional
development. The first body of research will focus on the study of characteristics of
effective professional development and the second body of research will focus on the
study of transformative learning for professional development. Mezirow’s (1991)
theory of transformative learning will also be discussed as a way of understanding
the theory behind the second body of research to be examined.

Effective Professional Development
There is still a limited amount of rigorous research regarding characteristics
of effective professional development (Guskey, 2002a; Guskey & Yoon, 2009), as
noted in Chapter One. Nevertheless, lists aimed at providing guidance for the design
of professional development have been developed by numerous organizations in
efforts of improving professional development. Several of the studies and reports
detailing lists of characteristics of effective professional development will be
presented in this section.

27
Guskey (2003) performed an analysis of 13 lists which described the
characteristics of high quality, effective professional development. In his analysis,
Guskey (2003) found that, although most of the lists could be considered research
based, most of that research did not stem from rigorous investigations of the link
between the characteristics and teacher practice or student outcomes. Most of the
lists were derived from research that used data collected from opinion surveys.
Therefore Guskey (2003) asserts that the characteristics on these lists are favored and
believed to be important by researchers and educators and not backed by evidence of
impact on teacher practice and student achievement.
Guskey (2003), however, does make reference to two research studies that
did show a link between specific characteristics and positive student achievement.
One of the studies was a review of literature on professional development programs
conducted by Kennedy (1998). In Kennedy’s (1998) analysis of the literature, she
sought to determine what content was present in professional development programs
shown to have an impact on teacher practice and student achievement. Kennedy
(1998) defines content as “topics that are dealt with in a program…for instance,
classroom management…, knowledge about specific subject matter, knowledge
about how to teach specific subject matter, [and] knowledge about how children
learn specific subject matter” (p. 1).
Kennedy (1998) contends that proposals to improve professional
development do not include discussions about the content of professional
development but rather focus more on duration, schedule, teacher engagement and

28
other features that aren’t related to content. Based on her review of studies, Kennedy
(1998) asserts that “a strong case can be made for attending more to the content of
in-service teacher education and for attending less to its structural and organizational
features” (pp. 16-17). In other words, a focus on content should be emphasized more
in the planning stages of professional development.
In her effort to add to the literature on improving the quality of inquiry of
teacher learning, Desimone (2009) proposes a core conceptual framework for
studying professional development. The framework includes five common
characteristics identified throughout research that have an association with change in
knowledge, practice and to a lesser extent, student achievement (Desimone, 2009).
The five characteristics include: content focus, active learning, coherence, duration,
and collective participation. Content focus is described as activities that focus on
providing teachers with information about content (Desimone, 2009). Active
learning is characterized by teachers taking in information by means of lecture or
observations and then being giving opportunities to engage in interactive discussions
about the information they’ve acquired (Desimone, 2009). Coherence is described
by Desimone (2009) as the extent to which teachers’ beliefs and knowledge is
aligned with the learning that is taking place during professional development.
Duration is the length of time between professional development opportunities as
well as the number of hours spent in professional development of specific topics
(Desimone, 2009). Collective participation refers to the participation of teachers
from the same school, grade level or department in professional development

29
opportunities. These characteristics were based on a national evaluation of the
Eisenhower Professional Development Program. Like Kennedy (1998), Desimone
(2009) states that focusing on content may be the most influential for teacher
learning. She cites studies (e.g., Garet et al., 2001; Desimone et al., 2002) that
provide evidence linking activities focused on content with improvements in teacher
and student performance.
Darling-Hammond et al. (2009) proposed four basic principles for
professional development providers to consider when designing opportunities for
teacher learning which are based on current research of effective professional
development. The four principles are:
1. Professional development should be intensive, ongoing and connected to
practice.
2. Professional development should focus on student learning and address
the teaching of specific content.
3. Professional development should align with school improvement goals.
4. Professional development should build strong working relationships
among teachers.
Similar to Kennedy (1998) and Desimone (2009), Darling-Hammond et al.
(2009) includes the importance of including a focus on content for effective
professional development.

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Transformative Learning Theory
In the 1970’s, Jack Mezirow reexamined the idea of adult education
(Mezirow, 1991). Through his research, he found a disconnect between theories of
adult learning and instructional practices of adult educators. It was his belief that
current adult learning theories failed to recognize how adults make meaning of their
experiences (Mezirow, 1991). Therefore, drawing upon the writings of Paulo Freire
and Ivan Illich and his work with psychologist Roger Gould, Mezirow began to
create his own theory of adult learning that would explain how learners make sense
of their experiences and how these meaning structures change (Mezirow, 1991). The
basis of Mezirow’s transformative learning theory was centered on the fact that,
through engaging in critical reflection and discourse, adults transforms their frames
of reference, or their ways of approaching the world. Since the 1970s, as a result of
critical reflection and discourse with other theorists and researchers, Mezirow has
continued to refine, adapt and change his theory.
According to Mezirow (1991), childhood experiences provide learners with
frames of reference that affect our beliefs and expectations as well as help us
interpret and make meaning of personal experience. Furthermore, Mezirow (1991)
posited that individuals acquire these early frames of reference through schooling
and socialization and that we utilize and apply our frames of reference without
critical examination. As individuals go through life and encounter life’s
complexities, these early frames of reference are challenged. Adults then find
themselves unable to adapt their early frames of reference and go through what

31
Mezirow (1991) calls a “disorienting dilemma”. Consequently, adults then come to
realize the need to acquire new perspectives. It is through critical reflection and
reflective discourse while experience a disorienting dilemma that individuals can
transform their frame of reference and create a new way of making meaning
(Mezirow, 1991).
Mezirow identifies reflective discourse as the “specialized use of dialogue
devoted to searching for a common understanding and assessment of the justification
of an interpretation or belief” (Mezirow, 2000, p. 10). By participating in active
dialogue with others, learners develop clearer understandings by drawing upon the
collective experiences of the participants to come to the best judgment in a given
situation. In this ongoing process, participants turn to other perspectives in order to
reach a more informed way of thinking. Effective participation in reflective
discourse requires participants to be emotionally mature, to be able to think clearly,
to be able to see issues from varying perspectives and to be able to critically reflect
not only on their own assumptions, but also on the assumptions of others. As
Mezirow explains it, being able to effectively engage in reflective discourse relies
heavily upon the ability to become critically reflective and the development of
reflective judgment so that individuals are able to offer their own perspectives, which
is an essential condition to transformative learning (Mezirow, 2003).

32
Critique of Transformative Learning Theory
Mezirow’s theory isn’t without critique. While the theory posits that
transformative learning leads to more mature and independent ways of thinking and
perceiving, it assumes that learners have reached a prerequisite level of cognitive
maturity (Belenky & Stanton, 2000; Merriam, 2004; Taylor, 2000). This assumption
may limit the applicability of the theory. Additionally, the theory’s reliance on
rational thought instead of affective learning has continued to be questioned by
theorists in the field (Taylor, 2000, 2001, 2007).

Transformative Learning Theory and Professional Development
Since Mezirow developed the theory, it has become a major force in adult
learning theory and has received a great deal of attention amongst practitioners as
well (Cranton & King, 2003). Cranton and King (2003) assert that Transformative
Learning should be a goal of teacher professional development. Cranton and King
(2003) support this assertion by noting that, “if we do not consciously think about
and reflect on our practice, we become nothing more than automatons following a
dubious set of rules or principles” (p. 32).
The literature on professional development for transformative learning points
to specific strategies or activities that can be used to promote transformative
learning. For example, Cranton and King (2003) identify five strategies that
professional development providers can utilize when working with educators of
adults. Although these strategies are specific to professional development of adult

33
educators, the basic concepts may be helpful in informing professional development
for all educators. The strategies include the use of action plans, reflective activities,
case studies, curriculum development, and critical theory discussions. By using
professional development action plans, developers lay out the road map for the
progression of the professional development for participants. This can help guide the
learning experience for participants (Cranton & King, 2003). Furthermore, with the
inclusion of reflective activities, developers move participants towards reflection of
and application to their own practice (Cranton & King, 2003).
The third strategy identified by Cranton and King is the use of case studies.
Giving participants the opportunity to review and reflect on real life examples in
groups can help them to see things from various perspectives and engage in
meaningful discussions with their colleagues (Cranton & King, 2003).
The fourth strategy identified by Cranton and King (2003) is curriculum
development through professional development. With this strategy, providers give
participants the opportunity to explore, discuss and practice new information and
techniques that are introduced to them. This gives participants a way of contrasting
new perspectives with old perspectives and promotes transformative learning
(Cranton & King, 2003).
The last strategy identified by Cranton and King (2003) is critical theory
discussion. When participants are engaged in critical theory discussion, providers
help to guide them through the process of examining facts, evidence, reasoning and
arguments that may differ from what they know (Cranton & King, 2003). By

34
engaging participants in dialogue about their thoughts and questions, providers
encourage self reflection within a group setting which can result in exchanges that
build new knowledge and understandings (Cranton & King, 2003).
According to Cranton and King (2003), these strategies can be applied to
professional development to encourage critical questioning and potentially
transformative learning.
In a research study conducted by King (2004), findings revealed the kinds of
changes learners experienced and the activities that fostered transformative learning.
In her study, King surveyed participants and professors of a graduate program which
consisted of foundational education courses. King (2004) found that 62% of those
who filled out the survey indicated that they had a change in perspective while being
in the program. The study also found that 86% of participants indicated that learning
activities were what influenced their change in perspective. Furthermore, King
(2004) found that the role of discussions, journals, reflections, and readings in the
class were the learning activities that were discussed the most in the participant
responses. Hence, King (2004) suggests that one can promote perspective
transformation by building learning opportunities that include such activities.
The strategies presented by Cranton and King (2003) and the findings in
King’s (2004) study, both of which focus on activities that promote transformative
learning, are common throughout the literature related to professional development
for transformative learning. This is further evidenced by a critical review of
empirical research conducted by Taylor (2007). Taylor (2007) states that current

35
research has “shifted its focus away from identifying transformative experience in
various settings and stages of transformation, and more towards making sense of
factors that shape the transformative experience and how it can be fostered in
practice” (p. 185).

Discussion
In the body of literature on effective professional development, several
commonalities emerge. One common theme throughout most of the literature is the
importance of focusing on content. Much of the literature supports the idea that by
including content specific information to improve teacher content knowledge,
professional development providers can carry out more effective professional
development opportunities. Similarly, in the body of literature on professional
development for transformative learning, there are also several common themes
throughout. One common theme is that there are specific types of learning activities,
the ones that are reflective in nature, that are more effective in promoting
transformative learning. However, neither of the two bodies of literature reviewed
included studies that explore both the relationship between the content and its impact
on change in perception together with activities conducted and their impact on
change in perception.
The current study draws upon what the literature says about effective
professional development and what the literature says about what aspects of
professional development promote transformative learning and seeks to study both

36
themes within one professional development opportunity. This researcher seeks to
explore whether or not participants who attend a professional development
opportunity that presents cultural content experience a change in perception about a
specific ethnic group of students and what elements of that professional development
opportunity helped facilitate that change the most.

37
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
This study evaluated the relationship between attending the “Culturally
Responsive Strategies for Micronesian Students (Understanding and Supporting
Micronesian Students in Our Schools)” workshop and changes teachers’ self-
reported perceptions of Micronesian students’ academic competence and social
behaviors. Furthermore, the study sought to explore what elements of the
“Culturally Responsive Strategies for Micronesian Students (Understanding and
Supporting Micronesian Students in Our Schools)” workshop teachers found most
significant in helping them understand Micronesian students’ culture and social
behaviors.
This chapter includes the research questions and a description of the research
design. The latter part of the chapter includes the population, site selection
procedure, and sampling procedure; assurance of participant and agency rights;
instrumentation; and procedures for data collection and analysis.

Research Questions
The study examines the following research questions:
1. To what extent does participants’ knowledge about Micronesia change
after attending the “Culturally Responsive Strategies for Micronesian

38
Students (Understanding and Supporting Micronesian Students in Our
Schools)” workshop (Kirkpatrick Level 2, learning)?
2. To what extent does participants’ perception of Micronesian students
change after attending the “Culturally Responsive Strategies for
Micronesian Students (Understanding and Supporting Micronesian
Students in Our Schools)” workshop (Kirkpatrick Level 2, learning) ?
a. If there are changes, to what extent are those changes in
perception isolated to perceptions of Micronesian students?
3. What is the relationship between the changes in participants’ knowledge
of Micronesia and the changes in participants’ perception of Micronesian
students?
4. What elements of the “Culturally Responsive Strategies for Micronesian
Students (Understanding and Supporting Micronesian Students in Our
Schools)” workshop do participants identify as being most useful in
helping them to understand Micronesian students’ culture and social
behaviors (Kirkpatrick Level 1, reaction)?
This study used a mixed methods approach in which qualitative data were
collected and analyzed to support and/or explain quantitative findings from a survey
that included modified questions from the Professional Beliefs About Diversity Scale
and Personal Beliefs about Diversity Scale (Pohan & Aguilar, 1995), teacher
perception questions to about students in general and, specifically, Micronesian
students, and a newly developed Micronesian cultural awareness assessment (see

39
Appendix A, Appendix B and Appendix D). The findings were used to evaluate
Levels 1 and 2 of the Kirkpatrick model: reactions and learning. The mixed methods
approach was chosen in the belief that qualitative and quantitative methods are
compatible and that the use of both will provide the best understanding of a study
(Creswell, 2003). Using a mixed method of both quantitative and qualitative research
provides an opportunity to analyze discrepancies and reconcile non-convergent
findings (Greene, Caracelli, & Graham, 1989).

Research Design
The design of this research study was based on the problem under
investigation (see Statement of the Problem in Chapter 1) and the purpose of the
study (see Purpose of the Study in Chapter 1). The design was non-experimental and
used research literature (see Literature Review in Chapter 2) to support this design
for the above research questions.
All inquiry has inherent biases and limitations. Therefore, the use of only
one method to assess a given phenomenon can produce biased and flawed results.
However, when two or more methods that have offsetting biases are used in an
assessment they support one another (Greene et al., 1989). A mixed qualitative and
quantitative study can be used to measure overlapping but different aspects of a
phenomenon, yielding an enriched, elaborated understanding of that phenomenon
(Creswell, 2003). Mixed methods researchers collect both numbers and words
(Greene et al., 1989).

40
Quantitative research is based on a post-positivist paradigm in which causes
determine outcomes or effects (Creswell, 2003). Researchers use controlled
experiments to determine cause and effect relationships on theories which can be
tested and verified through the scientific method. The research is based on
observation and measurement of objective reality. Quantitative research isolates
variables in order to discover relationships. Validity and reliability in quantitative
research depend on random assignment, the careful construction of research
instruments, and standardization of procedures to determine cause and effect. The
goal is to determine which relationships are generalizable in different contexts and
can be replicated (Creswell, 2003).
In contrast, qualitative research “analyzes words, reports detailed views of
informants, and conducts the study in a natural setting” (Creswell, 1998, p. 15).
Qualitative research is based on constructivist and/or advocacy/participatory
paradigms (Mertens & McLaughlin, 2003). Researchers believe qualitative data are
developed through an individual’s interactions and engagement with the people and
the world around them. Qualitative research emphasizes the importance of the
researcher becoming immersed in the research setting (Creswell, 2003). Qualitative
research is generated from data collected in the field and analysis based on the
perceptions and values of the participants (Patton, 2002).
Researchers using a mixed method approach operate from a pragmatic
paradigm. Pragmatists are concerned with solutions to problems and “what works”

41
and believe that qualitative and quantitative methods will provide the best
understanding of the phenomena of study (Creswell, 2003).
In this study, qualitative document analysis was used to analyze participants’
open-ended responses to survey questions. Additionally, qualitative analysis of data
obtained through an interview with the professional development facilitator was
performed. Furthermore, quantitative surveys and assessments which evaluated
participants’ perceptions as well as the cultural knowledge learned by the
participants were used. Quantitative analyses provided information about the context
of the professional development being studied (Greene et al., 1989) and to better
understand the relationship between the process and the outcomes.
This study measured the impact via mixed methodology using Kirkpatrick's
four levels model of training evaluation theory (2006); which offers a framework for
evaluating enterprise-learning programs and for determining effectiveness and
impact on the institution and the learning behaviors of students. Kirkpatrick provides
a rationale for the evaluation of programs and outlines four levels for the framework.
Evaluation at the level 1 (reaction), measures how those who participate in the
program feel about it. Evaluation at the level 2 (learning) refers to the extent to
which participants change attitudes, improve knowledge, and/or increase skill as a
result of participation. Evaluation at the level 3 (transfer), is the extent to which on-
the-job performance has changed because the participants attended the training
program. Finally, evaluation at the level 4 (results), or the "bottom line", refers to

42
improvements that occurred because of participants' attendance in the program. This
study explored levels 1 and 2.
Descriptive research assesses the relationship between the independent and
dependent variables using various forms of non-experimental statistical analysis,
such as descriptive statistics and t-tests (Gall, Gall, & Borg, 2003). Specifically, this
study evaluated the effectiveness of a specific professional development opportunity
by examining the extent of change in teachers knowledge and perceptions of
Micronesian students after attending the “Culturally Responsive Strategies for
Micronesian Students (Understanding and Supporting Micronesian Students in Our
Schools)” workshop and by determining which elements of the workshop
participants found to be most significant in helping them understand Micronesian
students’ culture and social behaviors.

Dependent and Independent Variables
The dependent variables in this study were the perceptions of academic
competence and social behaviors of Micronesian students and the knowledge
teachers possess of Micronesian culture.
The primary independent variables in this study were content being presented
and learning activities. Other independent variables in this study included
participant demographics such as age, gender, ethnicity, years of service, hours of
previously attended professional development, and highest level of education
achieved by the participants of the professional development.

43
Method
Site
The research site selected was one of the complex areas of the Hawai’i public
school system. For the purpose of this study, the research site is referred to as
complex crea A (pseudonym). The site selection was conditional on the solicitation
for services from the Hawaii DOE.

Sample
The population of this study was approximately 80 public school educators
from complex area A. Teachers had varying years of experience. 52 workshop
participants volunteered to partake in this study. Sampling was based on
participation in the “Culturally Responsive Strategies for Micronesian Students
(Understanding and Supporting Micronesian Students in Our Schools)” workshops
that the DOE offered in complex area A. Participation in this workshop was
voluntary. Participation in the workshop was limited to 80 participants who were
accepted on a first come, first serve basis.

The Workshop
The workshop entitled “Culturally Responsive Strategies for Micronesian
Students (Understanding and Supporting Micronesian Students in Our Schools) was
a one-day workshop designed to help educators in Hawai‘i support English
Language Learners (ELLs) and, more specifically, Micronesian students. There was

44
a focus on information about Micronesian cultures. Participants were introduced to
resources such as books, films, maps, and information about the region (i.e., culture
and art). Readings about cultural differences and commonalities were shared with
educators to increase their understanding of the Micronesian islands and its people.
Furthermore, learning activities where participants could reflect on and discuss the
information being shared were facilitated.
To help teachers see cultural nuances from various cultures throughout
Micronesia, video clips were played. Additionally, a series of hands-on activities
that demonstrated multi-model teaching strategies, sheltered instruction for ELLs,
and interactive teaching were briefly presented and discussed.
The workshop goals were:
1. To increase participant knowledge of Micronesian cultures;
2. To change teacher perception of Micronesian students’ academic
competencies and social behaviors.
The workshop was delivered by a facilitator from the Pacific Resources for
education and Learning (PREL), a non-profit organization which provides technical
assistance (including professional development) to departments of education
throughout the Pacific. Various resources that are available through PREL, such as
language cards, were distributed to participants for use in their classrooms
(Workshop Facilitator, personal communication, January 20, 2012).

45
Instrumentation
The choice of instrumentation for the data-collection strategy depends on
what information is needed. Decisions should be made on the basis of their potential
for collecting the best data (Killion, 2008). To increase the potential for bring
together the best data two instruments were used to collect data. The strategies took
advantage of this researcher's background in understanding the nuances of
professional development within educational communities serving Micronesian
students:

Surveys and assessment.
Participants completed a survey (see Appendix A for complete survey) that
included modified questions from the Professional Beliefs About Diversity Scale and
Personal Beliefs about Diversity Scale (Pohan & Aguilar, 1995) to establish general
beliefs and attitudes toward diversity. The survey also included teacher perceptions
questions to establish beliefs and attitudes about students in general and, specifically,
Micronesian students. The survey was completed at the onset and at the end of the
workshop.
Participants also completed a newly developed Micronesian cultural
awareness assessment (see Appendix B for complete assessment) before and after the
workshop to determine the amount of cultural knowledge they possessed about
Micronesian culture, geography, and history. The newly developed assessment was
reviewed by educators and revised as recommended prior to the study taking place.

46
Interviews and open-ended questions.
An interview was conducted with the workshop facilitator using a protocol
(see Appendix C for protocol) designed to draw out intended goals that could answer
the research questions driving the study. Furthermore, an overall evaluation survey
which included open-ended questions (see Appendix D for overall evaluation
survey) was also given to participants in an effort to obtain meaningful, multifaceted
information about teacher reactions to the workshop.
The selection of the instrumentation for the data-collection strategy was
based on informational needs. Although interviews and open-ended question
processing are more time-consuming than survey processing, this researcher believed
that the quality, richness and depth of the information from the interview and open-
ended questions added value to this study. The mixed methods approach was
particularly suited to this study because its methodology focused on the statistical
analysis of data which was accompanied by a descriptive narrative based on the
teacher's experiences receiving the training and bearing responsibility for providing
instruction to Micronesian students.

Piloting the Instrument
Prior to the study being conducted, educators were randomly selected to
complete the survey instruments as a pilot. The following questions were asked of
the pilot participants: 1. Are items logically arranged?, 2. Are items understandable
(such as understanding what the question was asking and knowing how to respond)?,

47
3. What would you change about the survey? The general consensus of the pilot
participants was that questions were logically arranged and items were
understandable. While pilot participants suggested that the instrument was
somewhat time consuming, they agreed that the questions asked were relevant
enough to the study to justify the time participants would have to invest to complete
the survey and assessments. Therefore, only minor formatting changes were made to
the surveys and assessments.

Data Collection
Several weeks prior to the “Culturally Responsive Strategies for Micronesian
Students (Understanding and Supporting Micronesian Students in Our Schools)”
workshop taking place, the researcher conducted an interview with the facilitator.
With consent from the workshop facilitator, notes were taken during the interview.
At the onset of each workshop, all participants were asked to complete the
survey and assessment instruments. Participants were not asked to record their names
on the surveys, rather they were provided a method of creating their own unique
identifier. The participant identifiers were necessary for aligning each participant’s
pre survey score with a post survey score. At the end of each workshop, participants
were asked to complete the post surveys. They were instructed to record their unique
identifier on their post survey for linking purposes. None of the data collected from
any of the sources could be used to identify any of the participants.

48
While participants were completing the surveys, the workshop organizer and
facilitator were not present. The researcher stayed in the room to answer any
questions participants had about the surveys. Surveys and assessments were
collected by DOE staff and by this researcher as participants completed them.

Controls for Researcher Bias
Recognizing the need for research on the effectiveness of professional
development training, the researcher initiated the proposed study with the
understanding that she would guard against personal bias as a result of knowing and
being employed by the developers/ facilitators/trainers of the professional
development program. The study was supported by the
developers/facilitators/trainers and the administration, staff, and faculty of the
education organization in the study with the understanding that the research
conducted was intended to examine changes in teacher perception and increase in
knowledge related to participation in the professional development training.

Data Analysis
Data were collected using three instruments; a perception survey (see
Appendix A for survey), the Micronesian Cultural Awareness assessment (see
Appendix B for assessment), and an overall workshop evaluation survey (see
Appendix D for survey). The data were disaggregated and analysis was performed to

49
provide a significant portion of the quantitative and qualitative statistics for this
study.
Interview and open-ended responses were transcribed and coded and
informed the qualitative portion of this study.
The sample used for this study was the teachers from complex area A of the
DOE who participated in the professional development. Demographic information
was collected for analysis (see Appendix E for demographic form). Descriptive
statistics were used to analyze the demographic characteristics of the teachers
sampled in this study. Frequencies and means for teacher demographic variables
were reported.
Dependent sample t-tests were used to determine if there was a significant
difference in teacher knowledge and perception scores from pre- to post- test.
Furthermore, a correlation was run to determine the relationship between the change
in teacher knowledge and teacher perception. Additionally, means for participant
ratings of content and learning activities were analyzed and reported. Qualitative
analysis was used to code and analyze data from the overall workshop evaluation
survey open ended responses. Coding of the open-ended responses were analyzed to
develop a rich description of the participants’ experiences and compared with the
quantitative results in order to give a more complete answer to the research
questions. This researcher attempted to reconcile any divergent findings in order to
more fully understand the results.

50
CHAPTER FOUR
RESULTS
The purpose of this study was to evaluate the effectiveness of the “Culturally
Responsive Strategies for Micronesian Students (Understanding and Supporting
Micronesian Students in Our Schools)” workshop by examining the extent to which
gains in knowledge about Micronesia were made, the extent of change in teachers’
perceptions of Micronesian students, the relationship between the changes in
knowledge and the changes in perceptions, and the usefulness of the workshop
elements as determined by participants. The study utilized a mixed methods
approach whereby which quantitative and qualitative data were collected and
analyzed to inform the evaluation of the workshop at Kirkpatrick’s Framework
(2006) levels 1 (reaction) and 2 (learning).
In this chapter, the results of the analysis of data collected will be presented
and summarized. In the first section, a description of participant characteristics,
including age, gender, ethnicity, professional role, education level, and years of
experience is presented. The subsequent section will present the analyses of data as
they relate to each of the four research questions. A discussion of these findings will
follow in Chapter Five.

Descriptive Results
As noted in Chapter Three, there were a total of 80 workshop participants
from complex area A. Of the 80, only 52 participants consented to be a part of the

51
study. This represents 65% of the total workshop participants. The 52 consenting
participants were administered the pre-workshop assessment and survey. However,
only 43 of the 52 respondents completed the post-workshop assessment and survey.
These respondents represented 54% of the total workshop population, and are
referred to as the matched sample. Table 1 illustrates the response rates for both the
pre and post workshop assessment and surveys.

Table 1
Response Rates
Survey Type Response Rate (N = 80)
Pre-workshop Assessment and Survey 65%
Post-workshop Assessment and Survey 54%
Matched Pre-/Post-workshop
Assessment and survey
54%

52
Sample Demographics
Table 2 illustrates the demographic characteristics for both the initial sample
and the matched sample on seven demographic characteristics As shown in Table 2,
the matched sample respondents were primarily female (86%). The percentage of
respondents from the 20 to 40 year old age group and the 40 to 60 year old age group
was equivalent at 47% each while the remaining 7% of participants fell in the 61 and
older age group. Furthermore, approximately half (53%) of the matched sample
identified themselves ethnically as Asian. Additionally, the matched sample included
a majority of teachers (86%). Of the respondents, 56% reported having less than 6
years of experiences teaching, while 44% reported having more than 6 years of
experience teaching. Conversely, only 21% reported having more than 6 years of
experience teaching Micronesian students. Finally, a large percentage of the
matched sample (79%) reported having less than 5 hours of prior professional
development focusing on working with Micronesian students (see Table 2).
Chi square analyses performed across the multiple demographic
characteristic variables indicated that there were no significant differences between
the initial sample and the matched sample. Furthermore, results indicated that there
were no differences between those who dropped out and those who remained. Given
the small size of the matched sample, data were not disaggregated by any of
demographic characteristic variables.

53
Table 2
Sample Demographic Characteristics
Type Initial Sample (N = 52) Matched Sample (N = 43)
Gender
Female 45 37
Male 7 6
Age
20 to 40 years old 23 20
41 to 60 years old 24 20
61 years old and older 5 3
Ethnicity
African American 2 2
Asian 27 23
Caucasian 11 9
Hawaiian/Pacific Islander 6 4
Other 6 5
Professional Role
Counselor 1 1
ELL Specialist 1 1
Part Time Teacher 5 4
Teacher 45 37
Years of experience teaching in the Hawaii
Department of Education

0 to 6 years 27 24
7 to 15 years 16 13
16 or more years 9 6
Years of experience working with
Micronesian students

0 to 6 years 39 34
7 to 15 years 13 9
Hours of professional development with
focus on Micronesian students in the past
and present school year

0 to 5 hours 42 34
6 to 15 hours 8 7
16 to 25 hours 1 1
More than 25 hours 1 1

54
Results
The research questions that guided this investigation were:
1. To what extent does participants’ knowledge about Micronesia change
after attending the “Culturally Responsive Strategies for Micronesian
Students (Understanding and Supporting Micronesian Students in Our
Schools)” workshop (Kirkpatrick Level 2, learning)?
2. To what extent does participants’ perception of Micronesian students
change after attending the “Culturally Responsive Strategies for
Micronesian Students (Understanding and Supporting Micronesian
Students in Our Schools)” workshop (Kirkpatrick Level 2, learning) ?
a. If there are changes, to what extent are those changes in
perception isolated to perceptions of Micronesian students?
3. What is the relationship between the changes in participants’ knowledge
of Micronesia and the changes in participants’ perception of Micronesian
students?
4. What elements of the “Culturally Responsive Strategies for Micronesian
Students (Understanding and Supporting Micronesian Students in Our
Schools)” workshop do participants identify as being most useful in
helping them to understand Micronesian students’ culture and social
behaviors (Kirkpatrick Level 1, reaction)?

55
Findings for Research Question One
Research Question One studied the extent to which participants’ knowledge
about Micronesia changed after attending the “Culturally Responsive Strategies for
Micronesian Students (Understanding and Supporting Micronesian Students in Our
Schools)” workshop. This question was designed to evaluate the workshop at
Kirkpatrick’s level 2 (learning). The aim was to determine whether attending the
workshop was related to an increase in knowledge of Micronesia and was measured
by assessing participant content knowledge of Micronesia pre- and post-workshop.
Participant knowledge was measured in the following areas: (1) Geography of
Micronesia, (2) Political status of Micronesia, and (3) Micronesian Cultural beliefs
and practices (see Appendix B for the complete assessment). There were a total of
12 content knowledge multiple-choice questions. For each of the 12 questions,
correct answers were assigned 1 point and incorrect answers were assigned 0 points
and the total points earned was calculated. Participants could earn a total of 12
points. The participants’ mean pre-workshop assessment score was M = 5.51, SD =
3.763 and the mean post-workshop assessment was M = 10.30, SD = 1.081. The
standard deviations of both groups suggest that respondents’ answers in the pre-test
varied more within the group than those of the post-test. Additionally, a paired
sample T-test revealed that the difference between the pre-workshop and post-
workshop scores was statistically significant [t(42) = 8.534, p < .001]. The results
indicated that participants did experience a significant increase in knowledge about
Micronesia after attending the workshop.

56
Findings for Research Question Two
Research Question Two examined the extent to which participants’
perception of Micronesian students changed after attending the “Culturally
Responsive Strategies for Micronesian Students (Understanding and Supporting
Micronesian Students in Our Schools)” workshop. The focus of this question was to
evaluate the workshop at Kirkpatrick’s level 2 (learning); more specifically to
explore whether participants experienced a change in perception of Micronesian
students after attending the workshop. Participant perception of Micronesian
students was measured in the following constructs: (1) Respect; (2) School
Connectedness; (3) School Engagement (see Appendix A for complete survey).
There were a total of 11 questions that asked participants to respond by selecting the
degree to which they believe Micronesian students are respectful, are connected to
school, and are engaged in school. Participants responded using a 5-point Likert
scale with the following choices: 1 = Not at all; 2 = To a low degree; 3 = To some
degree; 4 = To a high degree; 5 = To an extremely high degree. Descriptive analyses
were performed to investigate participants’ pre- and post-workshop perceptions of
Micronesian students in the areas of respect, school connectedness, and school
engagement as well as their overall perception. The following section presents data
for each of the three areas and the overall perception data.

57
Respect (Micronesian students).
The pre-workshop and post-workshop perception survey administered to
participants included four questions related to the construct of student respect. The
results of the descriptive analyses revealed that for all four questions the means
increased and the standard deviations decreased from pre-workshop survey to post-
workshop survey. Additionally, the percent of teachers combined who selected 4 (to
a high degree) or 5 (to an extreme degree) increased from the pre-workshop survey
to the post-workshop survey. These results are presented in Table 3.

Table 3
Participant Perception of Respect (Micronesian Students)
Question
M (SD)
% To a high degree or
To an extreme degree
Pre Post Pre Post
Respect themselves 3.07 (.84) 3.43* (.67) 26 46
Respect teachers 3.33 (.99) 3.67** (.77) 37 63
Respect other students 3.07 (.83) 3.28 (.70) 24 37
Respect the belongings of others 2.83 (.96) 3.07 (88) 19 35
*< .01, **< .05

58
School connectedness (Micronesian students).
The pre-workshop and post-workshop perception survey administered to
participants included three questions related to the construct of school
connectedness. Table 4 presents the means, standard deviations, and the percent of
teachers combined who selected 4 (to a high degree) or 5 (to an extreme degree) for
the pre-workshop survey and the post-workshop survey. The results of the
descriptive analyses indicated that for all three questions the means increased and the
standard deviations decreased and the percent of teachers combined who selected 4
(to a high degree) or 5 (to an extreme degree) increased from pre-workshop survey to
post-workshop survey.

Table 4
Participant Perception of School Connectedness (Micronesian Students)
Question
M (SD)
% To a high degree/To
an extreme degree
Pre Post Pre Post
Want to be in school 2.63 (1.00) 3.07* (.80) 23 26
Regard schooling with
high importance
2.58 (.91) 3.16* (.79) 19 31
Enjoy being in school 2.67 (.92) 3.02* (.80) 19 28
*< .01

59
School engagement (Micronesian students).
The pre-workshop and post-workshop perception survey administered to
participants included four questions related to the construct of school engagement.
The results of the descriptive analyses indicated that for all four questions the means
increased and the standard deviations decreased and the percent of teachers
combined who selected 4 (to a high degree) or 5 (to an extreme degree) increased
from pre-workshop survey to post-workshop survey. These results are presented in
Table 5.

Table 5
Participant Perception of School Engagement (Micronesian Students)
Question
M (SD)
% To a high degree/To
an extreme degree
Pre Post Pre Post
Have an interest in
learning
2.77 (.95) 3.33* (.75) 21 40
Have an interest in
succeeding in school
2.86 (.94) 3.21** (.71) 24 33
Have the motivation to
learn
2.74 (.90) 3.21* (.77) 22 37
Have a commitment to
learning
2.67 (.87) 3.26* (.72) 16 37
*< .01, **< .05

60
Overall (Micronesian students).
Participants’ overall perception ratings were combined for all three categories
and an overall mean score was calculated. The results of the descriptive analyses
reveal that the mean pre-workshop overall perception score was M = 2.84, SD = .800
and the mean post-workshop overall perception score was M = 3.24, SD = .639. A
paired sample T-test revealed that the difference between the pre-workshop and post-
workshop overall scores was statistically significant [t(42) = -4.746, p < .001]. The
results indicated that participants did experience a significant increase in their overall
perception of Micronesia students after attending the workshop.

Findings for Research Question 2A
To further examine changes in participants’ perceptions, Research Question
Two A asked, “To what extent were changes in participants’ perception isolated to
perceptions of Micronesian students?” The focus of this question was to determine
whether participants’ perceptions changed for students in general in addition to their
perceptions of Micronesian students. In order to assess participants’ perceptions of
students in general, they were asked to respond to questions identical to those asked
about Micronesian students. Participants used a 5-point Likert scale identical to that
which was used to assess perceptions of Micronesian students. Descriptive analyses
were performed to investigate participants’ pre- and post-workshop perceptions of
students in general in the areas of respect, school connectedness, and school
engagement as well as their overall perception. The next section presents data for

61
each of the three areas and the overall perception data. The last section presents a
summary of the findings for Question Two A.

Respect (students in general).
The pre-workshop and post-workshop perception survey administered to
participants included four questions related to the construct of student respect. Table
6 presents the results for the pre-workshop survey and the post-workshop survey for
all four questions. The results of the descriptive analyses revealed that for all four
questions while the means increased, the standard deviations decreased from pre-
workshop survey to post-workshop survey. Furthermore, the percent of teachers
combined who selected 4 (to a high degree) or 5 (to an extreme degree) increased
from the pre-workshop survey to the post-workshop survey.

Table 6
Participant Perception of Respect (Students in General)
Question
M (SD)
% To a high degree/
To an extreme degree
Pre Post Pre Post
Respect themselves 3.21 (.60) 3.56* (.67) 28 51
Respect teachers 3.14 (.68) 3.30 (.83) 30 40
Respect other students 3.02 (.67) 3.23 (.78) 21 30
Respect the belongings of others 2.88 (.75) 3.00 (.77) 19 23
*< .01

62
School connectedness (students in general).
The pre-workshop and post-workshop perception survey administered to
participants included three questions related to the construct of school
connectedness. The results of the descriptive analyses presented in Table 7 indicated
that the means and the percent of teachers combined who selected 4 (to a high
degree) or 5 (to an extreme degree) increased from the pre-workshop survey to the
post-workshop survey for all four questions. On the other hand, the standard
deviations decreased from the pre-workshop survey to the post-workshop survey for
all four questions.

Table 7
Participant Perception of School Connectedness (Students in General)
Question
M (SD)
% To a high degree/To
an extreme degree
Pre Post Pre Post
Want to be in school 2.81 (.88) 3.21* (.77) 19 37
Regard schooling with
high importance
2.86 (.78) 3.19* (.76) 19 30
Enjoy being in school 2.98 (.74) 3.16 (.79) 21 35
*< .05

63
School engagement (students in general).
The pre-workshop and post-workshop perception survey administered to
participants included four questions related to the construct of school engagement.
The results of the descriptive analyses indicated that for all four questions the means
increased and the standard deviations decreased and the percent of teachers
combined who selected 4 (to a high degree) or 5 (to an extreme degree) increased
from pre-workshop survey to post-workshop survey. These results are presented in
Table 8.

Table 8
Participant Perception of School Engagement (Students in General)
Question
M (SD)
% To a high degree/To
an extreme degree
Pre Post Pre Post
Have an interest in
learning
2.95 (.72) 3.42* (.66) 19 42
Have an interest in
succeeding in school
3.12 (.89) 3.38** (.73) 26 42
Have the motivation to
learn
2.84 (.79) 3.21* (.77) 19 33
Have a commitment to
learning
2.88 (.76) 3.16** (.84) 14 30
*< .01, **< .05

64
Overall (students in general).
Participants’ overall perception ratings were combined for all three categories
and an overall mean score was calculated. The results from descriptive analyses
indicated that the mean pre-workshop overall perception score was M = 2.97, SD =
.610 and the mean post-workshop overall perception score was M = 3.26 SD = .655.
A paired sample T-test revealed that the difference between the pre-workshop and
post-workshop overall scores was statistically significant [t(42) = -2.951 p < .005].
The results indicated that participants did experience a significant increase in their
overall perception of students in general after attending the workshop.

Summary of findings for Question Two A.
The results of the descriptive analyses for the participants’ perceptions of
students in general show several similar patterns to the results for the participants’
perceptions of Micronesian students. For both sets of results, the means for each
question asked increased. In addition, the percent of participants combined who
selected 4 (to a high degree) or 5 (to an extreme degree) also increased from pre-
workshop survey to post-workshop survey. Furthermore, the results from the T-
tests performed show that there was a statistically significant increase in participants’
perceptions of Micronesian students as well as their perceptions of students in
general. These results indicated that the increase in participants’ perceptions was not
isolated to just perceptions of Micronesian students. However, it should be noted that
the standard deviation of the overall score for participants’ perceptions of

65
Micronesians decreased from pre-workshop to post-workshop while it increased for
participant’s overall perceptions of students in general. Table 9 presents the overall
pre-workshop and post-workshop means for participants’ perceptions of Micronesian
students and students in general.

Table 9
Overall Perceptions of Micronesian Students and Students in General
Perceptions of
Means
Pre-Workshop Post-Workshop
Micronesian Students 2.84 3.24*
Students in general 2.97 3.26**
*< .001, **< .005

Findings for Research Question Three
Research Question Three asked, “What is the relationship between the
changes in participants’ knowledge of Micronesia and the changes in participants’
perception of Micronesian students?” The aim of this question was to determine if
there was a relationship between the post-workshop knowledge changes and the
post-workshop perception changes. The DIF scores for participants’ knowledge and
participants’ perceptions of Micronesian students were calculated and a correlation
was computed to assess the relationship between the two variables. Results indicated

66
that there was no significant relationship between the change in participants’
knowledge and the change in their perceptions’ of Micronesian students, r =.076 , n
= 43, p = .627. A scatterplot summarizes the results (Figure 4).

Figure 4. Relationship between change in participant knowledge and participant
perception

Findings for Research Question Four
Research Question Four examined the effectiveness of the workshop,
“Culturally Responsive Strategies for Micronesian Students (Understanding and
Supporting Micronesian Students in Our Schools)”. The focus of this question was

67
to determine the extent to which the workshop met the needs of the participants as
per specific elements identified in the literature on effective professional
development and transformative learning theory. Both quantitative and qualitative
approaches were used to assess which elements of the workshop participants found
to be most useful in helping them to understand Micronesian students’ culture and
social behaviors. The following sections present quantitative data collected from the
post-workshop survey and qualitative data collected from open-ended questions on
the same survey.

Quantitative findings.
Content. The post-workshop overall workshop evaluation survey (see
Appendix D for complete survey) question 5, asked participants to rate the
usefulness of seven different categories of content presented in helping them
understand Micronesian students better. Participants responded using a Likert scale
with the ratings of 1 = Not useful at all, 2 = A little useful, 3 = Somewhat useful, 4 =
Very useful, 5 = Extremely useful. The mean scores as well as the percent of
participants who gave a score of 4 or 5 for each of the categories is presented in
Table 10. The results from the descriptive analyses show that participants found
Examples of Micronesian Cultures to be the most useful (Mean = 4.36), Information
about Micronesian Cultures to be the second most useful (Mean = 4.31) and
Geographical Information about Micronesia to be the third most useful (Mean = 4.
21) in helping them understand Micronesian students better.

68
Table 10
Usefulness of Content Presented
Content Mean
Percent of Participants
with a score of
4 = Very Useful or
5 = Extremely Useful
General Info. About ELLs 3.43 44
Information about Cultural responsiveness 3.67 63
Geographical Information of Micronesia 4.21 83
Information about Micronesian Cultures 4.31 91
Examples of Micronesian cultural behaviors 4.36 93
Information about Culturally responsive equity 3.86 67
Strategies for working with Micronesian
students
3.71 63

Learning Activities. The post-workshop overall workshop evaluation survey
(see Appendix D for complete survey) question 4, asked participants to rate the
usefulness of five learning activities in helping them understand Micronesian
students better. Participants responded using a Likert scale with the ratings of 1 =
Not useful at all, 2 = A little useful, 3 = Somewhat useful, 4 = Very useful, 5 =
Extremely useful. Table 11 presents the data for this question by different types of
learning activities used during the workshop. Results from descriptive analyses
indicated that participants found Lecture (Mean = 3.90) to be the most useful,

69
Sharing of Cultural Examples and Vignettes (Mean = 3.74) to be the second most
useful, and Small Group Discussion (Mean = 3.48) to be the third most useful in
helping them understand Micronesian students better.

Table 11
Usefulness of Learning Activities
Type of Learning Activity Mean
Percent of Participants
with a score of
4 = Very Useful or
5 = Extremely Useful
Lecture 3.90 74
Sharing of Cultural Examples and Vignettes 3.74 63
Whole Group Discussion 3.37 53
Small Group Discussion 3.48 54
Individual Reflection Time 3.44 44

Qualitative findings.
The post-workshop overall workshop evaluation survey (see Appendix D for
complete survey) included four open ended questions for participants to respond to
(questions 6, 7, 8, and 9). These questions were focused on gathering participant
reactions to the workshop. An analysis of the open ended responses revealed that a
majority of the participants liked the presentation of cultural content best. One
participant stated, “I really liked the extensive background of all the Micronesian

70
islands and cultures. I feel like I'm walking away with a lot of useful information…”
Another said that “I liked learning about Micronesians’ culture because it would help
me better understand my students.” This further supports the quantitative data which
indicated that content specific to Micronesia was most useful to participants. In
addition to cultural content, many participants who responded also indicated that
they liked the sharing of specific cultural examples, more specifically the sharing of
examples through the use of video. One participant said, “I like the video. It gave me
a visual as to the region and the people.” Participants also suggested that to improve
the session they would like to see more cultural examples and maybe even hear from
actual students from the various Micronesian cultures.

Summary of Findings
The current study yielded several noteworthy findings. First, there was an
increase in participants’ knowledge of Micronesia; knowledge scores increased
significantly from pre-workshop to post workshop. Second, there was a positive
change in participants’ perceptions of Micronesian students; perception scores
increased significantly from pre-workshop to post-workshop. Third, participants
determined content specific to Micronesia and lecture with specific examples and
small group discussion to be most useful in helping them understand Micronesian
students better. Lastly, an unintended positive finding also occurred. While the goal
of the workshop was to increase knowledge about Micronesia and to change teacher
perceptions about Micronesian students, there was also a statistically significant

71
change in teacher perceptions about students in general. This suggests that this
workshop not only had a positive impact on participants’ perception of Micronesian
students but also on their perception of students in general. These findings suggest
that learning, more specifically a change in knowledge and perception of Micronesia
and of Micronesian students, did occur after participants attended the workshop.
In addition to the abovementioned findings, there was an interesting
noteworthy result. Although there was an increase in participants’ knowledge about
Micronesia and a positive increase in perceptions’ of Micronesian students, there
was no correlation found between the two variables. This would suggest that there
may be another variable that influenced the change in perception.
The following chapter, Chapter Five, discusses these findings further.
Research literature on teacher perceptions, transformative learning, and effective
professional development are referenced to add to and inform the discussion.
Finally, recommendations are made for possible enhancements to the current
workshop and for planning of future professional development opportunities for
educators who provide services for Micronesian students.

72
CHAPTER FIVE
DISCUSSION
Educational research has long focused its attention on determining the factors
that affect student academic achievement. Findings suggest that teacher factors, such
as perception, can have a significant impact on student achievement (Darling-
Hammond, 2000; Ferguson, 2003; Mahimuang, 2005; Oates, 2003; Rong, 1996;
Sirota & Bailey, 2009; Tyler et al., 2006). Researchers have proposed that one way
to address teacher factors is through effective professional development.
The purpose of this study was to evaluate the effectiveness of the “Culturally
Responsive Strategies for Micronesian Students (Understanding and Supporting
Micronesian Students in Our Schools)” workshop at depths greater than just
participant reactions. Using the Kirkpatrick framework (2001, 2006; Kirkpatrick &
Kirkpatrick, 2007), this researcher examined level 1 (reactions) by measuring
participant reactions to the effectiveness of multiple components of the workshop
and level 2 (learning) by measuring the extent to which gains in knowledge and
changes in perception occurred. This chapter presents a discussion of the study
findings, implications for practice, recommendations for future research and
conclusions.

Summary of Findings
Data gathered from pre and post workshop surveys and assessments revealed
key findings relating to teacher knowledge, teacher perceptions of Micronesian

73
students and the effectiveness of the components (content and learning activities) of
the professional development studied.

Demographic Characteristics of the Sample
The findings from the analysis of the demographic characteristics indicated
that the sample group was representative of the population. A few noteworthy
findings are that more than three-fourths of the participants had less than 6 years of
experience working with Micronesian students and more than three-fourths of the
participants had less than 5 hours of professional development related to working
with Micronesian populations. This means that the sample included a large number
of participants who had little in the way of experience and training related to
Micronesian populations.

Knowledge of Micronesia
In order to evaluate the impact of this workshop at Kirkpatrick level 2
(learning), the current study assessed the amount of knowledge participants had
about Micronesia prior to and after the workshop. Results reported in Chapter Four
revealed that participants did experience a statistically significant increase in their
overall knowledge of Micronesia. Therefore, it appears that learning did occur after
participants attended the workshop. As discussed in Chapter Three, one of the goals
of the workshop was to increase participants’ knowledge about Micronesia
(Workshop Facilitator, personal communication, January 20, 2012). Given the results

74
of the pre and post-workshop assessment of knowledge, it can be said that the
workshop successfully met that goal.

Perceptions of Micronesian Students
As noted in Chapter One, evaluation at Kirkpatrick’s level 2 not only
measures the extent to which training increases participants’ knowledge, but also the
extent to which it causes a change in learners’ attitudes. Attitudes, as described by
Pickens (2005) can include how an individual views other individuals. Therefore
this study measured participants’ perception, or view, of Micronesian students.
According to the workshop facilitator, (personal communication, January 2012), the
second goal of the workshop was to change participants’ perception of Micronesian
students. Results reported in Chapter Four determined that participants did
experience a statistically significant change in their overall perception of
Micronesian students from the pre-workshop to post-workshop. This is evidence that
the workshop met its second goal as well.

Perceptions of Students in General
While the workshop was not specifically designed to influence change in
participants’ perceptions of students in general, the results, as reported in Chapter
Four, indicated that a statistically significant change in participants’ perceptions of
all students also occurred. An explanation for this unintended outcome could be that
the workshop included a section on equity where participants were exposed to equity

75
issues in general. Furthermore, participants were also given an opportunity to
engage in learning activities surrounding general equity issues which may have
influenced their perceptions of all students.

Relationship Between the Changes in Knowledge and Perceptions
With the aim of determining whether or not there was a direct relationship
between participants’ change in knowledge and participants’ change in perception, a
correlation between the two variables was performed. The results revealed that there
was no significant linear relationship between the two variables. In other words, a
change in participants’ knowledge of Micronesia was not related to a change in
participants’ perception. There may be several reasons why there was no linear
relationship between these changes. Here are a few to consider. While literature
supports the idea that an increase in knowledge can lead to a change in perception,
every individual may experience these changes at varying rates. In other words, not
everyone who increases their knowledge at a similar rate will experience the same
degree of change in their perception. Some individuals can learn a lot about
something and change very little in the way of their perception while others may
learn a lot and also change a lot in the way of perception. It could be that different
participants require different amounts of knowledge to change how they perceive
things. Hence for future studies, this researcher might explore in greater depth the
characteristics of participants who might require more knowledge in order to change
their perception. Another possible reason why there was no linear relationship found

76
between the two variables might be that initially, most participants already had a
somewhat positive perception of Micronesian students even though they had very
little knowledge. Therefore, in future studies, this researcher might analyze only data
from participants who have very little knowledge pre-workshop and a negative
perception (scale score 1 or 2 out of 5) pre-workshop to see if changes in knowledge
and perception are related given a more equal starting point between the two
variables.

Usefulness of the Elements of the Workshop
By measuring participants’ reaction relative to the usefulness of the following
elements of the workshop, this researcher sought to examine whether or not the
professional development opportunity being studied effectively implemented any of
the features of effective professional development as outlined in Chapter Two.
Content. A focus on specific content for professional development is one of
the most influential on teacher learning (Darling-Hammond et al., 2009; Desimone,
2009; Kennedy, 1998). It is not surprising, then, that a focus on content is supported
by literature as being one of the features of effective professional development. This
workshop included two bodies of content. The introductory segment of the
workshop presented some content about equity in general and the main segment of
the workshop focused on presenting specific content about Micronesia. The results
presented in Chapter Four revealed that the three most useful content areas presented
were all specific content about Micronesia. Of the four content pieces specific to

77
Micronesia, three had a mean score higher than 4 (Very Useful). These results
demonstrate that the participants found the focus on content about Micronesia to be
more useful than any of the other content that was presented. This supports what we
already know about focusing on specific content in professional development. Given
these results, one can conclude that the workshop successfully implemented one of
the six features of effective professional development, a focus on content.
Learning Activities. Another feature of effective professional development is
Active learning (Desimone, 2009; Garet et al., 2001). Active learning involves
participants taking in information and then being given opportunities to engage in
interactive discussions about that information (Desimone, 2009). This study
analyzed participants’ reactions to five different learning activities used in the
workshop. Results presented in Chapter Four indicated that participants found
Lecture, Sharing of Cultural Examples and Vignettes, and Small Group Discussions
to be the top three most useful activities. Transformative learning theory (Mezirow,
1991) posits that when adult learners participate in active reflective dialogues with
others, they develop clearer understandings by drawing upon the collective
experiences of the participants. In this case, the participants were given information
through lecture and then given the opportunity to engage in small group reflective
discussions about cultural examples and vignettes. Being that participants were given
the opportunity to engage in reflective discussion related to the information they
were presented together with participants’ reactions, which indicated that they found
those activities to be the three most useful of all the activities, the conclusion can be

78
made that the workshop effectively employed the use of learning activities, another
feature of effective professional development.

Connecting the Dots
In order to better understand the effectiveness of the workshop in its entirety,
it is important to consider how all the pieces summarized above contribute to the
whole picture. The two main goals of the workshop were to increase participant
knowledge and change participant perception of Micronesian students (Workshop
Facilitator, personal communication, January 20, 2012). Therefore, the workshop
was deliberately designed to include content specific to Micronesia and cultures
throughout Micronesia (Workshop Facilitator, personal communication, January 20,
2012). Furthermore, in an effort to change participants’ perceptions of Micronesian
students, the workshop facilitator also ensured that participants were given various
opportunities to engage in discussion about the content delivered and about the
examples shared (personal communication, January 20, 2012). The findings of the
study determined that the goals of the workshop were met and revealed what
participants thought was most useful in terms of content and learning activities. All
this occurred for a sample that included a majority of participants who had little to no
experience working with Micronesian students and little to no training related to
working with Micronesian students. Thus, it can be concluded that, for participants
with minimal experience and training, the workshop effectively met its goals through
the use of some of the features of effective professional development.

79
Implications for Practice
The findings from the current study suggest that implementing this
workshop in the way that it’s currently being implemented does benefit the
participants positively. Moreover, the current data show that the goals of the
workshop were effectively met. Given the data collected and the findings presented,
the implications for further practice would be to ensure that the workshop format
continues to include learning activities that engage participants in reflective
engagement with the content and examples being presented and that time
management for such activities, most especially whole group activities, is closely
monitored by the facilitator so that participants aren’t derailing themselves from the
task at hand. Additionally, the content presented should be adjusted to include less
information about serving students in general and more information specific to
Micronesia and serving Micronesian students.
In addition to the workshop’s content and delivery, the DOE might want to
consider the findings of the current study from a financial perspective. While all
teachers could benefit from this professional development opportunity, the findings
of the current study suggest that those who have the least experience and training
might benefit the most from attending this workshop. This suggests that the DOE
may yield the highest returns for their financial investment if they targeted teachers
who had the least amount of experience and training specific to working with
Micronesian students. Therefore, the DOE might contemplate offering the workshop
to these teachers first.

80
While the results of the study were positive, seeing as the workshop included
only two of the six features of effective professional development and that it still
yielded positive results, it might be beneficial to expand the workshop to include
more of the features of effective professional development. One way to do so would
be for workshop designers to consider increasing the duration of the workshop so as
to include more information and allow more time for learning activities to take place.
In addition to increased duration, a component that includes follow up support such
as demonstrations and classroom visits could also be added. These additions would
enhance the workshop and can be evaluated for effectiveness in future studies.

Recommendations for Future Research
The current study examined how effective the “Culturally Responsive
Strategies for Micronesian Students (Understanding and Supporting Micronesian
Students in Our Schools)” workshop was in relation to the change in participants’
knowledge, the change in participants’ perception, and the utilization of the six
features of effective professional development. The following are some suggestions
for strengthening and broadening the study.
First, the size and nature of the sample limited the researcher’s ability to
analyze the data across various demographic categories, to generalize the results
across the state and to come to more definitive conclusions about the impact of the
workshop. Therefore, future investigations should increase the sample size to
include participants from other districts within the state. A larger sample size would

81
allow for a comparison of data across various demographic characteristics as well as
a comparison of data between districts with lower populations of Micronesian
students and those with higher populations. Moreover, the state would obtain a
broader picture of participant knowledge of Micronesia and perception of
Micronesian students throughout the state which in turn would help determine where
the state should allocate additional resources for increased training and support.
Furthermore, while statistically significant results surfaced, the small sample size
limited the researcher’s ability to come to at any definite conclusions. A larger
sample size would have increased the significance of the findings thus allowing the
researcher to arrive at conclusions with greater confidence.
Second, future studies could include groups that are mandated to attend the
workshop, to compare to groups that voluntarily attend the workshop. This will help
determine whether or not the significant results came to be because those who were
in attendance volunteered to attend and therefore were there because they wanted to
be. People who have a desire to participate in such professional development
opportunities have a higher likelihood of being impacted by the training. Therefore,
by including more participants who are required to be there, more definitive
conclusions can be made with regards to the effectiveness of this workshop for all
participants.
Third, future studies could pursue the applied levels from the Kirkpatrick
framework for evaluation. The current study evaluated the “Culturally Responsive
Strategies for Micronesian Students (Understanding and Supporting Micronesian

82
Students in Our Schools)” workshop only at levels 1 and 2. Level 1 (reactions)
evaluation measures how participants feel about professional development
opportunities. Level 2 (learning) evaluation measures the extent to which learners
experience a change in their attitudes, an increase their knowledge, and an
improvement in their skills as a result of attending professional development. Level 3
(transfer) evaluation measures the transfer of learning to the workplace environment.
Level 4 (results) evaluation measures the overall effectiveness and impact of
professional development programs (Kirkpatrick, 2006). While levels 1 and 2 are
important, levels 3 and 4 would yield data that could be analyzed to provide
information about the ways in which the workshop impacts student academic
achievement, which should be the ultimate goal of any professional development
opportunity for educators. To pursue the applied levels from the Kirkpatrick
framework for evaluation , a follow up component could be conducted in the months
following the workshop to investigate how participant knowledge and perception
influences instructional practice and teacher behavior in the classroom, if at all.
Additionally, the question of how teachers take and use this information can be
evaluated. Do they use the information to improve practice or does the information
become merely a catalyst for stereotyping Micronesian students? Ultimately,
quantitative data, such as student academic achievement data, along with qualitative
data, such as student interviews and surveys, could be collected and analyzed to
provide a more complete picture of the effectiveness of the workshop beyond
Kirkpatrick’s levels 1 and 2.

83
Conclusions
Overall, the purpose of this study was achieved. The study found that the
workshop did accomplish what it was designed to do and did so by using two of the
six features of effective professional development.
This study contributed to what we already know about effective professional
development in several ways. First, the study validated that the present form of the
workshop was effective given its current goals. Second, the current study
highlighted that, while the workshop was effective, there is great potential to yield
even more significant results if all of the six features of effective professional
development were to be built into the existing workshop. Finally, the current study
focused on a professional development opportunity that was specifically aimed at
addressing the needs of the Micronesian students, a population not included in very
many studies to date.
Being that the state of Hawai’i continues to see a rapid increase in the
Micronesian student population and that the academic achievement of this
population demonstrates a need to provide quality professional development for
teachers serving them, it is essential that the state continues to offer workshops such
as the “Culturally Responsive Strategies for Micronesian Students (Understanding
and Supporting Micronesian Students in Our Schools)” workshop. More importantly,
it is critical that these professional development opportunities are incessantly
evaluated to ensure continuous improvement and effectiveness in the hopes of
reaching the ultimate goal of improved student outcomes for Micronesian students.

84
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APPENDIX A
PERCEPTION SURVEY
(administered Pre and Post workshop)
1. Based on your experience, to what degree do most students in general...

Not at
all
To A Low
Degree
To Some
Degree
To A
High
Degree
To An
Extremely
High Degree
Respect themselves?

Respect teachers?

Respect other students?

Respect the belongings of
others?
Want to be in school?

Regard schooling with
high importance?
Enjoy being in school?

Have an interest in
learning?
Have an interest in
succeeding in school?
Have the motivation to
learn?
Have a commitment to
learning?

92
2. Based on your experience, to what degree do most Micronesian students...

(If you haven't worked with Micronesian students, please continue to answer as we
are still interested in your thoughts)

Not at all
To A Low
Degree
To
Some
Degree
To A
High
Degree
To An
Extremely
High Degree
Respect themselves?

Respect teachers?

Respect other students?

Respect the belongings of
others?
Want to be in school?

Regard schooling with
high importance?

Enjoy being in school?

Have an interest in
learning?

Have an interest in
succeeding in school?
Have the motivation to
learn?
Have a commitment to
learning?

93
3. The following scale measures your beliefs. Indicate the degree to which you agree
or disagree with each item by marking your selection.

Strongly
Disagree Disagree Undecided Agree
Strongly
Agree
America's immigrant and
refugee policy has led to the
deterioration of America

Accepting many different ways
of life in America will
strengthen us as a nation

People should develop
meaningful friendships with
others from different
racial/ethnic groups

In general, white people place
a higher value on education
than do people of color

It is more important for
immigrants to learn English
than to maintain their first
language

94
4. The following scale measures your beliefs about policies and practices within
educational settings. Indicate the degree to which you agree or disagree with each
item by marking your selection.

Strongly
Disagree Disagree Undecided Agree
Strongly
Agree
Teachers should not be expected to
adjust their preferred mode of
instruction to accommodate the
needs of all students

All students should be encouraged
to become fluent in a second
language

Only schools serving students of
color need a racially, ethnically,
and culturally diverse staff and
faculty

Historically, education has been
monocultural, reflecting only one
reality and has been biased toward
the dominant (European) group

Whenever possible, second
language learners should receive
instruction in their first language
until they are proficient enough to
learn via English instruction

Multicultural education is most
beneficial for students of color

In order to be effective with all
students, teachers should have
experience working with student
from diverse racial and ethnic
backgrounds

Students should not be allowed to
speak a language other than
English while in school

Multicultural education is less
important than reading, writing,
arithmetic, and computer literacy

95
APPENDIX B
MICRONESIAN AWARENESS ASSESSMSENT
(administered Pre and Post workshop)
Please answer the following questions. You may only select one answer choice
for each question.

1. The Micronesian region is comprised of
One archipelago
Two archipelagos
More than two archipelagos
I'm not sure

2. Which of the following is a part of Micronesia?
Yap
American Samoa
Tuvalu
I'm not sure

3. Which of the following Micronesian nations is closest to Hawai'i?
Republic of Palau
Federated States of Micronesia
Republic of the Marshall Islands
I'm not sure

4. Which of the following are Compact of Free Association (COFA) nations?
Commonwealth of the Northern Marianas Islands
Kiribati
Federated States of Micronesia
I'm not sure

96
5. Which of the following does the Compact Agreement allow?
Immediate U.S. citizenship
Open entry to the U.S.
Application for a special U.S. passport
I'm not sure

6. Which of the following is one of the major reasons why Micronesian
immigrants move to Hawai'i?
Better educational opportunities
Better business start-up opportunities
Better real estate opportunities
I'm not sure

7. In most parts of Micronesia, a sign of respect for an elder who is addressing
you formally is to _________________.
look at them directly
avoid direct eye contact
turn your back towards them
I'm not sure

8. Throughout most of Micronesia, resources such as fruits and fish are
_______________________.
sold to neighbors
shared with others
kept individually
I'm not sure

97
9. In most of Micronesia, your identity and achievements are tied to
_________________________.
you and you alone
you and the people around you
you and the land around you
I'm not sure

10. In most of Micronesia, being late for an event is
___________________________.
offensive
tolerable
embarrassing
I'm not sure

11. In most of Micronesia, gender specific roles and responsibilities are
___________________________.
still practiced
a thing of the past
non-existent
I'm not sure

12. In most of Micronesia, which of the following greetings is considered
inappropriate to do in public?
a hand shake
a hug
raising of the eyebrows
I'm not sure

98
APPENDIX C
INTERVIEW PROTOCOL FOR FACILITATOR

Interview questions for Presenter/Workshop Developer:
1. Why was this specific workshop developed?
2. What specific content will you be presenting? Why?
3. What delivery format will you be using (i.e. lecture, small group
discussion, vignettes, etc.)? Why have you chosen these particular
formats?

4. What is the goal of this workshop?
5. How will you measure whether or not you have met your goal?

99
APPENDIX D
OVERALL WORKSHOP EVALUATION
(administered Post workshop)
1. Please rate the quality of the following elements of this professional development
session.

Very Poor Poor Fair Good Excellent
The organization of the session

The timeliness of the session

The presentation (“look and
feel”) of the session
The overall session

2. Indicate the extent to which this session...

Not at all
To A
Small
Extent
To
Some
Extent
To A
Large
Extent
To A
Great
Extent
was aligned with your
professional development goals

met your professional
development goals
provided information that you
find valuable

provided information that you
find applicable to your teaching

100
3. Indicate the extent to which the session has had or will have the following
impact(s)

Not At
All
To A
Small
Extent
To
Some
Extent
To A
Large
Extent
To A
Great
Extent
Increased your awareness of
important knowledge of the
Micornesian culture

Increased your awareness of
strategies for working with
Micronesian students

Change or enhance the quality of
professional practice (e.g.teaching)

Positively affect academic
performance of Micronesian students

4. How useful were the following workshop components in helping you understand
Micronesian students better?

Not Useful
At All
A Little
Useful
Somewhat
Useful
Very
Useful
Extremely
Useful
Lecture

Cultural
examples/Vignettes

Whole Group Discussion

Small Group Discussion

Individual Reflection
Time

101
5. How useful was the following content in helping you understand Micronesian
students better?

Not Useful
At All
A Little
Useful
Somewhat
Useful
Very
Useful
Extremely
Useful
General information about
English language learners

Information about Cultural
Responsiveness
Geographical information on
Micronesia

information about
Micronesian cultures
Examples of Micronesian
cultural behaviors
Information about Culturally
responsive equity

Strategies for working with
Micronesian students

6. Do you feel that this session achieved the desired outcomes as stated by the
presenter? In what way?

102
7. What was the best thing about this session?

8. What would you change about this session to make it better?

9. Additional Comments

103
APPENDIX E
PARTICIPANT DEMOGRAPHIC SURVEY
(administered Pre-workshop)
1. Enter your unique code (year of birth_the last four digits of your cell phone
number; if you don't have a cell phone then use the last four digits of your home
phone number): Example - 1976_1750

2. Which category below includes your age?

19 or younger
20-25
26-30
31-35
36-40
41-45
46-50
51-55
56-60
60 or older

3. What is your Gender?

Male
Female

4. What is your Ethnicity?

Caucasian
African American
Hawaiian
Asian (Specify: _________________)
Pacific Islander (Specify: ___________)
Other (Specify: _________________)

104
5. What is your professional role?

Teacher
Curriculum Specialist
Higher Education
Counselor
District/Central Administrator
Parent
Principal/Assistant Principal
Service Provider
Other (Specify: __________________)

6. Years of experience teaching

0-3 years
4-6 years
7-9 years
10-12 years
13-15 years
16 + years

7. Years of experience teaching in the Hawai'i DOE

0-3 years
4-6 years
7-9 years
10-12 years
13-15 years
16 + years

8. Years of experience teaching in Micronesia

0-3 years
4-6 years
7-9 years
10-12 years
13-15 years
16 + years

9. Years of experience working with Micronesian students

0-3 years
4-6 years
7-9 years
10-12 years
13-15 years
16 + years

105
10. What is your highest level of education completed?

High School
Associate's Degree
Bachelor's Degree
Master's Degree
Master's +

11. Approximately how many hours of professional development related to working
with Micronesian students have you attended in the last school year and in this
school year combined (not including this workshop)?

0 hours
1-5 hours
6-10 hours
11-15 hours
16-20 hours
21-25 hours
26-30 hours
31-35 hours
36+ hours

12. Please indicate to what extent you believe this session...

Not At
All
To A
Small
Extent
To
Some
Extent
To A
Large
Extent
To A
Great
Extent
aligns with your professional
development goals
will provide you with valuable
information

will provide you with information
applicable to your teaching

13. Why did you choose to attend this session? Please explain.

Abstract (if available)

Abstract Teacher professional development has long been seen as a way to improve teacher practice which in turn should improve student academic achievement. Year after year, educational organizations spend large sums of money on providing professional development opportunities for teachers. However, many times those same opportunities aren’t evaluated for effectiveness and measures aren’t taken to improve what needs improving. In Hawai’i, the department of education continuously offers professional development aimed at helping teachers who provide services for Micronesian students. This study used a mixed-methods approach to evaluate whether or not one such opportunity called the “Culturally Responsive Strategies for Micronesian Students (Understanding and Supporting Micronesian Students in Our Schools)” workshop, was successful in increasing teacher knowledge about Micronesian cultures and in changing teachers’ perceptions of Micronesian students. The purpose of the evaluation was to determine effectiveness and to identify what worked well and what could be improved. The results showed that while there was no relationship between the change in teacher knowledge and teacher perception, there was a significant increase in knowledge and a significant change in teacher perception. Additionally, results indicated that participants found content specific to Micronesia and reflective learning activities to be most effective in helping them understand Micronesian students better.

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Asset Metadata

Creator Jones, Josephine Pangelinan (author)

Core Title Enhancing professional development aimed at changing teachers' perceptions of Micronesian students

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 07/27/2012

Defense Date 06/13/2012

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag education for Micronesian students,evaluating teacher professional development,Hawai'i,Micronesian students,Micronesians in Hawai'i,OAI-PMH Harvest,professional development,teacher perception

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Sundt, Melora A. (committee chair), Brewer, Dominic J. (committee member), Picus, Lawrence O. (committee member)

Creator Email josi76@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c3-74472

Unique identifier UC11290522

Identifier usctheses-c3-74472 (legacy record id)

Legacy Identifier etd-JonesJosep-1052.pdf

Dmrecord 74472

Document Type Dissertation

Rights Jones, Josephine Pangelinan

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA