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Next Generation Science Standards implementation in K-12 Hawaiian language immersion classrooms in the State of Hawaiʻi
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Next Generation Science Standards implementation in K-12 Hawaiian language immersion classrooms in the State of Hawaiʻi
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Content
Running head: NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
1
NEXT GENERATION SCIENCE STANDARDS IMPLEMENTATION IN K-12 HAWAIIAN
LANGUAGE IMMERSION CLASSROOMS IN THE STATE OF HAWAIʻI
by
Wilson M. Peters
______________________________________________________________________
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 2017
Copyright 2017 Wilson M. Peters
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
2
DEDICATION
The dissertation is dedicated to all the kumu kaiapuni - Hawaiian Language Immersion
Program teachers, past and present, who have taught and inspired others to aloha ʻāina, aloha
kanaka, aloha lāhui, and aloha ʻōlelo.
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
3
ACKNOWLEDGEMENTS
First and foremost, I want to acknowledge Ke Akua for continuing to bless me with
health, family, happiness and a desire to keep learning. Secondly, I want to thank my family for
supporting my return to seek a higher degree, once again.
There was a cadre of supportive work colleagues and associates who, without their
guidance, mentoring, and encouragement, I could not have completed this dissertation and the
related course work. To all of them, my deepest mahalo nui.
I would like to acknowledge the the Director and staff of the Global Executive Doctor of
Education Program at the University of Southern California: the support provided was
unwavering, professional, and always thoughtful.
To the professors of the program, who became mentors and allies in the process: I am
honored to now call you my colleagues. And to my dissertation chair, Dr. Shafiqa Ahmadi: thank
you for giving me the trust and freedom to live and learn through this process. I extend my
thanks to my other committee members Dr. Helena Seli and Dr. Darnell Cole: your insights to
the dissertation were invaluable and came at the right time.
Finally, to my colleagues in Cohort 4 who provided me with some of the best learning
moments of the program: I wish them well and know that their communities will benefit from the
work they will accomplish as a result of this degree program.
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
4
TABLE OF CONTENTS
Dedication 2
Acknowledgements 3
List of Tables 6
List of Figures 8
Abstract 9
Chapter 1: Introduction 11
Background of the Problem 12
Importance of Addressing the Problem 14
Organizational Context and Mission 15
Organizational Performance Goal 19
Description of Stakeholder Groups 20
Stakeholder Performance Goals 22
Stakeholder Group for the Study 22
Purpose of the Study and Questions 23
Conceptual and Methodological Framework 24
Organization of the Dissertation 25
Chapter 2: Review of the Literature 26
Science Achievement in the Global Context 26
Science Achievement in the United States 28
Next Generation Science Standards 30
Hawaiian Language Immersion Teacher Stakeholder Knowledge, Motivation, 31
and Organization Influences
Chapter 3: Methodology 44
Purpose of the Study and Research Questions 44
Methodological Framework 45
Assumed Performance-Based Influences 45
Participating Stakeholders 50
Data Collection 51
Establishing the Assumed Needs 56
Conceptual Framework for Addressing the Inquiry Questions 56
Trustworthiness of Data 57
Role of Investigator 58
Data Analysis 60
Limitations and Delimitations 61
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
5
Chapter 4: Results and Findings 65
Results and Findings for Knowledge Needs 65
Summary of Knowledge Needs 79
Results and Findings for Motivation Needs 81
Synthesis of Results and Findings for Motivation Needs 99
Results and Findings for Organization Needs 103
Synthesis of Results and Findings for Organization Needs 137
Chapter 5: Recommendations, Implementation, and Evaluation 142
Recommendations for Established Needs 144
Integrated Recommendations 152
Implementation Plan 156
Evaluation Plan 161
Limitations 166
Future Research 167
Conclusion 167
References 171
Appendices 181
Appendix A: Survey Instrument for Teachers 181
Appendix B: Semi-Structured Interview Protocol for Principals 187
Appendix C: Scanning Interview Questions, Literature, and Methods to 188
Establish Knowledge Needs
Appendix D: Scanning Interview Questions, Literature, and Methods to 190
Validate Motivation Needs
Appendix E: Scanning Interview Questions, Literature, and Methods to 192
Establish Organization Needs
Appendix F: Hawaiʻi Board of Education Minutes, February 16, 2016 194
Appendix G: Hawaiʻi Board of Education Minutes, June 7, 2016 196
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
6
LIST OF TABLES
Table 1. Hawaiian Language Immersion Program Schools 18
Table 2. Organizational Mission, Goal, and Stakeholder Performance Goal 22
Table 3. Survey Respondents Who Indicated Grade Level Teaching 52
Table 4. HLIP School Types of Principals Interviewed 55
Table 5. Establishing Assumed Knowledge, Motivation, and Organization Needs 57
Table 6. Assumed Knowledge Needs and Method to Assess Needs 67
Table 7. Teacher Awareness of HLIP Policy 69
Table 8. Established Knowledge Needs 80
Table 9. Assumed Motivation Needs and Method to Assess Needs 82
Table 10. Interview Findings — Selection of Science Standards 96
Table 11. Established Motivation Needs 100
Table 12. Assumed Organization Needs and Method to Assess Needs 105
Table 13. Frequency of Responses by Type 117
Table 14. Established Organization Needs 138
Table 15. All Established Knowledge, Motivation, and Organization Needs 143
Table 16. Knowledge Needs Recommendations 148
Table 17. Motivation Need Recommendation 149
Table 18. Organization Needs Recommendations 152
Table 19. Implementation Plan Goals and Action Steps, 2017-2020 157
Table 20. NGSS Implementation Timeline 158
Table 21. Evaluating Knowledge Solutions 162
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
7
Table 22. Evaluating Motivation Solutions 163
Table 23. Evaluating Organization Solutions 164
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
8
LIST OF FIGURES
Figure 1. Modified needs analysis process 61
Figure 2. Teacher familiarity with NGSS 70
Figure 3. Teacher ability to teach science in the medium of Hawaiian language 73
Figure 4. Teacher knowledge to access NGSS training opportunities 74
Figure 5. Teacher science knowledge and skills 76
Figure 6. Teacher knowledge to teach science at grade level 78
Figure 7. Teachers’ personal interest in science 85
Figure 8. Teachers’ enjoyment of teaching science 87
Figure 9. Teacher effectiveness at teaching science 89
Figure 10. Teacher effectiveness at implementing NGSS in next two years 91
Figure 11. Likelihood of selecting goal to teach science using NGSS 93
Figure 12. Who determines what science standards are taught at schools? 95
Figure 13. Frequency of science instruction feedback 98
Figure 14. Information from the organization regarding the HI BOE NGSS Policy 107
Figure 15. Extent the organization encourages NGSS implementation 111
Figure 16. Principal support of teachers’ science instruction 113
Figure 17. Science instruction as an organizational priority 116
Figure 18. The organization provides proper training 122
Figure 19. Someone encourages my development as a teacher 123
Figure 20. Teachers have the instructional materials to teach science 125
Figure 21. Schools have science learning outcomes in place for students 133
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
9
ABSTRACT
This dissertation assessed the needs of K-12 Hawaiian Language Immersion Program (HLIP)
teachers to implement the Hawaiʻi Board of Education’s Next Generation Science Standards
(NGSS) policy in school year 2019-2020. The policy, to be implemented in all K-12 public
schools, will impact classroom teachers in the delivery and assessment of science instruction.
NGSS is a set of instructional standards for all K-12 students in the Hawaiʻi Department of
Education. Improving science instruction and increasing student science achievement is a
targeted outcome of NGSS that can improve the quality of life and increase workforce
opportunities for Hawaiʻi public school graduates in a knowledge-based economy. In this study,
the Hawaiian Language Immersion Program, which provides instruction in the medium of
Hawaiian language in all content areas including science, was identified as an organization
within the Hawaiʻi Department of Education that could face a disproportionally larger number of
obstacles to implement the Next Generation Science Standards. The Clark and Estes gap-analysis
process was modified to be used as a needs analysis framework to identify the knowledge,
motivation, and organizational needs of HLIP teachers to meet the organizational goals of
implementation of the Next Generation Science Standards in this organizational setting. Two
inquiry questions guided the study: (1) What are HLIP teachers’ knowledge and skills,
motivation, and organizational needs to implement NGSS in the Hawaiian language immersion
classroom? (2) What are the recommended knowledge and skills, motivation, and organizational
to address those needs? A review of relevant literature, learning and motivation theories, and
context-specific assumed knowledge, motivation and organization needs were generated as part
of the needs analysis. The review generated 24 assumed knowledge, motivation, and knowledge
needs. A mixed data collection method that included survey, interview, and document analysis
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
10
was used to assess the assumed needs. A total of 13 needs were established. The study found that
Hawaiian Language Immersion Program (HLIP) teachers were personally interested in, and
enjoyed teaching science, yet: HLIP schools did not have a plan in place to train and implement
NGSS; science was not a high instructional priority at HLIP schools; HLIP teachers reported a
lack of Hawaiian language knowledge and skills to teach science; HLIP teachers lacked
information about the NGSS policy; and HLIP teachers did not receive feedback on their science
instruction. The needs analysis allowed for the generation of recommendations and an
implementation plan for the organization to address the knowledge, motivation, and organization
needs. Understanding the needs that Hawaiian Language Immersion Program teachers will have
when implementing the Next Generation Science Standards can assist the Hawaiʻi Department of
Education to meet the performance goal. Implementing rigorous science standards will help
ensure that K-12 students who receive their public education in the medium of Hawaiian
language are fully equipped with the necessary science skills and knowledge to be successful in
career, college, and community in both local and global contexts.
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
11
CHAPTER 1
INTRODUCTION
In February 2016, the Hawaiʻi Board of Education adopted a universal policy to require
K-12 public schools to implement the Next Generation Science Standards (NGSS) for all
students by school year 2019-2020. This policy mandate will impact how teachers provide
science instruction to all students in Hawaiʻi Department of Education and may pose
implementation challenges given the fundamental differences in pedagogy and processes that
NGSS represents. For K-12 public school teachers in Hawaiian language immersion instructional
settings, implementation challenges may be amplified due to the language of instruction and the
pedagogical features of this instructional program that are built on Hawaiian language, culture,
and knowledge systems. Teacher preparedness to undertake a significant instructional shift in
science instruction may also pose challenges to the policy’s full adoption. Understanding the
needs and challenges that Hawaiian Language Immersion Program teachers will face to
implement NGSS will assist the Hawaiʻi Department of Education in ensuring that students who
receive their public education in the medium of Hawaiian language are fully equipped with the
necessary science skills and knowledge to be successful in career, college, and community in
both local and global contexts.
Globally, science achievement in the K-12 educational space is a growing concern for
countries and their governments (Organisation for Economic Cooperation and Development
[OECD], 2013; Osborne & Dillon, 2008; Spring, 2015; UNESCO, 2015). International and
national education organizations have recognized the connection between science, the
sustainability of human life on the planet, and the need to foster science learning (National
Science Teachers Association, 2016; UNESCO, 2015). Science knowledge and skills are
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
12
considered a driver of innovation that creates new employment and contributes to economic
growth and improves the overall quality of life (Hill, 2013). Today, most of the world benefits
from advancements in science. For education leaders and policy experts, a scientifically literate
global society is created by strong science teaching (Padilla, 2005). As a result, countries,
including the United States, are examining the teaching, learning, and assessment of science and
have launched efforts to improve science instruction in K-12 education (Lynch & Bryan, 2014).
Currently, the United States ranks 23rd in secondary student science achievement out of
65 OECD education countries (OECD, 2016).
National research institutes in the United States
are urging educators and policy makers to address science literacy as an essential tool to
understand the world, confront climate issues, spur innovation, and prepare students to enter a
workplace that depends increasingly on science and technology (National Research Council,
2011). A new U.S. framework for science standards, in the form of the Next Generation Science
Standards (NGSS), was released in 2013, and many states and school districts have adopted or
will adopt this framework to address the problem of low achievement in science (Heitin, 2014).
Yet, the NGSS framework alone will not create high quality science learning opportunities.
Numerous changes are required in K-12 education including modifications to curriculum and
assessments, and professional development and training for teachers (NGSS Lead States, 2013).
Equipping teachers across the nation with the skills and knowledge necessary to implement the
NGSS framework to increase science achievement for all students is daunting and will require
organizational change in school systems and classrooms.
Background of the Problem
U.S. student science achievement lags in comparison with their counterparts in other
parts of the world (OECD, 2016). In 2012, 69% of U.S. high school graduates did not meet
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
13
nationally referenced college readiness benchmark levels for science (ACT, 2012). Although the
average 8th grade science scores for students at the basic and proficient levels was up in 2011
from 2009 levels, there was no significant change in the percentage of students scoring at the
advanced level (U.S. Department of Education [USDOE], 2011). More alarming is the lower
science achievement of students of color and students of lower socio-economic status
(Vanneman, Hamilton, Anderson, & Rahman, 2009). In the State of Hawaiʻi, science
achievement for Native Hawaiian and Pacific Islander students was 14 points lower than their
Asian peers and 26 points lower than their white peers (USDOE, 2011).
Given the mediocre international rankings of science achievement of students in the
United States, national indicators for science achievement, and the number of graduates entering
science related fields, there is a demonstrated need for rigorous science instruction for K-12
students in the United States. To address student achievement across the nation, states have
adopted a set of common standards in mathematics and English language arts, and these
initiatives have now moved to other subject areas including science (National Research Council,
2012). Standards-based curriculum and assessment, and accountability measures associated with
their implementation, are seen as a way to level the playing field for all students by providing
rigorous instruction based on national and oftentimes internationally benchmarked indicators for
learning and achievement (Pruitt, 2015). States have responded to this need, and today, every
state now has its own set of content standards for K-12 students (Beatty, 2008). In Hawaiʻi, the
Hawaiʻi Board of Education adopted the NGSS in February, 2016 (Hawaiʻi State Board of
Education, 2016a). Moving from the Hawaiʻi Content and Performance Standards III, the old
science standards used in the Hawaiʻi Department of Education, to a new set of science standards
will not be an easy task and many schools in the single, statewide public school system may be
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
14
unprepared or unwilling to implement NGSS. Proponents of NGSS forewarn that by not
implementing NGSS will be at a disadvantage and placed at risk for succeeding in college,
career, and life (Pruitt, 2015).
Importance of Addressing the Problem
Although the United States remains a leader of science excellence, innovation, and
research globally, the transnational mobility of international science knowledge workers is
growing and suggests that many science and technology jobs will not be filled by citizens of the
United States (OECD, 2015). Ensuring that U.S. citizens have the skills to compete for jobs in
this sector is of national importance and is reflected in efforts to redesign science instruction in
all 50 states and U.S. territories. Science and related career fields that require math, engineering,
and technology skill sets are considered the bedrock of innovation across industries and have
been the focus of vigorous educational efforts, including pre- and in-service teacher training and
school reform in the United States (National Research Council, 2011). In the State of Hawaiʻi,
the need to examine science instruction practices at schools that teach high numbers of Native
Hawaiian students in culture-based settings is critical to informing education decision making
that impacts this student population.
The problem of low science achievement of Native Hawaiian students is a concern for the
State of Hawaiʻi and is important to address for several reasons. Without effective supports in
place to address cultural and academic needs, Native Hawaiian students will continue to face low
academic success which can lead to limited opportunities for employment and postsecondary
education and training. Furthermore, low education attainment for Native Hawaiians at the K-12
level is associated with higher rates of incarceration later in life (Native Hawaiian Justice Task
Force, 2012; Office of Hawaiian Affairs, 2010). These experiences can have a negative impact
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
15
on the overall quality of life for Native Hawaiians and, consequently, the entire State of Hawaiʻi
in terms of social and economic costs.
For Native Hawaiian students, education programs that are based on indigenous
Hawaiian knowledge such as Hawaiian language immersion schools and Hawaiian-focused
charter schools that serve a high percentage of Native Hawaiian students are seen as promising
interventions to address academic achievement rates of this population (Kahakalau, 2002;
Kamanā & Wilson, 1996; Kanaʻiaupuni, & Kawaiʻaeʻa, 2008; Tibbetts, Kahakalau, & Johnson,
2007).
Assessing the science knowledge and skills of teachers of Native Hawaiian students can
inform instructional decision making and policy planning to address science achievement of
Native Hawaiian students. The overlay of NGSS on existing Hawaiian pedagogical frameworks
used to teach science in the Hawaiian Language Immersion Program classroom, or its complete
replacement by NGSS will require thorough articulation and consideration by HLIP
stakeholders. Innovative teaching practices that attempt to blend Hawaiian cultural frameworks
with NGSS may hold promise for addressing science achievement disparities of this population.
Organizational Context and Mission
The Hawaiʻi State Department of Education (HIDOE) is the single, local school agency
in the State of Hawaiʻi that provides K-12 public education with funding allocated by the
Hawaiʻi state legislature. The department’s mission is:
We serve our community by developing the academic achievement, character and social-
emotional well-being of our students to their fullest potential. We work with partners,
families and communities to ensure that all students reach their aspirations, from early
learning through college, career and citizenship. (HIDOE, 2017a)
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
16
The Hawaiʻi Board of Education appoints and delegates administrative authority to the
superintendent of education to administer programs of public education as provided by state law
and in accordance with board-adopted policies, rules, regulations, and program and financial
plans (Hawaiʻi State Board of Education, 1970). As the sole public school provider in the State
of Hawaiʻi, there were 185,273 K-12 students enrolled in 255 public schools and 34 public
charter schools across seven islands in school year 2013-2014 (Office of the Superintendent,
2015).
The HIDOE’s organizational structure is a tri-level system characterized by (1) a state
level office comprised of the superintendent and the executive administrative offices; (2) the
complex level, comprised of 15 complexes spread out geographically each being administered by
a Complex Area Superintendent; and (3) the school-level units under the authority of a school
principal who reports to their complex area superintendent. The Hawaiian Language Immersion
Program, or HLIP, is an instructional program of the Office of Hawaiian Education which is part
of the superintendent’s state-level administrative body. In the Hawaiian language, the
organizational name for HLIP is Ka Papahana Kaiapuni. This term is often shortened to Kula
Kaiapuni or Kaiapuni. In most of the study, the program will be referred to as the Hawaiian
Language Immersion Program, abbreviated in the Hawaiʻi Department of Education as HLIP.
The operation of each HLIP site is under direct authority and administration of the school’s
principal.
HLIP is a kindergarten through grade 12 Hawaiian language immersion learning
environment. The Hawaiʻi Department of Education defines HLIP as public education schools
whose main medium of instruction is Hawaiian language (HIDOE, 2015c). There are two HLIP
delivery models in the Hawaiʻi Department of Education: (1) shared school sites whose kaiapuni
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
17
program is housed on an English-speaking school campus; and (2) self-contained sites where the
entire campus and its curriculum is delivered in the medium of Hawaiian language. HLIP has
expanded over the years, starting with two HLIP schools in 1987 (HIDOE, 2015c). At the end of
school year 2016-2017, there were a total of 23 Hawaiʻi Department of Education and Hawaiʻi
Public Charter HLIP schools (‘Aha Kauleo, 2017). Table 1 provides an overview of HLIP
schools by island, organizational affiliation, and HLIP delivery model type.
The mission of the program is to provide a “culturally rich and dynamic learning
environment; to ensure excellence in the Hawaiian language, culture, history, and ways of
knowing; and to empower students to self-determine success and stewardship in community and
family” (HIDOE, 2015c). The director of the Office of Hawaiian Education is responsible for
state-level management of the program and works with principals, teachers, and community at
the school level to meet its mission. The director reports directly to the Office of the
Superintendent. Currently, there are 15 HLIP sites at regular public schools and six sites that are
public charter schools.
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
18
Table 1
Hawaiian Language Immersion Program Schools (ʻAha Kauleo, 2017)
Hawaiʻi
Department of
Education
Hawaiʻi Public
Charter Schools
Self-
Contained
Sites
Oʻahu Island
Ke Kula Kaiapuni ʻo Ānuenue X X
Ke Kula Kaiapuni o Hauʻula X
Ke Kula Kaiapuni Hawaiʻi ʻo Kahuku Academy X
Ke Kula Kaiapuni o Pūʻōhala X
Ke Kula Kaiapuni o Waiau X
Ke Kula Kaiapuni o Nānākuli X
Ke Kula ʻo Kamakau (PCS) X X
Kauai Island
Kawaikini (PCS) X X
Ke Kula Niʻihau ma Kekaha X X
Maui Island
Ke Kula Kaiapuni o Pāʻia X
Ke Kula Kaiapuni ʻo Kalama X
Ke Kula Kaiapuni ʻo Nāhiʻenaʻena X
Ke Kula Kaiapuni o Lahaina X
Ke Kula Kaiapuni ʻo Kekaulike X
Ke Kula Kaiapuni ʻo Lahainaluna X
Ke Kula Kaiapuni ʻo Hāna X
Molokai Island
Kualapuʻu (PCS) X
ʻO Hina i ka Malama Molokai Middle School X
ʻO Hina i ka Malama Molokai High School X
Hawaiʻi Island
Ka ʻUmeke Kāʻeo (PCS) X X
Ke Kula ʻo Nāwahīokalaniʻōpuʻu Iki (PCS) X X
Ke Kula ʻo Nāwahīokalaniʻōpuʻu X X
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
19
The Office of Hawaiian Education provides supplemental funds to schools for teacher
positions above the school’s regular budget allocation, and other funding support to each DOE
HLIP site. Funding does not extend to HLIP sites that are public charter schools. HLIP sites
hold a unique position within the Department of Education as nearly 95% of the student body in
this program are of Native Hawaiian ancestry (D. Sang, personal communication, August 1,
2015) compared to most HIDOE schools where Native Hawaiian students represent about 20%
of a school’s population, roughly reflecting 2012 data that Native Hawaiians make up 23.5% of
the state’s population (Office of Hawaiian Affairs, 2012). The high percentage of a single ethnic
group comprised of the indigenous people of the State of Hawaiʻi gives HLIP a distinct
obligation to ensure cultural and educational success of this student population and has resulted
in the creation of a state-wide council of parent and HLIP community stakeholders, the ‘Aha
Kauleo. This body acts in an advisory capacity to the Hawaiʻi Department of Education’s
superintendent (‘Aha Kauleo, 2017).
Organizational Performance Goal
By May 2020, 100% of K-12 HLIP science teachers implement the Next Generation
Science Standards. This performance goal will provide high quality science instruction to
students in a manner that meets the policy and addresses programmatic needs of the Hawaiian
immersion context. Specifically, to meet the performance goal, HLIP teachers need to be
proficient in teaching science, and proficient in teaching science in the medium of Hawaiian
language. HLIP teachers will also need to meet the organization mission and goal of HLIP to
ensure excellence in the Hawaiian language, culture, history, and ways of knowing. Ensuring
proficiency in these areas is a complicated task that is dependent in part on teacher knowledge,
motivation, skills, and organizational factors. Current HLIP teachers already meet rigorous hiring
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
20
requirements, including the completion of a State of Hawaiʻi-approved teacher education
program, licensure, fluency in the Hawaiian language, and knowledge of Hawaiian culture and
history.
With the adoption of NGSS by the Hawaiʻi Board of Education in February 2016, HLIP
teachers will be required to teach using a new set of rigorous science standards that may be
incongruent with HLIP programmatic goals, namely the paramount focus of Hawaiian language
excellence, culturally appropriate learning environments, and pedagogical approaches that are
unique to HLIP instruction. With the Hawaiʻi Board of Education mandating full adoption of
NGSS by school year 2019-2020, public schools will have less than a three-year period to phase
in the new standards. The Office of Hawaiian Education as the organizational unit that oversees
HLIP and HLIP principals will need to ensure that the new science framework will be
implemented while still meeting the Hawaiian language and culture foci of the program.
Complicating NGSS implementation will be the organizational capacity of the state and
complex-level offices to provide training and curriculum supports to ready teachers and
principals at HLIP schools. Understanding the needs of HLIP teachers to implement NGSS is a
the purpose of this study.
Description of Stakeholder Groups
Successful teacher implementation of NGSS will require concerted effort from two
stakeholder groups: (1) K-12 HLIP teachers who will implement NGSS at the instructional level
with students; and (2) HLIP school principals who are responsible for providing in-service
training (professional development) and other support and guidance to ensure student and faculty
success. The first group, K-12 HLIP teachers are considered the key stakeholder group for this
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
21
study because of their proximity to instructional implementation of the NGSS policy in the
Hawaiʻi DOE.
More clearly defined, the key stakeholder group, K-12 HLIP teachers are those teachers
in full immersion settings at public Hawaiʻi DOE schools and public charter schools who
conduct all content instruction, including science instruction, exclusively in the Hawaiian
language. This stakeholder group provides science instruction to build the foundational elements
of HLIP students’ science knowledge and skills.
HLIP school principals are administrative stakeholders who lead teachers to instructional
excellence and are responsible for teacher training, evaluation, and policy implementation at the
school level. This stakeholder group has a direct influence on curriculum choices and HLIP
teacher performance by setting school-wide instructional goals and by monitoring those goals.
School principals are a critical link between departmental instructional policy and
implementation at the school level.
Relevant to policy implementation at the school level are Hawaiʻi DOE education
officers at the state and complex level that determine curriculum support for complex areas and
schools. “Education Officer” is an organizational term of the Hawaiʻi Department of Education
used to describe administrative personnel of state and complex-level offices. They are education
specialists who provide professional development to complexes and schools, expert testimony to
the superintendent, and state office directors. The specialists also provide input to Hawaiʻi Board
of Education members regarding instructional policy for students. Considered content-area
specialists, education specialists provide guidance for policy implementation, curriculum,
assessment, and professional development for teachers. Pivotal to this study are education
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
22
officers of the Office of Hawaiian Education and the Office of Curriculum & Instructional
Student Services.
Stakeholder Performance Goals
The organization’s mission and performance goals are presented in Table 2.
Table 2
Organizational Mission, Goal, and Stakeholder Performance Goal
Organizational Mission
The mission of Hawaiʻi Department of Education’s Hawaiian Language Immersion Program is
to provide a culturally rich and dynamic learning environment; to ensure excellence in the
Hawaiian language, culture, history, and ways of knowing; and to empower students to self-
determine success and stewardship in community and family.
Organizational Performance Goal
By May 2020, 100% of HLIP K-12 science teachers will be in full implementation of the Next
Generation Science Standards.
By May 2018, HLIP school principals
and education specialists will support
teacher usage of NGSS and ensure
creation of NGSS pilot.
By May 2019, HLIP
teachers are prepared to
implement an NGSS
pilot.
By May 2020, all K-12
HLIP teachers use
NGSS practices to teach
science.
Stakeholder Group for the Study
K-12 HLIP classroom teachers provide critical learning and knowledge foundations for
students in HLIP. This foundation is built on knowledge and usage of the Hawaiian language as
well as mastery of academic content such as math, social studies, and science. Teachers in this
setting teach high percentages of Native Hawaiian students. To realize excellence in the
Hawaiian language, culture, history, and ways of knowing, Hawaiian Language Immersion
Program schools deliver instruction exclusively through the medium of Hawaiian language until
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
23
grade 5 when English language arts instruction is formally introduced (HIDOE, 2017c). A
pedagogy created by Department of Education that defines HLIP instruction, is termed the
Kaiapuni Lens. The lens provides a framework comprised of Hawaiian language, history,
cultural understandings, and ways of being to allow the HLIP students to engage locally and
globally to define self, family, and community (HIDOE, 2015c). This lens provides the
foundation of HLIP, the Kaiapuni educational experience.
In this organizational context, new policy measures that impact classroom instruction and
teaching practices will require a process of integration into the HLIP setting, and adapting new
frameworks into existing ones, such as the Kaiapuni Lens. For HLIP teachers, NGSS will
represent a new instructional framework to plan, deliver, and assess science instruction. The
layering of NGSS onto existing HLIP practices will require knowledge, motivation, and
organizational capacity to ensure implementation of the NGSS policy. K-12 HLIP teachers are a
critical nexus to ensure that HLIP program goals are met, while also accommodating new
instructional practices, like NGSS. K-12 HLIP teachers are therefore regarded as the key
stakeholder of the study based on this critical role as policy implementers at the instructional
level.
Purpose of the Study and Questions
The primary purpose of the study was to evaluate the assumed needs that could pose
barriers to the implementation of the Hawaiʻi Board of Education’s Next Generation Science
Standards Policy in Hawaiian Language Immersion Program schools. The study aimed to
understand HLIP teachers’ knowledge, motivation, and organizational needs to implement NGSS
in Hawaiian language immersion classrooms that comprise high percentages of Native Hawaiian
students in the Hawaiʻi public school system. A needs analysis was used to assess stakeholder
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
24
knowledge, motivation, and organization influences on the full implementation of NGSS in
school year 2019-2020.
The analysis examined HLIP teacher and principal assumed needs that could impact
NGSS implementation in the context of the organization’s mission to provide a culturally rich
and dynamic learning environment, ensuring excellence in the Hawaiian language, culture,
history, and ways of knowing. The current study is not a performance evaluation of HLIP and is
limited to understanding the experience of HLIP school level stakeholders regarding NGSS
implementation in the classroom. The guiding questions for this study were:
1. What are HLIP teachers’ knowledge and skills, motivation, and organizational needs
to implement NGSS in the Hawaiian language immersion classroom?
2. What are the recommended knowledge and skills, motivation, and organizational to
address those needs?
Conceptual and Methodological Framework
This study used a modified Clark and Estes (2008) gap analysis as the conceptual
framework to understand key stakeholder groups’ knowledge, motivation, and organizational
influences. The gap analysis process was modified to identify assumed needs of the HLIP
teachers. The process was then renamed a needs analysis. A qualitative research approach was
used to understand how stakeholders interpreted their experiences in an education organization
context.
HLIP teachers, as key stakeholders, were asked to interpret their preparedness to
implement NGSS in their current instructional role as classroom teachers of science content. This
inquiry would be used to establish the assumed knowledge, motivation, and organization
influences that could impact NGSS implementation. HLIP principals, who work closely with
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
25
HLIP teachers to meet performance goals of the organization, were interviewed. A literature
review was conducted to research the problem space and guide data collection that consisted of
survey, interview, and document analysis.
Organization of the Dissertation
This dissertation is organized into five chapters. Chapter 1 provides a description of the
study and introduces key concepts, definitions, and needs of HLIP teachers in the context of their
organizational mission and science instruction within that organization. It gives an overview of
the organization’s mission, governance structure, performance goal, and introduces the main
stakeholder groups. Chapter 2 is a literature review that provides research-based evidence to
understand K-12 science instruction from a global to local perspective in the context of global
education forces, student achievement rankings, teacher knowledge, motivation, and the
organizational setting of HLIP. Chapter 3 presents the methodology and theoretical framework
used in the study. Chapter 4 provides results with an analysis of the findings to establish HLIP
teachers needs. Lastly, Chapter 5 offers recommendations based on these findings to address the
established needs with recommendations for those needs and a plan to evaluate these
recommendations.
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
26
CHAPTER 2
REVIEW OF THE LITERATURE
Science Achievement in the Global Context
Global Trends Influencing Education
Rapid changes in technology, decreasing transportation costs, greater movement of
people, and interconnected financial markets are global trends that impact national school
systems, institutions of higher education, and multi-national education corporations (OECD,
2016; Spring, 2015).
Interconnected Economy
The rapid expansion of inter-connected financial markets and economies is believed to
bring increased opportunity and wealth globally, but is credited with the hastening the pace of
climate change (RAND Corporation, 2015). Innovative, science-based recommendations to
create renewable energy to sustain economic growth and technologies to capture carbon
emissions hold promise to grow the global economy by providing careers and opportunities in
new industries (Pollin, 2015; RAND Corporation, 2015). Global economic trends are perceived
as influencers of education trends, including the teaching of science at the K-12 level.
Globalization of education. Globalization of education refers to the global networks and
processes that create a superstructure of policies and trends from which national and local school
systems pull or by which they are influenced (Spring, 2015). Standards, such as the Next
Generation Science Standards are internationally benchmarked (NGSS Lead States, 2013) which
align rigor and content with global notions of science instruction and achievement
internationally.
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
27
Knowledge economy. The term knowledge economy is used to describe emerging
economies where success is based more on intangible assets such as knowledge and information,
versus tangible, natural resources, as key resource skills (Brinkley, 2006). A knowledge
economy in this context means that students exiting secondary education need to be prepared
with skills, competencies, and credentials to be entrepreneurial or employable to engage in a
highly fluid and shifting economy. The science, technology, engineering, and math (STEM) K-
12 pipeline in the United States has produced too few students entering STEM majors and
careers (NGSS Lead States, 2013). Science standards can produce individuals with strong
science-based skills and critical thinking skills to allow for employment in the knowledge
economy.
The United States as a Global Science Leader
Public and private investment in science research and development allowed the United
States to remain at the vanguard of innovation in medicine, science, and technology, contributing
to its status as a world leader in science and innovation, yet challenging this paradigm is the
nation’s ability to meet the current and future demand for highly educated and trained college
graduates in the sciences (Committee on Prospering in the Global Economy, 2007; NGSS Lead
States, 2013). The United States’ position as a global science leader is in question; partly due to
low performance on internationally benchmarked science achievement rankings.
International Benchmarking and Rankings
Globally, nation-states participate in a program of ranking their K-12 science
achievement through a system of international benchmarking of student testing in science and
math. These rankings are playing an increasing role in signaling a nation’s economic competitive
edge and a high rank in science is a source of pride and prestige in some countries, which brings
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
28
with it the power to influence national education policy (Evans & Kelley, 2002; Froese-Germain,
2010; Holden, 2000).
The Programme for International Student Assessment (PISA). The PISA is used by
34 developed countries to comparatively measure science achievement of secondary school
students (OECD & Program for International Student Assessment [PISA], 2013). The rankings
are interpreted as representing a country’s global competitiveness and lend evidence to the
increasing globalized nature of education. The PISA scores allow for global benchmarking of
student achievement and therefore reflects, wrongly or not, on the quality of the education
systems of participating countries.
Science Achievement in the United States
International Ranking in Science
The United States has ranked low on the science portion of the PISA, which has triggered
a series of policy reactions at the national level that impact curriculum and instruction locally
(Committee on Prospering in the Global Economy, 2007; OECD, 2013).
Science achievement of students in the United States. Although the United States
spends more per student on education, it ranked only 30th in science on the PISA in 2012,
adding urgency to the call for education policy makers to address science achievement
(Fensham, 2008; NGSS Lead States, 2013; OECD & PISA, 2013). Concern that the scientific
and technological building blocks that support the United States economic leadership are eroding
are not new at a time when many other countries are gaining strength (Committee on Prospering
in the Global Economy, 2007). Education policies such as the push to promote STEM learning
have power to shape science teaching and achievement for all students (Pruitt, 2015). With rapid
changes in student demographics across the country, opportunities and challenges for educators
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
29
to enable all students to meet globally-referenced and competitive standards are seen as a way
for educators to address these critical changes and demands in the United States (Lee, 2015).
National science assessment indicators. Assessment indicators that measure science
achievement of K-12 students in the United States include the National Assessment of
Educational Progress (NAEP) and the ACT college readiness assessment. The NAEP is a
congressionally mandated project administered by the U.S. Department of Education’s National
Center for Education Statistics (USDOE, 2010). The ACT provides an objective measure of
students’ academic achievement in many subject areas, including science, and is used as a
readiness indicator for college-level work (Allen & Sconing, 2005). Both assessments are norm-
referenced exams designed to compare and rank test takers in relation to one another to provide a
snapshot of the nation’s science achievement.
Hawaiʻi Educational Performance
In 2011, the NAEP average score of eighth-grade students in the State of Hawaiʻi was
142; 9 points lower than the average score of 151 for public school students in the United States
(USDOE, 2012). The most recent available science results for Hawaiʻi public school
performance on the ACT showed that just 23% of Hawaii’s class of 2013 scored 30 on a scale of
1-36 indicating that a majority of that class did not meet the test’s college-readiness benchmarks
for science (HIDOE, 2013).
State assessment of Hawaiʻi educational performance. To measure science
proficiency, the Hawaiʻi Department of Education administers the Hawaiʻi state assessment to
students in grades four and eight (HIDOE, 2016c). The Hawaiʻi State Assessment in Science is
administered to students in grades 4 and 8. For school year 2015-2016, student science
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
30
achievement was two points higher than the previous year with 43% of students meeting
proficiency (HIDOE, 2016b).
Science achievement of students in Hawaiian language immersion settings. A
Hawaiian language-based science assessment for students in the HLIP is currently being created
and will assess science achievement for HLIP students in grades 3 and 4 (HIDOE, 2015a). The
assessment, known as the Kaiapuni Assessment of Educational Outcomes (KAEO) will be given
to students in school year 2017-2018 in the months of April and May (HIDOE, 2017b). As of
this writing, there are no norm referenced science achievement results for HLIP students.
Next Generation Science Standards
Development of Next Generation Science Standards
The NGSS are based on a science education framework comprised of practices,
crosscutting concepts, and disciplinary core ideas developed by the National Research Council in
partnership with the American Association for the Advancement of Science, and the National
Science Teachers Association (NGSS Lead States, 2013; Pruitt, 2015). The NGSS are based on
a Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas, also
developed by the National Research Council (National Research Council, 2012). The Next
Generations Science Standards put the framework’s vision into practice via performance
expectations that demonstrate what students must do to show proficiency in science (NGSS Lead
States, 2013). The NGSS follow other national instructional reform movements such as Common
Core State Standards for English language arts and math that are intended to prepare high school
graduates for college, career, and life (NGSS Lead States, 2013).
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
31
Next Generation Science Standards Adoption Nationwide
By December 2016, 18 states and the District of Columbia had officially adopted the
NGSS and are working to implement them in districts and schools in the United States (National
Science Teachers Association, 2016; NGSS Lead States, 2013).
Next Generation Science Standards Adoption in Hawaiʻi
The student achievement committee of the Hawaiʻi Board of Education approved a
motion on February 16, 2016 to adopt the Next Generation Science Standards (Hawaiʻi State
Board of Education, 2016a; Heitin, 2016). By the end of school year 2019-2020, the Board
anticipates the standards to be used at all 255 public schools serving nearly 185,000 K-12
students in the State of Hawaiʻi. Since all Hawaiʻi Public Charter schools are required to
implement Hawaiʻi Board of Education policy (Hawai’i State Board of Education, 2014b),
public charter schools will also be expected to meet this implementation deadline.
Hawaiian Language Immersion Teacher Stakeholder Knowledge, Motivation,
and Organization Influences
This section reviews the assumed knowledge, motivation, and organization needs that
influence performance outcomes regarding implementation of NGSS. Literature cited in this
chapter demonstrates current perspectives in cognitive science, cognitive psychology, as well as
literature regarding the learning of NGSS to teach science in K-12 educational settings.
Knowledge, motivation, and organization factors will be considered individually to determine
their specific influences on HLIP teachers, the key stakeholder of this study.
Knowledge
In this section, a literature review was conducted that focused on assumed knowledge-
related influences that could impact HLIP teachers’ ability to meet the performance goal of full
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
32
implementation of NGSS. Critical to NGSS implementation is evaluating the knowledge that
HLIP teachers will need to meet this performance goal. To address this need, this study used
Anderson and Krathwohl’s (2001) categories of knowledge types to understand a performance
problem in the K-12 educational setting. Anderson and Krathwohl’s four knowledge types:
factual, conceptual, procedural, and metacognitive, provide a systematic method of examining
the types of knowledge the key stakeholder will need to implement NGSS. Anderson and
Krathwohl’s perspective that knowledge is organized and structured by the learner is considered
a rationalist-constructivist tradition and provides a theoretical base to understand the knowledge
types the key stakeholder will need to implement NGSS.
Factual knowledge. The first assumed need was HLIP teachers’ factual knowledge.
According to Anderson and Krathwohl (2001), factual knowledge is defined as the basic
elements a learner must know in order to solve a problem or understand a topic in any given
discipline. For this study, it was assumed that teachers will require knowledge of basic facts,
information, and terminology related to NGSS and the Board’s NGSS policy for it to be
effectively implemented. Scanning interviews indicated stakeholders’ factual knowledge of
NGSS and the NGSS policy was minimal.
Conceptual knowledge. Another assumed need was teacher conceptual knowledge
related to the implementation, or usage of NGSS. Anderson and Krathwohl (2001) define
conceptual knowledge as the interrelationship of basic elements within a larger structure and in
fact, NGSS was designed to provide a conceptual framework to teach science (NGSS Lead
States, 2013). The intersection of Hawaiian language knowledge and skills with NGSS’s three
instructional dimensions was considered critical to stakeholders’ conceptual knowledge related
to the learning of NGSS and its implantation in the classroom. HLIP teachers’ conceptual
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
33
knowledge of Hawaiian language as the medium of instruction in the context of science
instruction was identified as an assumed conceptual knowledge need.
The three NGSS learning domains are (1) cross cutting concepts, (2) practices, and (3)
core ideas. Understanding and using the three NGSS concepts will require a program of training
and practice for teachers to grasp the conceptual knowledge of the framework. Moreover, the
NGSS framework will also need to find congruency with the Kaiapuni Lens. Like other new
instructional shifts that teachers contend with, opportunities to train teachers to use a new
instructional framework such as NGSS, should build and expand upon teachers’ prior knowledge
of the subject matter, and in the case of HLIP, should address HLIP organizational goals.
Procedural knowledge. Procedural knowledge is defined by Anderson and Krathwohl
(2001) as the learner’s ability to use content-specific skills, strategies, and methods to perform a
task based on one’s conceptual knowledge of that topic or task. Implementing NGSS is a
performance-based activity that will require teachers to know how to use NGSS in instructional
settings. In the course of NGSS implementation, HLIP teachers will exercise procedural
knowledge to access NGSS trainings, pulling the appropriate trainings that address a teacher’s
instructional needs.
Kaiapuni pedagogical models such as the Kaiapuni Lens, Nā Honua Mauli Ola, and the
Foundational & Administrative Framework for Kaiapuni Education (FAFKE) set out to provide
indigenous Hawaiian foundations to teaching and learning in the medium of Hawaiian language
(Native Hawaiian Education Council and Ka Haka ‘Ula O Ke‘elikōlani College of Hawaiian
Language, 2002; HIDOE, 2015c). Ideally, NGSS should attempt to orient science instruction
towards these Hawaiian pedagogical frameworks. This pedagogy will require the formulation
and use of new procedures that require knowledge to access NGSS training. Since it was not
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
34
clear if teachers had the procedural knowledge to implement NGSS in this context, this was
identified as an assumed procedural knowledge need.
Metacognitive knowledge. An assumed metacognitive knowledge need was teachers’
self-awareness of their science knowledge. Metacognitive knowledge is defined as knowledge
and awareness of one’s cognitive functioning and strategic thinking skills to effectively apply
knowledge (Anderson & Krathwohl, 2001). Metacognitive knowledge is important to
stakeholders as it provides a way to self-assess and understand their own level of science
knowledge, and to generate strategies to facilitate their own learning. Metacognition of HLIP
teachers was assessed using Likert-scale questions on the survey instrument.
Teachers will need to employ metacognitive skills to determine what strategies will be
most effective for them to learn NGSS as an instructional framework. Metacognition will allow
teachers to also check their own progress in learning NGSS and to assess their current level of
science knowledge and their Hawaiian language competencies for teaching science content in the
medium of Hawaiian. Self-regulation, or the ability to control the factors that influence learning,
is considered a metacognitive skill that serves to establish optimum learning conditions and
provides learners who are self-regulated with the skills to excel (Dembo & Seli, 2013). Because
metacognition and self-regulation involve processes such as remembering, understanding,
applying, analyzing and evaluating, an examination of metacognition is critical to understanding
how individuals learn, regardless of the subject matter. HLIP teachers’ understanding of their
knowledge and skills to teach science was identified as an assumed metacognitive knowledge
need.
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
35
Motivation
In this section, a review of the assumed motivation-related influences that impact HLIP
teachers’ ability to meet the performance goal of full implementation of NGSS is provided. Clark
and Estes (2008) summarize the motivational processes needed to achieve a work goal as being
one of “active choice, persistence, and mental effort” (p. 80). Whereas knowledge provides the
“how” to do something, motivation provides the persistence to sustain the completion of a task.
The energy and effort needed to initiate and perform a task are motivational issues that can
impact teacher performance (Rueda, 2011).
The implementation of standards-based frameworks that focus on using new instructional
practices can raise motivation problems as teachers adopt and master new education reform
efforts. Mayer (2011) describes the cognitive capacity of generative processing, as “meaningful
learning” that allows an individual to make sense of their knowledge in working memory, and is
caused primarily by the learner’s motivation to learn (p. 63). Motivation to learn new knowledge
and skills is reflected in the amount of effort an individual exerts to make sense of new material
and to employ appropriate cognitive processes (Mayer, 2011). Mayer concludes that meaningful
learning cannot occur if students do not exert effort and therefore, motivation is a prerequisite for
learning. Motivation becomes vital if teachers are to successfully confront the implementation of
NGSS as a new performance goal of the organization.
Six assumed motivational factors that may influence key stakeholders’ performance are
considered in this section: interest, active choice, goal-setting, expectancy-value, affect, and self-
efficacy. All six are theoretical constructs that will be applied systematically to determine
motivational needs that may impact the performance goal. The first assumed motivational theory
is teacher interest in science and science instruction. The second motivational theory concerns a
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
36
teacher’s active choice in implementing NGSS. The third assumed motivational theory is goal-
setting, which is related to persistence and the amount of mental effort teachers will invest and
persist to achieve the performance goal. The fourth assumed motivational theory is expectancy-
value theory and examines teachers’ expectation of success or failure at a given task. The fifth
assumed motivation theory, affect, considers teachers’ emotional and social processing in the
learning contexts. In this study, affect concerns teachers’ interest in science or their enjoyment of
teaching science. The sixth assumed motivation theory is self-efficacy, which relates to the
beliefs in one’s ability to succeed in a situation or task (Bandura, 1982). Each of the six
motivational theories are reviewed in the following sections.
Active choice. Active choice is influenced and moderated by an individual’s interest,
goal-setting, expectancy-value, and affect. Active choice represents the initial action needed to
reach a goal so it is a critical indicator that determines if motivation will lead to action. An
increase in performance results when the intention to pursue a goal is replaced by action (Clark
& Estes, 2008). The primacy of active choice means that all the other motivational factors are
underlying constructs that influence active choice. Regarding the key stakeholder, the recent
NGSS policy adoption represents an external mandate from a policy-making body to use NGSS
to teach science in the classroom. Not having active choice in its implementation is an assumed
influence on a teacher’s motivation to actively pursue this performance goal. Lack of active
choice may negatively influence stakeholder motivation.
Interest. Schiefele (2009) defines interest as a relationship between an individual and an
activity or set of activities in a given context. Current literature suggests that, when individuals
possesses a well-developed interest, they seek to engage in that activity recurrently, feel self-
efficacious about it, value their engagement in it, and self-regulate their time spent on it
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
37
(Wigfield & Cambria, 2010). Important to this study was the examination of the key
stakeholders’ interest in science and science instruction. Wigfield and Cambria (2010) point out
that interest, value, and goal orientations are highly interrelated and can change over time.
Considering that the key stakeholder group is comprised of adult professionals at various places
in their career development, from recent college graduates to individuals preparing to retire, it is
assumed that their interests have likewise changed over time. Gauging teachers’ interest in
science may provide an indication of whether they will engage in that activity and value it, feel
self-efficacious about it, and self-regulate their time spent on completing it.
Before considering Hidi and Renninger’s (2006) four-phase model of interest
development, which describes the relationship between situational and individual interest, a
definition of situational and individual interest is appropriate. Krapp (1989) defines individual or
personal interest as one that is pre-existing, that people bring to a setting; whereas situational
interest is one that people acquire through actual participation in a contextualized activity in the
environment. Since teachers’ individual interest in science will vary greatly and cannot simply
be inserted into an individual, situational interest pertaining to the learning and implementation
of NGSS emphasizes the value of creating a setting or activity that can engender interest in a
topic. In other words, through the construct of situational interest, teachers can develop interest
in science and in the implementation of NGSS. Hidi and Reninnger’s model reinforces Krapp’s
notion that situational interest can influence and even lead to individual interest in a topic. HLIP
teacher interest in science knowledge and science instruction is considered an influence on the
performance goal of NGSS implementation.
Teachers’ individual interest in terms of implementing NGSS would be more strongly
related to indicators described by Wigfield and Cambria (2010) as that of deep-level learning.
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
38
Assessing HLIP teachers’ individual or personal interest in science is important to determine if a
need exists regarding teachers’ personal interest in science and their situational interest in
implementing NGSS.
Goal-setting. Bandura (1997) suggests that effective performance improvement starts
with clear and understandable work goals. Furthermore, if goals are to be effective, they should
clearly describe a task or objective that an individual or organization must accomplish in
accordance with certain criteria which includes a deadline for its completion (Clark & Estes,
2008). Nearly every organization has a system of goal-setting in their operation as a mechanism
to meet a performance goal.
The initial goal to implement NGSS in the Hawaiʻi Department of Education has been
made into a policy measure by the Hawaiʻi Board of Education (Hawaiʻi State Board of
Education, 2016a). This policy therefore represents the performance goal for this study. This
study sought to understand if HLIP schools had taken the initial action to set and target NGSS as
a performance goal. If following Bandura’s (1997) notion that effective performance begins with
clear and understandable work goals, it was deemed important if HLIP teachers would goal-set.
Expectancy-value theory. Expectancy-value theories are motivation-related constructs
that address learners’ purposes and reasons for engaging in an achievement activity (Wigfield &
Cambria, 2010). According to Wigfield and Eccles (2000), the theory of expectancies and values
is defined as one’s expectation for success and its value to an individual. This value can
positively influence performance, effort, and persistence. This motivational factor can impact
goal attainment and, therefore, is considered a potential influence on the stakeholders’
performance goal. Applying the expectancy-value theory to the teacher stakeholder group may
provide insight regarding their achievement performance, persistence, choice, and value beliefs.
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
39
Specifically, this motivation theory sought to understand the expectation of success HLIP
teachers had in regards to NGSS implementation. Expectancy-value theory may help explain if
motivation exists and how it might impact the performance goal. In particular, this theory was
used to understand any motivation needs in the other stakeholder group of this study, namely,
HLIP administrators and other education officers of the Hawaiʻi Department of Education. Like
the teacher stakeholders, it is assumed that administrators’ expectation of teacher success is a
motivational consideration and may impact attainment of the performance goal. Using
expectancy-value theory in the needs analysis will help to understand the motivational influence
that administrators may have regarding NGSS implementation.
Affect. Recent research in learning theory suggests that learning is driven by human
neurological systems for emotion, social processing, and self (Immordino-Yang, 2011).
Enhancing positive emotions and reducing negative emotions enhances learning, motivation and
performance (Pekrun, 1992), and this construct can be applied to the stakeholder group to
evaluate performance achievement. The level and type of emotion an individual performs on a
specific action can have an influence on the scope, quality, or results of the action (Goetz & Hall,
2013). An assumed need that could influence the key stakeholders’ motivation to achieve the
performance goal was HLIP teachers’ affect regarding NGSS implementation. Assessing
stakeholders’ emotional disposition towards NGSS may help to determine their attempt to learn
and implement NGSS.
Neuroscience is providing new data on how emotion and cognition are intertwined with
social processing and learning, which researchers believe occurs when individuals internalize
subjective interpretations of other people’s beliefs, feelings, and actions (Immordino-Yang,
2011). According to Immordino-Yang, this implicates how learning activities should be
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
40
designed and delivered. For the key stakeholder group who will require training to implement
NGSS, instructional leaders should consider the affective domain when designing professional
learning.
Self-efficacy. Bandura (1997) defines self-efficacy as the belief in one’s ability to be
successful in a task. Presumably, one’s self-efficacy can play a major role in how one approaches
goals, tasks, and challenges. HLIP teachers’ self-efficacy regarding their belief in how successful
they are at teaching science was assessed.
Feedback. For performance goals to be effective, people need summary feedback that
informs progress relative to the performance goal (Locke & Latham, 2002). An individual who
does not receive feedback on progress towards their goal attainment will not be able to adjust his
or her level of effort or performance to meet the performance expectation. Locke and Latham
(2002) consider feedback as a moderator of goal commitment and that the goal-performance
relationship is strongest when people are committed to goals.
Organization
In this section, a literature review will be conducted that focuses on assumed
organization-related influences that impact HLIP teachers’ ability to meet the performance goal
of full implementation of NGSS. Assumed organizational needs are examined in this section to
consider the influence of the organization on the stakeholders within it. The study identified 10
assumed organization needs. The shared systems that are characteristic of organizations can
assist individuals to perform in meaningful ways, but they can also become constraints that
impede performance (Morgan, 1997). The organization culture can include how an organization
is structured and organized, its policies and practices, and how people interact with each other in
various settings (Rueda, 2011). According to Clark and Estes (2008), an organization’s culture
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
41
“inevitably filters and affects all attempts to improve performance” (p. 103). Cultural models and
cultural setting provide a framework to examine organizational factors that influence the
performance goal of the organization. As a result, organizational needs are examined here to
determine its influence on HLIP teachers and its impact on performance goal achievement.
Rueda (2011) further describes cultural models as “shared mental schema or normative
understandings of how the world works or ought to work” (p. 55). Cultural models exist in
organizations such as schools, and school districts, making this framework appropriate and
applicable to understanding this organizational culture. For school organizational settings in
particular, cultural models influence how an organization is structured including its values,
practices, policies, and reward structures (Rueda, 2011). Appendix E provides an overview of the
inquiry process used to establish assumed organization needs of the stakeholders.
Cultural models. The first assumed performance need is related to the values, beliefs,
and attitudes of the key stakeholder group in terms of implementing a new science instructional
framework, NGSS. Cultural models can be so well established and common in an organization
that they often become invisible by those who hold them and can only be recognized when
visiting other organizations with markedly different cultural models (Gallimore & Goldenberg,
2001).
According to Gallimore and Goldenberg (2001), cultural models exist in organizations
and encode shared environmental and event interpretations that shape what is valued and ideal
and what behaviors should be enacted or avoided. Hawaiian Language Immersion Program sites
are organizational school units existing in public schools within the Hawaiʻi Department of
Education. The organization under study is multi-dimensional and reflects two different cultural
models that are defined by their context; the cultural models existing at the school level where
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
42
teachers provide instruction and cultural models at the state-office level where program
administrators and staff provide support and advocacy to the program sites. Both organizational
environments will demonstrate their own cultural models that can shape how individuals value
NGSS and what actions will be taken or not taken to implement NGSS at the instructional level.
The concept of cultural models, when used to understand a shared mental schema or how
an organization works, will incorporate behavioral, cognitive, and affective components to define
shared ways of perceiving, thinking, and building responses to adaptive challenges and changing
conditions (Gallimore & Goldenberg, 2001). Gallimore and Goldenberg’s (2001) construct
provides a system to examine the influences of cultural models on the organization as it
implements NGSS in the K-12 HLIP instructional setting.
The cultural models construct was used to both establish the following assumed needs
and understand its impact on the performance goal: (1) Does the organization encourage teachers
to use NGSS; (2) Does school principal support teacher science instruction; (3) Is science an
instructional priority at the school and; (4) Does the organization have a plan to train for NGSS.
Cultural settings. A cultural setting in the organizational literature is defined as a place
where individuals regularly come together to conduct joint activities to accomplish something
they value (Gallimore & Goldenberg, 2001). Rueda elaborates on this and defines a cultural
setting as social contexts where “organizational policies and practices are enacted” (2011, p. 57).
Since NGSS implementation in the Hawaiʻi Department of Education is driven by a policy
decision, examining cultural setting influencers in this organization is appropriate.
Some of the assumed needs relating to teacher performance can be attributed to the
cultural setting of the school and the larger organization that public schools operate within, the
Hawaiʻi Department of Education. Several factors were considered: the presence of NGSS
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
43
performance goals; teacher performance feedback; communication of NGSS policy information;
and adequate resources to implement NGSS. These factors speak to the need for clear and
specific performance goals for the key stakeholder, HLIP teachers. Clark and Estes (2008)
suggest that an absence of goals, or goals that constantly change, can become motivational
barriers. Furthermore, as an organization, a schools’ success, mediocrity, or failure may lie in
the presence of organizational goals and the extent they are mutually shared by individuals in the
organization (Rosenholtz, 1989).
According to Schein (2010), culture in an organization is “pervasive and influences all
aspects of how an organization deals with its primary task, its various environments, and its
internal operations” (p. 17). The cultural settings of individual schools and the larger Hawaiʻi
Department of Education system are an assumed influence on both HLIP teachers’ and
administrators’ implementation of NGSS.
The cultural settings construct was used to establish the following assumed needs and
understand their impacts on the performance goal: (1) the organization needs to encourage the
development of teachers; (2) the organization needs to provide proper training for teachers; (3)
the organization needs a plan to train for NGSS; (4) the organization needs to have science
outcomes in place for HLIP; (5) the organization needs instructional materials in the Hawaiian
language needed to teach science; (6) the organization needs to have the financial resources to
train teachers to implement NGSS; and (7) teachers need adequate information from the
organization regarding the NGSS policy. These assumed needs make up the organizational needs
that could pose barriers to NGSS implementation in Hawaiian Language Immersion Program
instructional settings.
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CHAPTER 3
METHODOLOGY
Purpose of the Study and Research Questions
The purpose of this study was to conduct a needs analysis to identify the factors that may
pose barriers for HLIP teachers to realize full implementation of the Hawaiʻi Board of
Education’s Next Generation Science Standards policy in the Hawaiian Language Immersion
Program, a regular instructional program of the Hawaiʻi Department of Education. As such, the
study set out to assess the preparedness of K-12 HLIP teachers and in turn HLIP schools, to
implement NGSS in classrooms that serve high percentages of Native Hawaiian students.
Next Generation Science Standards were formally adopted by the Hawaiʻi Board of
Education in February 2016 as an instructional policy for use in the Hawaiʻi Department of
Education with full implementation commencing by the end of school year 2019-2020 (Hawaiʻi
State Board of Education, 2016a). The study assessed the needs of the key stakeholder, HLIP K-
12 teachers’ knowledge, motivation, and organizational influences that would impact their NGSS
implementation. Given the population size of the key stakeholder, a qualitative approach was
used to collect data and validate the assumed performance needs.
The questions leading the inquiry into teacher preparedness are as follows:
1. What are HLIP teachers’ knowledge and skills, motivation, and organizational needs
to implement NGSS in the Hawaiian language immersion classroom?
2. What are the recommended knowledge and skills, motivation, and organizational to
address those needs?
Chapter 3 presents the needs analysis process that served as the methodological
framework for this study. First, the assumed performance needs are presented. Next, the chapter
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
45
reviews categorically, the knowledge, motivation, and organization needs. A description of the
participating stakeholders, data collection type, methods, and analysis follows. The chapter
concludes with a discussion of the limitations and delimitations of the data and subsequent
findings.
Methodological Framework
The Clark and Estes (2008) needs analysis process served as the methodological
framework to assess the needs of K-12 Hawaiian language immersion teachers to implement
NGSS. The needs analysis framework was applied in this study as a systematic analytical
framework that clarified organizational performance goals by identifying the needs of HLIP
teachers to meet the organization’s desired performance goal. The modified Clark and Estes
model began with identifying a measurable performance goal the organization wants to achieve.
The performance goal was the implementation of NGSS by May 2020. The needs were then
identified by examining the organization’s current capacity in regards to its desired performance
goal. A hypothesis to consider the possible causes for those needs was the next step in the
process that sought to identify the knowledge, motivation, and organizational factors that
determine the behaviors and actions of members of the organizations. The knowledge,
motivation, and organizational factors were then used to define the culture of the organization.
This step was followed by a process to establish the needs of the organization. Once the
assumed needs were established, the last two steps of the needs analysis process were to develop
recommendations to meet the identified needs and an evaluation plan (Clark & Estes, 2008).
Assumed Performance-Based Influences
In proposing a multi-dimensional model that can sufficiently address the complex
performance problems of schools and education organizations, Rueda (2011) offers the Clark
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
46
and Estes model as a problem-solving framework that can help “align the recommendations to
the causes of the problems” (p. 13). This approach attempts to avoid the common mistake of
generating recommendations without understanding causes. According to Clark and Estes
(2008), use of the analysis framework can provide an opportunity for any organization to
increase performance by applying this research-based method. The analysis process allows for
the surveying of individuals, the examination of documents, and assessing work processes to
determine what is necessary to achieve the desired performance goal (Clark & Estes, 2008). The
analysis of the assumed causes of the needs requires a comprehensive examination of human and
organizational factors to gain insight about the causes of the performance needs.
A comprehensive examination of the assumed causes of the performance needs
necessitated a three-step process: (1) scanning (informal) interviews with stakeholders; (2)
examining learning, motivation, and organization/culture theory; and (3) reviewing related
literature on science instruction and professional development. Chapter 2 reviewed the literature
pertaining to science achievement on both global and local levels, trends in science instruction,
and theoretical constructs regarding knowledge, motivation, and organization. What follows here
is a consideration of the knowledge, motivation, and organizational assumed needs that relate to
HLIP teacher preparedness to implement NGSS in Hawaiʻi public schools.
Preliminary Scanning Data
A preliminary scan of the organization under study, the Hawaiʻi Department of
Education’s Hawaiian Language Immersion Program, was conducted by the researcher, who was
a staff member of the HLIP state-level organization when this study was initiated. The
researcher’s organizational affiliation with the Hawaiʻi Department of Education at the time
allowed for informal information to be scanned to start identifying and selecting the assumed
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
47
influences that hypothetically could impact the performance goal to implement NGSS in K-12
HLIP classrooms. The assumed influences were based on institutional knowledge of the
Hawaiian Language Immersion Program and the Hawaiʻi Department of Education, as well as
observations, and informal conversations with state, district, and school level stakeholders in the
organization. The researcher’s prior work experiences as an HLIP teacher at four different HLIP
elementary, intermediate, and high schools also provided insights into the identification of
assumed causes of knowledge, motivation, and organization needs. Scanning the information at
this initial level provided data to formulate a hypothesis. The influencers were then categorized
into knowledge, motivation, and organization types using the Clark and Estes (2008) needs
analysis model to isolate and address the influencers using a systematic approach.
Knowledge. The recent adoption of NGSS by Hawaiʻi State Board of Education in
February 2016 catalyzed an organizational process to plan for the implementation of NGSS. The
newness of the policy and the process to provide information to stakeholders in the tri-level
structure of the Hawaiʻi Department of Education however, was identified as a barrier that could
slow the information sharing process. Initial scanning interviews, and a related literature review
(see Appendix C) provided information on which assumed knowledge needs were formed. One
such need was stakeholder knowledge or awareness of NGSS and the Board of Education’s
adoption of the NGSS policy.
One issue that surfaced in the scan was the possible conflict of NGSS with the
organizational goals of the HLIP to “provide a culturally rich and dynamic learning environment;
to ensure excellence in the Hawaiian language, culture, history, and ways of knowing” (HIDOE,
2015c, n.p.). The Hawaiian language as the medium of instruction was also raised as a concern
that could pose an implementation barrier. Furthermore, HLIP teachers’ lack of NGSS
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
48
knowledge created a level of confusion as to how the NGSS policy would impact their teaching.
The extent that NGSS could accommodate Hawaiian language as the medium of instruction and
not obfuscate HLIP program goals and organizational practices was a concern that was heard
while conducting the scan. Another item of apprehension for some principals and teachers was
the difference in Western science practices and beliefs (as represented by NGSS) from Native
Hawaiian science practices and the unique Kaiapuni Lens mentioned earlier in the study. For
HLIP teachers, their need to increase science content knowledge was flagged as a possible area
of concern to implement NGSS. The initial scan of knowledge and skills discussed here were
preliminary in nature and were interpreted as neither factual or accurate in terms of determining
the actual performance need.
Motivation. Teachers in the Hawaiʻi Department of Education have experienced a long
period of educational system reform sparked by the federal Race to the Top school program
conducted from 2011 to 2015. A result of the reform effort was a new teacher evaluation
system, the universal adoption of math and language arts Common Core standards, and a new
student assessment and achievement index called the StriveHI, to measure school success.
Perhaps following a larger trend in the United States, the State of Hawaiʻi adopted NGSS on the
heels of English language arts and math common core state standards adoption. In the scanning
interviews (Appendix D) teachers and administrators expressed feelings of standards burn-out,
frustration with professional development trainings that did not meet their needs, and feelings of
being overwhelmed and not understanding the focus of their organization. A concerned aired was
the inapplicability of trainings to their work as HLIP teachers in Hawaiian medium learning
environments. These sentiments led to assumed motivation need; HLIP teachers would lack
motivation to embark on implementation of a new set of instructional standards.
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
49
The motivation levels of the stakeholders to implement NGSS, a new and challenging set
of science standards, was an unknown prior to the study. A preliminary assessment was that
HLIP teachers would not be interested in science, enjoy teaching science, and or motivated to
teach science. Given the organization’s HLIP goals, and in the wake of similar mandated reform
movements and the current development of KAEO science assessments in the Hawaiian
language for third and fourth grade HLIP students, NGSS would be perceived as unwelcomed. In
fact, NGSS implementation will be phased in at around the same time as the KAEO science
assessments in April and May of 2018. Efforts to implement NGSS in this climate could pose a
motivational barrier to meeting the performance goal.
In scanning interviews with HLIP stakeholders, a lack of instructional feedback to HLIP
teachers was identified. Performance feedback is an important motivator to engage learning,
especially when that feedback comes with clear performance expectations and targets (Clark &
Estes, 2008). Feedback was identified as an influencer of motivation and an assumed motivation
need.
Organization. The Hawaiʻi Department of Education, the State of Hawaiʻi’s single
public school system, is a large state agency, hierarchical in structure, that has pursued an agenda
of education reform since 2011 with its participation in the U.S. Department of Education’s Race
to the Top competitive grant program. HLIP, having to operate under its own HLIP mission and
goals as well as the broader mission of the Hawaiʻi Department of Education organization,
means the organization has two missions. Operating under two organizational missions defines
the cultural setting of the organization. In the scan, a sense of tension between the two
organizational missions was discernable and this was considered a potential organization
influence impacting the performance goal.
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
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The tri-level system of the Hawaiʻi Department of Education tends to foster a hierarchical
bureaucracy among the state office, the district office, and schools. The result is an organization
that is fractured between policy creators and policy implementers. Clearly, there are those that
create the policy and those that implement it. The HLIP stakeholder group should be involved in
making decisions that impact the organization and the department’s core mission.
It is anticipated the state-office administrators will create a time-line for NGSS
implementation that will require a program of comprehensive NGSS training. As of this writing,
no such timeline was publicly available. Unlike the policy adoption of math and ELA common
core standards that was attached with $75 million federal dollars for Race to the Top reform
efforts, it is not known if funding will be forthcoming to prepare teachers and schools for the
shift in instruction and assessment to accommodate NGSS adoption. Training for HLIP teachers
may require additional financial resources given the medium of instruction in HLIP classrooms.
Given the general sentiments collected in the scanning interviews, it was assumed that schools
would need financial resources to provide NGSS training to HLIP teachers.
Participating Stakeholders
Two separate stakeholder groups comprised the population for this study. The first
population was K-12 HLIP teachers in Hawaiʻi Department of Education public schools and
public charter schools. These teachers are located and 23 different school sites spread across the
State of Hawaiʻi. In school year 2016-2017, the size of the key stakeholder population was 115.
This number was calculated based on information available from the HLIP state office in the
Office of Hawaiian Education in the Hawaiʻi Department of Education. The number of HLIP
principals, 23, was calculated based on the number of HLIP schools in the state in school year
2016-2017. In summary, there are 115 HLIP teachers and 23 HLIP principals.
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51
Data Collection
Permission from University of Southern California’s Institutional Review Board (IRB)
was secured before collecting data. To establish the assumed knowledge, motivation and
organizational needs, data collection for this study employed an on-line survey, in-person
interview, and document analysis to understand K-12 HLIP teacher needs to implement NGSS.
Employing three data collection methods made it possible to triangulate data and help ensure
reliability of findings. In the following section, the three data collection methods are explained.
Survey
To collect data from HLIP teachers spread out across five islands in the State of Hawaiʻi,
an online survey was chosen as the best research instrument to capture the highest possible
number of responses given the wide distribution of stakeholders. Teachers at HLIP schools that
consented to an official request to conduct research were emailed an invitation to participate in
the online survey. The total number of surveys sent to teachers totaled 94. The email invitation
was considered the formal request for participation in the study and no hard-copy (paper)
invitations were mailed. The email invite also included a set of research disclosures and IRB
approvals from the Hawaiʻi Department of Education and the University of Southern California.
The email contained a link that would take the respondent to a Qualtrics online survey. The
survey instrument collected 49 completed surveys. This amount provided sufficient data to apply
descriptive statistics to the needs analysis. The online survey provided a convenient and
efficacious way to reach HLIP teachers. To ensure anonymity of the participant, school names
were not collected by the survey instrument.
Of the 56 surveys that were collected, 92%, or 52 respondents indicated they taught
science in the Hawaiian Language Immersion Program. Of these 52 respondents, a total of 49
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
52
HLIP teachers actually completed the survey. The 49 surveys which formed the sample size
represented a 52% response rate based on the 94 invitations that were sent to HLIP teachers. The
sample was comprised of teachers from HLIP elementary, middle, and high schools. Thirty-four
of 49 survey respondents indicated the grade level(s) they were teaching at the time of the
survey. A numerical breakdown of school type: elementary (grades K-6), middle (grades 7-8),
and high (9-12) is included in Table 3.
Table 3
Survey Respondents Who Indicated Grade Level Teaching
HLIP Teacher Participants Number
Elementary School (K-6) 27
Middle School (7-8) 3
DOE High School 4
Total 34
To administer the survey, Qualtrics, an online survey software program was used. The
key stakeholder for the study, HLIP teachers, were invited to participate via email as described
above. The survey consisted of 31 items and included a combination of Likert-scale items,
dichotomous survey items, and multiple-choice questions. A copy of the survey instrument is
included in Appendix A.
The survey was designed to be completed in approximately 15 minutes and respondents
had the option to complete the survey in more than one sitting, if required. Survey items focused
on assessing teacher knowledge, motivation, and assumed organizational barriers. Survey items
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
53
were modeled on reliable and trusted survey instrument items. Likert-type questions were used
as frequently as possible to employ an ordinal scale to measure levels of agreement/disagreement
and strength/weakness.
Survey responses were collected anonymously, tabulated using Qualtrics, the online
software provider, and a back-up copy of data was made. Once removed from the secure,
password-protected online survey software, all data was kept secure on a single-purpose external
hard drive acquired for this sole purpose. The hard drive was kept in a locked file cabinet. No
demographic information that could be used to identify participants was collected during the
project. Upon completion of the data analysis, all data referring to the survey data was destroyed
by permanently deleting all data on the single-purpose external hard drive.
Interview
A semi-structured interview protocol was designed for use with HLIP principals to assess
the assumed knowledge, motivation, and organizational needs of the HLIP teachers to meet the
performance goal. An email invitation was sent to HLIP principal email addresses on February 6,
2017, to all 23 HLIP schools in the State of Hawaiʻi. The initial email invitation contained the
overview of the study and two attachments: (1) a cover letter explaining the purpose of the study
and required research disclosures; and (2) the official letter of research approval from the
Hawaiʻi Department of Education. Email invitations were sent from the researcher’s University
of Southern California email account to HLIP school principals in a manner so recipients were
unable to determine who the other recipients were. This was done to ensure confidentiality of the
research participants. Of the 23 invitations, nine principals replied and agreed to be interviewed.
A combination of phone calls and emails were used to arrange interviews. Interviews were
conducted in-person, or on the telephone and consisted 13 questions, and took 20-25 minutes to
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
54
complete. Interviews were conducted in a confidential and private manner. The interviews were
conducted exclusively in English. The interview questions are included in Appendix B.
Each interview was recorded on a digital recording device such as a smartphone or tablet.
An audio recording allowed the interview to be transcribed at another time. The interview was
transferred from the original recording device via a password-protected laptop computer, onto a
single-purpose external hard drive, dedicated specifically for recording research interviews for
this study. Once transferred securely onto the external hard drive, the recording from the original
device (smart phone or tablet) was deleted. The external hard drive was kept in a locked file
cabinet.
The 9 HLIP principal participants represented the range of HLIP grade levels and school
types: six elementary school principals, one middle school principal, and two high school
principals. Seven of the HLIP principals were Hawaiʻi Department of Education schools and the
remaining two were from charter schools. Table 4 presents the HLIP school types of the
principals that participated in the interview. With a total of 23 HLIP school sites, the 9 principals
who participated represented 39% of the HLIP schools in the state.
Prior to start of the recording, interviewees were informed of the recording and their
consent was sought before the recording started. Respondents were not allowed to access other
respondents’ audio recordings. After all audio files were transcribed following a systematic
transcription process, all audio files were permanently deleted from external hard drive at the
completion of the study.
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Table 4
HLIP School Types of Principals Interviewed
HLIP Principals Number
Elementary (Hawaiʻi DOE) 5
Elementary (public charter) 1
Middle (Hawaiʻi DOE) 1
High School (Hawaiʻi DOE) 1
High School (public charter) 1
Total 9
Document Analysis
Document analysis examined pertinent and foundational documents that could impact,
direct, or influence the HLIP teachers’ implementation of the NGSS policy. Document collection
focused first on official documents that highlighted policies of the Hawaiʻi Board of Education
and the Hawaiʻi Department of Education. Items were selected for their value to triangulate the
survey and interview data. For illustrative purposes, the following types of documents were
collected and analyzed:
• Hawaiʻi Board of Education meeting announcements or policies;
• Hawaiʻi Department of Education memoranda, announcements, and media
presentations.
Collected documents were analyzed and used as an instrument to establish the assumed
organization needs that were identified in the scanning interviews and literature review.
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
56
Establishing the Assumed Needs
The remaining section of Chapter 3 describes how the assumed needs were established.
Establishing the assumed needs determined which need would require a recommendation. For
the assumed needs that were not established, no recommendations were offered. The three
research instruments: survey, interview, and document analysis, were applied on their own
individual dimensions, and then comparatively analyzed to see trends to either corroborate
findings or to negate data points across the data types. The process of triangulation was then
applied for the data points that had documents to be analyzed to increase reliability of the
findings.
Conceptual Framework for Addressing the Inquiry Questions
The Clark and Estes (2008) needs analysis model assessed knowledge, motivation and
organization needs to determine root causes of organizational problems that would prevent
performance goals from being met. To clarify how the needs analysis conceptual framework was
used to establish the inquiry questions, the protocol used is made explicit here. To establish the
assumed knowledge needs, the survey and interview were the instruments used. To establish the
assumed motivation needs, the survey and interview instruments were used. Finally, to assess the
assumed organization needs, the survey, instrument, and document analysis instruments were
employed to establish the assumed organization needs. Table 5 details the instruments used.
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
57
Table 5
Establishing Assumed Knowledge, Motivation, and Organization Needs
Assumed Needs Survey Interviews Document Analysis
Assumed knowledge needs X X
Assumed motivation needs X X
Assumed organization needs X X X
Trustworthiness of Data
Trustworthiness of data began by ensuring that research was conducted in an ethical
manner as suggested by Merriam (2009). Strategies to establish trustworthiness of data were
incorporated into the study to ensure that data collected for this study was ethical, valid, and
reliable. Several approaches were used to bolster the researcher’s ability to accurately assess
findings. A reliable, four-step process was followed. Step 1 involved triangulating data from
different sources (surveys, interviews, and documents). Triangulation was used to build a
rational justification for themes that arose in the findings. Step 2 used existing valid and reliable
instruments to construct the survey. Step 3 involved assurance of anonymity for the survey
instrument, confidentiality of the interviewees’ identity, and sourcing documents for analysis in
an open and transparent manner. Step 4 was member checking, or the process of going back to
research participants with major findings or themes to ensure accuracy and help establish
trustworthiness of the qualitative findings. Taken together, this four-step process helped to assure
that data collection, analysis, and interpretation were rigorously conducted and findings held true
with research participants, readers, and researchers.
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Role of Investigator
Currently, I am the acting Education Specialist for the Hawaiian Studies Program, Office
of Hawaiian Education, Hawaiʻi Department of Education. The Office of Hawaiian Education
provides programmatic support to the department’s Hawaiian Language Immersion Program, the
organization under consideration in this study. The Office of Hawaiian Education is guided by
policies and administrative practices to support the 23 HLIP schools throughout the State of
Hawaii.
My role as acting Education Specialist for the Hawaiian Studies Program does not
directly influence or involve the day to day operation of the Hawaiian Language Immersion
Program which is a part of the same organizational unit, the Office of Hawaiian Education. The
Hawaiian Studies Program in the Office of Hawaiian Education, manages the Hawaiʻi
Department of Education’s K-6 Kupuna Component in the department’s elementary and some
middle schools. My work as the Hawaiian Studies Education Specialist consists of maintaining
communication with schools, complex-level administrators, and state-level stakeholders to meet
Board of Education policy to provide all public students with instruction in Hawaiian language,
culture, and history. The Hawaiian Studies Education Specialist supervises a staff of three
resource teachers.
As principal investigator of this study, my role was to conduct a needs analysis of the
organization’ implementation of the NGSS policy in the Hawaiian Language Immersion
Program. The next step in this process was to offer recommendations to allow the organization to
meet the performance target of reaching full implementation of NGSS by May, 2020. As a staff
member of the Office of Hawaiian Education, the state-level organizational unit that supports the
Hawaiian Language Immersion Program, the disclosure of my work role and research role was
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
59
clarified with my supervisor at the time the study was initialized. Professional work time was
differentiated from time spent on the study which meant conducting all research and related work
on personal time, away from the organizational work environment. All interviews, surveys, and
document collection and analysis was conducted on personal time. Email communication to
survey respondents and to interviewees was carried out on a University of Southern California
student email account, or a personal email account.
For the study, survey respondents and interviewees were made aware of my role as
principal investigator and my affiliation with the organization under study. Careful steps were
taken to ensure the anonymity of survey respondents and the confidentiality of interviewees.
Every effort was made to ensure that participants understood the voluntary nature of
participation in the study and their right to decline participation.
As part of the survey and interview protocols, participants were informed regarding the
purpose of the study. It was explained that collected data would be used to improve the
organization and that any information obtained during this process was anonymous and utilized
for that purpose only. Participants were informed that no personal identifiers would be collected
which was done to ensure the highest level of participant confidentiality. This assurance was
intended to allow participants to be as candid and forthcoming as possible while responding to
the survey and interview questions. Furthermore, participants were assured that participation in
the study was voluntary and that there would be no negative consequences for electing not to
participate.
My supervisor at the Office of Hawaiian Education was made aware that I conducted this
study as a doctoral candidate. The Hawaiʻi Department of Education state office, HLIP
principals and HLIP teachers will be provided a copy of the study upon request. Due diligence to
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
60
obtain permission to use documentation or data that were produced for other institutional
purposes was conducted.
Data Analysis
Descriptive statistical analysis was conducted once all survey results were collected.
Survey results were calculated and recorded as percentages to reflect the degree that respondents
felt in terms of agreement or disagreement with the statements or questions posed in the survey.
Interview results were transcribed and coded into themes that corresponded with the knowledge,
motivation, and organization categories described earlier. Documents were examined to further
validate survey and interview results in a process described earlier as triangulation. This method
ensured an in-depth and thorough assessment of the statistical outputs.
The Clark and Estes (2008) needs analysis model was used to provide a systematic way
to analyze the results and present the establish assumed needs. Needs caused by lack of
knowledge were categorized as factual, procedural, conceptual, or metacognitive. Variables that
pointed to motivational influences were categorized as interest, active choice, goal-setting,
expectancy-value, affect, and self-efficacy. Organizational needs were categorized as cultural
models, cultural settings, professional development, goal-setting, and resources. By analyzing
the data using the Clark and Estes model, a system to develop recommendations to the identified
needs was built into the process and follows Rueda’s (2011) recommendation that
recommendations align to, and address the established needs. Figure 1 represents the modified
Clark and Estes (2008) needs analysis process.
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61
Figure 1. Modified needs analysis process. Adapted from Clark and Estes (2008)
Limitations and Delimitations
Limitations
This research study has inherent limitations in its design that can impact or influence the
interpretation of the findings of the research. Known limitations of this study included advancing
generalizations made from a sample size that did not include 100% of the HLIP teacher or HLIP
principal populations, a lack of prior research studies on policy implementation in Hawaiian
Language Immersion Programs, accuracy of the measures used to collect data, researcher bias,
and a reliance on self-reported data from respondents.
Another limitation was the reliability of the survey and interview instruments. For
example, the researcher was unable to independently verify the accuracy of the self-reported data
provided by the survey respondents and interview participants. The accuracy of self-reported
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
62
data was a limitation created by selective memory (remembering or not remembering past
experiences), telescoping (recalling events that occurred at one time as if they occurred at
another time), attribution (the act of attributing positive events and outcomes to one’s own
agency but attributing negative events and outcomes to external forces), and exaggeration (the
act of representing outcomes or embellishing events as more significant than is actually
suggested from other data). The study was limited by an honesty and social desirability bias that
could have resulted in participants providing answers they believed to be socially or politically
desirable and therefore not a true presentation of their experience. To address these limitations,
survey and interview questions were carefully created and deployed to minimize these risks.
Beyond methodological limitations, other limitations, specific to the researcher also
threatened the trustworthiness of the findings. These limitations included the researcher’s level
of access to research participants and information which could threaten the validity of the study’s
findings. Another research limitation was the abbreviated time frame allocated to conduct the
study. Data collection using the survey and interview instrument occurred in a period of two and
a half months, from February 6, 2017 to April 19, 2017.
A possible bias is the researcher’s current and previous affiliation with the organization
under study which might have influenced the study’s findings to favor a declaration of a positive
outcome in order to make the organization appear to meet performance expectations. Likewise,
the researcher’s bias might have influenced the research findings to declare a negative outcome
to make the organization appear to not meet the performance expectations.
Finally, the last known researcher bias is related to the Hawaiian cultural foundations of
the organization under study, the Hawaiian Language Immersion Program. The HLIP is a special
program that focuses on Hawaiian cultural knowledge and practices, serves a high percentage of
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63
Native Hawaiian students, and employs high numbers of Native Hawaiian teachers. The
researcher is a Native Hawaiian and this is acknowledged as a potential bias factor that could
jeopardize the reliability of the study’s findings.
Delimitations
Delimitations refer to the generalizability of the study and issues of external validity that
result from choices made during research design. A known delimitation was the assumption that
that all participants understood and interpreted the interview questions and survey items in the
manner intended. A second delimitation was that the survey link provided to HLIP teachers was
anonymous, and therefore could have been accessed and responded to by an individual who was
not a K-12 HLIP teacher of science. Third, any statistical analyses made were done so on a
correlational, and not a causational relationship.
A fourth delimitation of the study was its specificity to the Hawaiʻi Department of
Education’s Hawaiian Language Immersion Program stakeholders and the implementation of a
specific set of learning standards. Although all K-12 public school teachers in the Hawaiʻi
Department of Education and public charter schools will be tasked to implement NGSS by May
2020, the purpose of this study was to assess NGSS implementation in Hawaiian Language
Immersion Program schools only. Generalizations that were made based on the findings, and any
recommended recommendations will face limited applicability in educational settings other than
the Hawaiian Language Immersion Program in the State of Hawaiʻi.
A fifth delimitation of the study was that other HLIP stakeholders such as parents,
students, and content-area specialists were not surveyed or interviewed. This limited
representation from the larger population of HLIP stakeholders. While other HLIP stakeholder’s
experiences and contribution were important to understand the organization, the needs analysis
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64
required a strict focus on HLIP teachers who will be the main implementers of NGSS in the
classroom.
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CHAPTER 4
RESULTS AND FINDINGS
Evaluating NGSS policy implementation at HLIP schools was the focus of this study. A
review of relevant literature, learning and motivation theories, and context-specific assumed
knowledge, motivation and organization needs were generated as part of the theoretical construct
of the needs analysis. The needs analysis construct allowed for the assessment and establishing
of assumed factors that were considered potential barriers to implementation of NGSS in HLIP
schools in the State of Hawaiʻi. Data collection instruments included survey, interview, and
document analysis. This chapter provides results and findings of the data collection instruments
in sections organized by the assumed need types of knowledge, motivation, and organization.
Each section highlights the assumed need, how the need was assessed, and if the assumed need
was established. Findings and analysis was provided for each assumed need with a synthesis of
the results organized by knowledge, motivation, and organization at the end of each section.
Results and Findings for Knowledge Needs
This study uses Anderson and Krathwohl’s (2001) categories of knowledge types to
understand a performance problem in the K-12 educational setting. Anderson and Krathwohl’s
four knowledge types, factual, conceptual, procedural, and metacognitive, provide a systematic
method of examining the types of knowledge stakeholders will need to implement NGSS.
To determine knowledge factors that may cause needs in stakeholder performance in the
organization, HLIP teachers, the key stakeholder in the study, completed a survey with several
questions to determine respondents’ knowledge of NGSS and the NGSS policy, knowledge to
teach science in the medium of Hawaiian, knowledge to access NGSS training, and knowledge to
teach science. These factors were assumed barriers to achieving the organization’s goal of NGSS
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
66
implementation. Interview questions for HLIP principals sought to understand their knowledge
of the NGSS policy.
This section highlights the six assumed knowledge needs and displays the results and
findings for each. The assumed knowledge needs were assessed to validate the findings and
results. At the end of the section, a synthesis of the results and findings is provided.
Factual Knowledge
Factual knowledge is information associated with concrete ideas and truths and is the
simplest form of information that represents terms, facts about culture, and significant places
(Anderson & Krathwohl, 2001). To understand stakeholder factual knowledge, survey and
interview questions focused on awareness of the Hawaiʻi Board of Education’s NGSS policy,
knowledge of the NGSS instructional framework, science knowledge and teaching, and how to
access NGSS training.
Table 6 shows the type of knowledge, the assumed needs and their methods to establish
need.
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Table 6
Assumed Knowledge Needs and Method to Assess Needs
Category Assumed Need Method
Factual HLIP principals need adequate knowledge of NGSS policy. Interview
Factual HLIP teachers need familiarity with the Next Generation Science
Standards.
Survey
Conceptual HLIP teachers need adequate knowledge to teach science in the
medium of Hawaiian.
Survey
Procedural HLIP teachers need knowledge on how to access NGSS training. Survey
Metacognitive HLIP teachers need adequate knowledge and skills to teach
science.
Survey
Metacognitive HLIP teachers need science content knowledge to teach science at
their grade level.
Survey
Assumed factual knowledge need. With the recent passing of the Hawaiʻi Board of
Education NGSS policy in February 2016, it was assumed that teachers would not be aware of
the NGSS policy. A survey item was designed to assess teacher awareness of the board policy.
Similarly, an assumed need was that HLIP principals did not have adequate knowledge of NGSS
policy as administrators. HLIP principal knowledge of NGSS was assessed using an interview
question.
Interview findings. To validate factual knowledge of HLIP principals, interviewees were
asked a single question regarding their knowledge of NGSS. The question was, “What is your
knowledge of the Board of Education’s NGSS Policy?” As school-level implementers of the
policy, it was assumed that this stakeholder group would have knowledge of the board’s NGSS
policy. Three descriptive categories were created to understand the knowledge level of the
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interviewees: “Full knowledge,” to describe a high level of knowledge of NGSS policy; “Some
knowledge,” to describe interviewees who could articulate some knowledge of the policy, even if
minimal; and “No knowledge,” for responses that provided no detail or information.
Sixty-five percent of interviewees (n=6) indicated “no knowledge” of the policy. These
included responses from Anna-Leigh who remarked, “I cannot comment what implementation is
going to be like,” or stated by David, “don’t really know too much” and Ramona’s response “not
able to explain it.” Thirty-five percent of interviewees (n=3) demonstrated some knowledge of
NGSS policy. Responses that demonstrated HLIP principals had some knowledge of NGSS
policy such as Mitchell who said “I know it’s coming, or here,” or Kamelipua who stated “It’s
for school year 2019-2020,” and Melissa said “I’m kept updated via district meeting for
principals.” None of the interviewees demonstrated full knowledge of NGSS policy in their
responses. With 65% of interviewees unable to provide substantive information about NGSS
policy, these findings established that HLIP principals need adequate knowledge of the NGSS
policy.
Survey results. The survey item asked HLIP teachers, “Are you aware of the new
Hawaiʻi Board of Education Next Generation Science Standards (NGSS) policy?” Respondents
were given two response choices: “yes” and “no.” Sixty-eight percent of the sample (n=34)
selected “no” to indicate they were not aware of the NGSS policy. Thirty-two percent of the
sample (n=16) selected “yes” to indicate they aware of the policy. Over half of the sample
responded they had no awareness of the policy, which indicated a knowledge need. Based on
these results, the assumed need of stakeholders’ factual knowledge of the policy was established.
Table 7 indicates the survey responses for this item.
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
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Table 7
Teacher Awareness of HLIP Policy
n %
Yes 16 32%
No 34 68%
Assumed factual knowledge need. As a new science instructional framework, an
assumed knowledge need was teachers’ need to be familiar with NGSS. Familiarity with NGSS
was identified as a assumed knowledge need. This need was assessed with a survey question.
Survey results. A survey item was designed to assess teacher familiarity with NGSS.
The survey item asked, “How familiar are you with the Next Generation Science Standards, or
“NGSS?” The question used a Likert scale and provided five choices for respondents to select
their level of familiarity with NGSS: “extremely familiar,” “very familiar,” “moderately
familiar,” “slightly familiar,” and “not familiar.” Standard deviation for this item was .81 with
most respondents (n=37), or 75% of the sample selecting “moderately familiar” or “slightly
familiar.” Twenty percent of respondents selected “not familiar.” None of the respondents
selected “extremely familiar” and only 4% of respondents (n=2) selected “very familiar.” Based
on these results, the assumed need of stakeholders’ factual knowledge of the policy is
established: most teachers are not very familiar with NGSS. Figure 2 indicates the survey
responses for this item.
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
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Figure 2. Teacher familiarity with NGSS
Finding: A majority (68%) of HLIP teacher respondents are not aware of the Hawaiʻi
Board of Education NGSS policy. Most teachers expressed they were not familiar or only
slightly familiar with the NGSS policy. Low teacher familiarity indicated a significant need in
factual knowledge of the NGSS policy. The performance goal to have K-12 teachers learn NGSS
and implement the science teaching framework will require teachers to have factual knowledge
of NGSS to implement the policy at the classroom level. The results speak to the need for more
information regarding the NGSS policy for HLIP teachers and more NGSS information sharing
at the school level.
Finding: HLIP principals have limited to no knowledge of the Hawaiʻi Board of
Education NGSS policy. Interview findings provided clear evidence of a need in HLIP principal
knowledge regarding the policy and its implementation. The responses demonstrated HLIP
principals’ significant need for factual knowledge of regarding the policy. Principal knowledge
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71
of the policy is critical given the principals’ role as school administrator and instructional lead
for the teaching faculty. The interview finding indicated that HLIP principals need to increase
their knowledge of NGSS in terms of the policy and its impact on teachers’ instructional
practices at the school. Principal knowledge of the NGSS policy will allow for informed
decision-making when selecting professional development for faculty members.
Finding: 75% of HLIP teacher respondents were not very familiar the Next Generation
Science Standards. Survey results established the assumption that majority of HLIP teachers
were not highly knowledgeable of NGSS as a set of science standards. Seventy-five percent of
responses indicated HLIP teachers were “moderately familiar” and “slightly familiar” with
NGSS, suggesting a low level of familiarity with the standards. This result provided an
assessment of the factual knowledge level HLIP teachers. This finding informed the
recommendations made in Chapter 5.
Conceptual Knowledge
Conceptual knowledge refers to the transfer of factual knowledge to new situations and
connects concepts and classifications through cognitive processes of creation and synthesis
(Anderson & Krathwohl, 2001). Conceptual knowledge in this study was used to assess HLIP
teacher knowledge to teach science in the medium of Hawaiian language and to assess if teachers
had the knowledge and skills to teach science. The first assumed need was HLIP teachers need
adequate knowledge to teach science in the medium of Hawaiian. The second assumed need was
HLIP teachers need the knowledge and skills to teach science. To assess teachers’ conceptual
knowledge of Hawaiian language and their ability to teach science in that language, teachers
were asked to self-assess their Hawaiian language ability in the science content area. To assess
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72
HLIP teacher knowledge and skills used to teach science, teachers were asked to respond to a
Likert-scale survey question.
Survey results. The question aimed to assess teachers’ conceptual knowledge of
Hawaiian language by assessing their ability to teach science in that language. Teacher
respondents (n=49) were asked to rate their ability to teach science in the Hawaiian language.
The survey prompt was, “Use the sliding scale to rate your ability to teach science in the
medium of Hawaiian language.” The range of the scale was 0 to 10. The scale was calibrated as
follows: a choice of “0” corresponded to “low ability,” a choice of “5” corresponded to “medium
ability,” and a choice of “10” corresponded to “high ability.” Respondents could select other
numerals in the range to demonstrate their science teaching ability in relation to the anchor
descriptors. Results, displayed in Figure 3, showed that the mean score selected was 5 with 26%
of respondents (n=13), the largest single choice, indicating their ability to teach science was
“medium ability.” A standard deviation of 1.98 is reflects the wide dispersion of responses. Only
one respondent (n=1) selected “high ability,” and only one respondent (n=1) selected “low
ability.” Respondents were almost equally divided on either side of the mean, representing a
wide range of knowledge levels to teach science in the medium of Hawaiian. Yet, 63% of total
respondents selected numerals in the range of 1-5 representing low to medium ability
competencies to teach science in the Hawaiian language. Based on the percentage of respondents
(63%) who felt their skills were low to medium in strength, the assumed conceptual knowledge
need was established: HLIP teachers need to strengthen their knowledge and skills to teach
science in the Hawaiian language.
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
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Figure 3. Teacher ability to teach science in the medium of Hawaiian language
Finding: A majority of respondents rated their ability to teach science in the medium of
Hawaiian as low to medium ability. This survey item showed that 31 of 49 respondents rated
their ability between 1 and 5 on a scale of 0 to 10. The responses that HLIP teachers provided
regarding their Hawaiian language ability in the content area of science confirmed a need in
conceptual knowledge. HLIP teachers’ knowledge and skills to teach science in the medium of
Hawaiian language is an established knowledge need. The results from this survey item revealed
the complexity of the language and science content knowledge and skills that HLIP teachers will
need to reach full implementation of NGSS.
Procedural Knowledge
Procedural knowledge is a knowledge type that is defined by Anderson and Krathwohl
(2001) as the ability to conduct a routine activity that includes systematic processing, procedures
and criteria assessment. An assumed procedural knowledge need was HLIP teachers need
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
74
knowledge on how to access NGSS training. A survey item was designed to assess teacher
knowledge to access NGSS training.
Survey results. The question asked respondents (n=48), “If I need it, I know how to
access NGSS training opportunities.” A five-item Likert scale was used. Twenty-nine percent of
respondents (n=14) indicated they “strongly agree” or “agree” with this statement suggesting
they know how to access NGSS training opportunities. However, 43% of respondents (n=21)
stated they either “disagree” or “strongly disagree” with this statement. The results suggest that
more teachers do not know how to access NGSS training than those that do. Furthermore, 27%
of respondents (n=13) indicated they “neither agree nor disagree” with this statement, suggesting
they are neutral or undecided on this procedural knowledge item. These results established that
HLIP teachers need knowledge on how to access NGSS training opportunities.
Figure 4. Teacher knowledge to access NGSS training opportunities
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75
Finding: Many HLIP teachers do not know how to access NGSS training
opportunities. Although some teachers indicated they had knowledge to access NGSS training,
the majority indicated they were unsure or did not know how to access training. The results
indicated that a routine activity, such as seeking support to strengthen teaching via a training
opportunity, is not universally understood by all respondents. This procedural knowledge need
represents a barrier that could prevent the key stakeholders of the study, HLIP teachers, from
accessing training and learning opportunities to strengthen science content knowledge in general,
and NGSS training specifically. Therefore, HLIP teachers need knowledge on how to access
NGSS training opportunities.
Assumed knowledge need. Metacognitive knowledge is defined as knowledge and
awareness of one’s cognitive functioning and strategic thinking skills to effectively apply
knowledge (Anderson & Krathwohl, 2001). Teachers need to understand if they have the
knowledge and skills to teach science. Metacognition allows teachers to understand their own
knowledge and skill level. This led to the identification of an assumed knowledge need that
HLIP need to know if they have the knowledge and skills to teach science. The knowledge need
was assessed using a Likert-scale survey question.
Survey results. The survey item asked for a response to the statement, “I currently have
the knowledge and skills to teach science.” The survey captured 48 responses (n=48). A Likert
scale survey item provided five responses to be selected to indicate agreement or disagreement
with the statement. The five choices were “Strongly agree,” “Agree,” “Neither agree nor
disagree,” “Disagree,” and “Strongly disagree.” Figure 5 shows survey results for this item. A
standard deviation of .74 reflected the high number of responses (n=40) that clustered around
“Agree” (41%) and “Neither agree nor disagree” (41%). The later choice, “Neither agree nor
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
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disagree” was a neutral choice that suggested respondents were unsure if they possess the
knowledge and skills to teach science. Fourteen percent of respondents (n=7) indicated
disagreement with the statement suggesting they do not have knowledge and skills to teach
science. No “strongly disagree” responses were recorded. A single respondent (n=1) selected
“Strongly agree” in response to the statement. The graph in Figure 5 highlights the results from
this survey item. The graph highlights that more than half of respondents were either unsure or
did not have the science knowledge and skills to teach science. This survey item established that
teachers’ current level of science knowledge and skills was a knowledge need.
Figure 5. Teacher science knowledge and skills
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
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Metacognitive Knowledge
It was assumed that teachers did not know if their science content knowledge was
sufficient to teach science at their grade level. To assess this knowledge need, teachers were
asked about their level of knowledge in the context of the grade level they were currently
teaching.
Survey results. Teachers were asked to evaluate their science content knowledge by
responding to a 6-item Likert-scale question. The question asked, “How adequate is your science
content knowledge to teach science at your grade level(s)?” Respondents were given six choices
to indicate their knowledge level: “Extremely adequate,” “Very adequate,” “Adequate,” “Neither
adequate or inadequate,” “Inadequate,” and “Extremely inadequate.” The options provided a
range of choices for respondents to indicate their level of knowledge to teach science at their
grade level. With a six-point range, the mean score of 3.27 indicated that, on average,
respondents felt their science knowledge was just below a level of being “adequate.” Fifty-one
percent of respondents (n=25) selected “adequate,” 30% of respondents (n=15) selected “Neither
adequate or inadequate,” and 6% of respondents (n=3) selected “Inadequate.” None of the
respondents selected “Extremely inadequate.” Combined, 12% of respondents (n=6) selected
“Very adequate” or “Extremely adequate” to describe their level of science knowledge. This
result established that 51% of the sample felt they had adequate knowledge to teach science at
their current grade level, and it further demonstrated that respondents’ metacognitive awareness
of their level of science knowledge. Therefore, this survey item did not establish the assumed
metacognitive knowledge need. Teachers felt they had adequate knowledge to teach science at
their grade level.
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Figure 6. Teacher knowledge to teach science at grade level
Finding: A majority of HLIP teachers do not have, or are unsure if they have the
knowledge and skills to teach science. The survey item assessed teachers’ metacognitive
knowledge and skills to teach science. The results indicate that in general, teachers’ felt their
science knowledge was not adequate. Teachers science knowledge and skills indicated a need to
address teacher training and professional development opportunities to prepare for the
performance task of NGSS implementation.
Finding: Most HLIP teachers reported having adequate science content knowledge to
teach science at their grade level, but several (36%) reported not having adequate science
content knowledge to teach science at their grade level. This survey item did not establish the
assumed need yet it yielded insights into the teachers’ ability to teach science content knowledge
at their current grade level. This question required respondents to apply metacognitive processes
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to reflect on the current grade level they teach. Respondents were required to narrow down their
assessment to their own level of knowledge and skills to perform a task. Unlike the previous
result that indicated teachers have a need in their science knowledge in general terms, this item
produced a finding that seemed to contradict the previous result since teachers indicated they did
have the science knowledge to teach at their grade level. Still, a third of teachers indicated that
their science knowledge was not adequate for the grade levels they were teaching. Moreover, just
over half of respondents indicated they have “adequate” knowledge for their science teaching.
By selecting “adequate” to describe their level of science content knowledge, this response
suggests that HLIP teachers current level of science knowledge is not at an optimum level.
Overall, these results suggest a need for science content learning for HLIP teachers.
Summary of Knowledge Needs
The survey and interview instruments yielded data to identify knowledge needs
pertaining to NGSS implementation in the organization under study, the Hawaiian Language
Immersion Program and the key stakeholder, K-12 HLIP teachers. The results and findings
indicate that the key stakeholder, K-12 HLIP teachers had factual, conceptual, procedural, and
metacognitive knowledge needs that could impact their implementation of NGSS in the
classroom. Factual knowledge needs included teachers’ lack of awareness of the NGSS policy
and their lack of familiarity with NGSS as a set of science standards. Teachers’ conceptual
knowledge needs included their level of science knowledge content and the knowledge to
provide science instruction in the medium of Hawaiian language. Many HLIP teachers reported
not knowing how to access NGSS training opportunities which established a procedural
knowledge need. A metacognitive knowledge need was that HLIP teachers do not have, or are
unsure if they have, adequate knowledge and skills to teach science. The interview findings
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80
provided data on the factual knowledge of the secondary stakeholder group of the study, HLIP
principals. Interview findings indicated that HLIP principals had a factual knowledge need.
Specifically, the factual knowledge need was HLIP principals’ little to no knowledge of the
Hawaiʻi Board of Education NGSS policy and its implementation details.
The results and findings from the various sources of data presented in Table 8 showed
that five of the six assumed needs were established.
Table 8
Established Knowledge Needs
Category Assumed Need Established
Not
Established
Factual HLIP principals need adequate knowledge of
NGSS policy.
√
Factual HLIP teachers need familiarity with the Next
Generation Science Standards.
√
Conceptual HLIP teachers need adequate knowledge to teach
science in the medium of Hawaiian.
√
Procedural HLIP teachers need knowledge on how to access
NGSS training.
√
Metacognitive HLIP teachers need adequate knowledge and
skills to teach science.
√
Metacognitive HLIP teachers need sufficient science content
knowledge to teach science at their grade level.
X
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Results and Findings for Motivation Needs
The survey and interview instruments provided data to establish the assumed motivation
needs related to teacher implementation of NGSS in the HLIP classroom. The energy and effort
needed to initiate and perform a task are motivational issues that can impact teacher performance
(Rueda, 2011). Clark and Estes consider motivation as the element that “gets us going, keeps us
moving, and tells us how much effort to spend on work tasks” (Clark & Estes, 2008, p. 80).
Clark and Estes (2008) describe three impacts of motivation towards achieving a goal: active
choice, persistence, and mental effort. As discussed earlier, the motivation principles that guide
the systematic assessment of the organization’s performance goal are based on complex
psychological and emotional factors that influence individuals. The results and findings related
to motivation needs are categorized and presented in this section.
An online survey was used to assess HLIP teachers’ motivation needs. The survey was
designed to understand the following:
• teachers’ personal interest in science;
• teachers’ level of enjoyment in teaching science;
• teachers’ self-efficacy in teaching science;
• how effective teachers felt they would be at implementing NGSS in the future;
• if teachers had active choice in selecting their science standards;
• if teachers had goals in place to meet a performance target;
• if teachers received feedback regarding their science instruction;
• if teachers will use goal-setting to implement NGSS.
One of the interview questions for HLIP principals asked if they felt HLIP teachers were
motivated to teach science. These items were based on the motivation principles described earlier
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in the study and were identified as important factors that could influence stakeholders’
implementation of NGSS.
According to Rueda (2011), goal attainment barriers can be understood by using
motivational principals such as values, self-efficacy, attribution, interests, and outcomes
expectancy. For the organization under study, the Hawaiian Language Immersion Program, six
motivational principles were identified. This section highlights the assumed motivation needs,
establishes the assumed need, and presents findings, and synthesizes the results.
Table 9 shows a summary of the six motivational principles, assumed needs and the
method used to establish the need.
Table 9
Assumed Motivation Needs and Method to Assess Needs
Motivational
Principle Assumed Need Method
Feedback HLIP teachers need feedback regarding their science
instruction.
Interview /
Survey
Affect HLIP teachers need motivation to teach science. Interview
Interest HLIP teachers need personal interest in science. Survey
Affect HLIP teachers need to enjoy teaching science. Survey
Self-Efficacy HLIP teachers need to feel effective at teaching science. Survey
Expectancy-value HLIP teachers need to feel they will be effective at
implementing NGSS.
Survey
Goal-setting HLIP teachers need to set a goal to use NGSS. Survey
Active choice HLIP teachers need choice in selecting the standards. Survey /
Interview
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Assumed motivation factor. An assumed motivation need was that teachers need to be
motivated to teach science. A lack of motivation to teach science was identified as a barrier to
NGSS policy implementation. The interview instrument was used to assess this assumed need by
asking HLIP principals to provide their perceptions of HLIP teachers’ motivation to teach
science.
Interview findings. Interviews provided data regarding principal perceptions of HLIP
teachers’ motivation to teach science. Principals were asked, “Are your HLIP teachers motivated
to teach science? What do you see or not see to inform your decision?” The responses were
placed into three categories: A “yes” response indicated the principal felt strongly that HLIP
teachers were motivated to teach science. A “conditional” response described statements that
were considered a “yes” with qualifications. A “no” description indicated the principal felt HLIP
teachers were not motivated to teach science. A total of nine (n=9) responses were generated
from this question. Thirty-three percent of principal respondents (n=3) provided statements that
HLIP teacher were motivated to teach science. Melissa stated her teachers were “highly
motivated.” Cassie said HLIP teachers at her school were “very motivated,” and Anna-Leigh
responded by saying “My HLIP teachers are highly motivated to teach science.” Sixty-six
percent of respondents (n=6) expressed that HLIP were motivated to teach science but statements
were more qualified. Mamana said teacher motivation was “Dependent on their personal interest
in science” and Mitchell said teachers were motivated, “If contextualized using culture.” Ramona
added that “If they don’t have a solid background in science, they shy away from science.” None
of the responses indicated that HLIP were “not motivated” to teach science. The findings
indicated that HLIP principals felt that HLIP teachers were motivated to teach science with 30%
of these principals assessing HLIP teachers as being “highly motivated.” This finding reflects the
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84
perspectives of HLIP principals regarding teachers’ level of motivation. Based on HLIP principal
responses, the assumed motivation need that HLIP teachers are not motivated to teach science
was not established.
Finding: HLIP principals indicated that HLIP teachers were motivated or highly
motivated to teach science. Principal perceptions of HLIP teachers’ strong motivation to teach
science means that teachers show a discernable level of interest. Schiefele (2009) defines
interest as a relationship between an individual and an activity or set of activities in a given
context. This motivation can lead teachers to a deeper and prolonged interest in teaching science.
HLIP teacher motivation to teach science can strengthen self-regulating behaviors to complete a
performance task. Because HLIP teachers appeared to already be motivated to teach science, this
was not an established motivation. The findings nonetheless generated valuable data regarding
HLIP principals’ perception of teachers’ motivation.
Assumed motivation factor. Teachers’ lack of personal interest in science was an
assumed motivation need. Having a personal interest in science was considered a motivating
factor for teaching science. For this study, HLIP teachers’ personal interest in science was
assessed to establish this assumed motivation need. A survey question was created to assess the
validity of the assumed motivation need.
Survey results. A multiple-choice survey question asked HLIP teachers, “To what extent
are you personally interested in science?” Respondents were given five choices to select their
interest in science: “Extremely interested,” “Very interested,” “Interested,” “Slightly interested,”
and “Not interested.” Fourteen percent of respondents (n=7) selected “Extremely interested.”
Thirty-six percent of respondents (n=18) selected “Very interested.” Forty-five percent of
respondents (n=22), the largest single response for this survey item, selected “Interested.” Four
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85
percent of respondents (n=2) selected “Slightly interested.” None of the respondents selected
“Not interested.” On the five-point scale, the mean response for this item was 2.4 which
indicated that most respondents felt “interested” or “very interested” in science. Combined, 95%
of respondents indicated they were extremely interested, very interested, or interested in science.
The results indicated that HILP teachers are personally interested in science, and therefore, the
assumed motivation need was not established.
Figure 7. Teachers’ personal interest in science
Finding: HLIP teachers are personally interested in science. Ninety-five percent of
HLIP teachers expressed a personal interest in science. HLIP teachers’ interest in science was
considered a positive influence on the performance goal of NGSS implementation. This finding
represents an opportunity to build more interest over time, via constructed learning environments
that support science instruction. Findings inform the type of professional development
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opportunities that can be provided. Since the findings demonstrated that HLIP teachers were
personally interested in science, this finding was not an established motivation need.
Assumed motivation factor. An assumed motivation need was that HLIP teachers do
not enjoy teaching science. This was identified as a need based on scanning interviews. To assess
teachers’ level of enjoyment in providing science instruction, a survey question was used to
establish this as a possible need.
Survey results. A Likert-scale survey question asked HLIP teachers, “To what extent do
you enjoy teaching science to your students?” Respondents were given five choices to select
their interest in teaching science: “Extremely enjoyable,” “Very enjoyable,” “Enjoyable,”
“Slightly enjoyable,” and “Not enjoyable.” Twelve percent of respondents (n=6) selected
“Extremely enjoyable.” Thirty-five percent of respondents (n=17) selected “Very enjoyable.”
Forty-nine percent of respondents (n=24), the largest single response for this survey item,
selected “Enjoyable.” Four percent of respondents (n=2) selected “Slightly enjoyable.” None of
the respondents selected “Not enjoyable.” The mean response for this item was 2.4 which
indicated that most respondents found teaching science to be “Very enjoyable” or “Enjoyable.”
Figure 8 presents results for this survey item. Ninety-six percent of respondents (n=47) indicated
their enjoyment of teaching science as “Extremely enjoyable,” “Very enjoyable,” or
“Enjoyable.” Based on these results, the assumed motivation need that HLIP teachers do not
enjoy teaching science was not established.
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Figure 8. Teachers’ enjoyment of teaching science
Finding: HLIP teachers enjoy teaching science to students. Ninety-six percent of HLIP
teachers reported they enjoyed teaching science. The feeling of enjoyment touches upon
neurological systems for emotion, social processing, and self (Immordino-Yang, 2011).
Enhancing positive emotions and reducing negative emotions enhances learning, motivation, and
performance (Pekrun, 1992). This finding, that nearly all respondents of the sample enjoyed
teaching science, demonstrates stakeholders’ emotional disposition towards science and may
positively influence the organization’s performance goal to implement NGSS. HLIP teachers’
enjoyment of teaching science could be a positive influence on the implementation of NGSS.
This finding represents an assumed need that was not established.
Assumed motivation factor. An assumed motivation need was teachers do not feel
effective at teaching science. Having self-efficacy to teach science was considered a critical
motivation factor and a need to effectively implement NGSS. The self-efficacy mechanism can
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play a strong motivating role in how individuals approach goals, tasks, and challenges (Bandura
& Cervone, 1983). To understand how effective HLIP teachers consider themselves to be at
teaching science, a survey question was created to assess the assumed motivation need.
Survey results. A Likert-scale type question with a five-item scale asked respondents,
“How effective do you feel you are at teaching science?” The choices offered were: “Extremely
effective,” “Very effective,” “Effective,” “Slightly effective,” and “Not effective.” Two percent
of respondents (n=1) selected “Extremely effective.” Eight percent of respondents (n=4) selected
“Very effective.” Forty-five percent of respondents (n=22), the largest single response for this
survey item, selected “Effective.” Forty-two percent of respondents (n=21) selected “Slightly
effective.” Two percent of respondent (n=1) selected “Not effective.” The mean response for this
item was 3.3 which indicated that most respondents felt “Effective” and “Very effective” at
teaching science. Figure 9 presents results for this survey item. Forty-five percent felt “Slightly
effective” or “Not effective” at teaching science. Combined, 55% of respondents felt “Extremely
effective,” “Very effective,” or “Effective” at teaching science. The assumed motivation need
that HLIP teachers need to feel effective at teaching science is not established based on these
results since most HLIP teachers indicated they felt effective at teaching science.
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Figure 9. Teacher effectiveness at teaching science
Finding: Most HLIP teachers felt effective at teaching science. The results from this
survey item provided encouraging data regarding teachers’ self-efficacy in teaching science in
the HLIP classroom. Self-efficacy, or the belief in one’s ability to be successful at a task, is
based on a motivation principle that suggests that feeling effective at performing a task is a factor
at enhancing motivation (Bandura & Cervone, 1983). Presumably, respondents’ feeling of
effectiveness at teaching science indicates a certain level of readiness to approach the goal, such
as implementing NGSS with an expectation of success at some level. That performance task will
require sustained and self-regulated action that self-efficacy can provide (Wigfield & Eccles,
2000). This finding reflects another motivation principle: value-expectancy theory. This theory
would suggest that if teachers currently feel effective at teaching science, they will likely expect
to be effective when teaching science in the future. However, this assumed motivation need was
not established since most HLIP teachers felt effective at teaching science.
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Assumed motivation factor. An assumed motivation need identified was that teachers
need to feel they will be effective at implementing NGSS. The motivation need was understood
by assessing teachers’ sense of future success at implementing NGSS in the next two years.
Value-expectancy theory was the motivation principle used to establish this assumed motivation
need. A survey question was created to assess teachers’ beliefs in their future effectiveness in
implementing NGSS.
Survey results. The survey question asked respondents to think of how effective they
will be at implementing NGSS if they chose to implement, in the future. The question asked was:
“If you do choose to implement NGSS in the next two years, how effective do you think you will
be at implementing it?” Respondents were prompted to use the sliding Likert scale tool to select
from a range of numbers from 0 to 10. The scale was calibrated as follows: a choice of “0”
corresponded to “not effective” a choice of “10” corresponded to “extremely effective.”
Respondents could select other numerals in the range to demonstrate their future effectiveness at
implementing NGSS. The mean response for this item was “6” with 74% of respondents (n=35)
selecting a numerical range between “5” and “8” on the sliding scale. This range represented a
middle ground between the two termini of the scale and suggested that most HLIP teachers
found themselves to be average or slightly above average in terms of their effectiveness at
implementing NGSS in the future. The results indicated that most HLIP teachers felt they would
be effective if they were to implement NGSS in the next two years. These results did not
establish the assumed motivation need that HLIP teachers need to feel effective at implementing
NGSS.
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Figure 10. Teacher effectiveness at implementing NGSS in next two years
Finding: Most HLIP teachers felt they would be effective if they chose to implement
NGSS in the next two years. Although this motivation need was not established by the
instrument, the data provided insight that indicated teacher stakeholders have an expectation of
their own effectiveness at implementing NGSS in the future. Expectancy-value theory applied to
this finding means that teachers’ future expectation to meet a performance target, such as using
NGSS for science instruction, could result in a high-level of persistence to reach that goal.
Although it is not an established need, this finding is considered potential positive influence on
the organization’s performance goal.
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Assumed motivation factor. An assumed motivation need was HLIP teachers need to
set a goal to use NGSS in the future. It was important to understand if HLIP teacher would goal-
set to implement NGSS at a future time. Goal-setting could indicate their future-orientation to
implement NGSS. A survey question was designed to assess how likely HLIP teachers would be
to set a future goal to use NGSS.
Survey results. A 5-item Likert scale question asked teachers, “In the next two years,
how likely is it that you will set a goal to teach science using Next Generation Science
Standards?” Respondents could choose to respond by selecting a single response: “Extremely
likely,” “Likely,” “Neither likely nor unlikely,” “Unlikely,” and “Extremely unlikely.” Twenty-
eight percent of respondents (n=14) selected “Extremely likely” and 48% of respondents (n=24)
selected “Likely.” Sixteen percent of respondents (n=8) selected “Neither likely nor unlikely”
suggesting they were neutral or unsure if they would goal-set. Combined, 8% of respondents
(n=4) selected “Unlikely,” or “Extremely unlikely.” With 76% of respondents (n=38) selecting it
was “Likely” or ‘Extremely likely” they would set a goal to use NGSS in the next two years, the
assumed need that teachers need to set a goal to use NGSS was not established.
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Figure 11. Likelihood of selecting goal to teach science using NGSS
Finding: Teachers are likely to set a goal to teach science using Next Generation
Science Standards. The survey results indicated that teachers were very likely to choose to use
NGSS to teach science. In terms of goal-setting as a motivation principle, if given an
opportunity, HLIP teachers will likely choose to set a goal to implement NGSS in the future.
Assumed motivation factor. An assumed motivation need was HLIP teachers’
exercising choice regarding what science standards they use. Lack of active choice in selecting
what standards teachers use, was identified as a motivation principle that could undermine NGSS
implementation. The assumed motivation need was HLIP teachers do not have a choice in
selecting the standards they use to provide instruction. To assess the assumed motivation need, a
survey question asked respondents to select as many choices from the list of six to identify who
in the organization determines what standards are taught.
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Survey results. The survey question asked HLIP teachers to think of their school in the
current year. The question was: “At your school this year, who determines what science
standards are taught?” Respondents were directed to select “All that apply” to allow for
multiple responses to be collected. Six choices were provided which included an option that
allowed a text field to be populated. The five preset choices were: “Individual teachers,” “Group
of teachers,” “Principal,” “Instructional coach,” and “Curriculum coordinator.” These descriptors
represented individuals or groups that make decisions on curriculum and instruction at the school
level. “Individual teachers” was the choice selected with the highest frequency (n=42) which
comprised 85% of all responses. The item with the second highest frequency of selection (n=21)
was “Group of teachers” representing 42% of responses. “Principal” was the item that had the
third highest frequency (n=17) and comprised 34% of all responses.
Two respondents selected “Other” and provided the following text: “HLIP benchmarks”
and “OHE,” presumably describing the Office of Hawaiian Education — Hawaiʻi Department of
Education. This is the state level office of the Hawaiʻi Department of Education that provides
oversight to the Hawaiian Language Immersion Program. The first response identifies a set of
benchmarks produced by the HLIP state office. The later response, attributes the choice of
science standards with the Office of Hawaiian Education (OHE). Both responses represent the
same organizational unit in the Hawaiʻi Department of Education; the Office of Hawaiian
Education and Hawaiian Language Immersion Program. Combined, the two submissions
represent 4% of total responses.
The frequency of the two choices “Individual teachers” and “Group of teachers” suggests
that teachers, to a large extent, determine what science standards are taught. To a lesser degree,
respondents indicated that principals also determine what science standards are taught. The
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results from this survey item reveal that teachers feel they have a prominent choice regarding
what science standards they use. The assumed motivation need that HLIP teachers do not have a
choice in selecting the standards they use was not established.
Figure 12. Who determines what science standards are taught at schools?
Interview findings. In the interviews, HLIP principles were asked to identify who
determines what science standards are used at the school. Like the survey question to teachers,
the interview question was used to assess if teachers had active choice in selecting what
standards they used to teach science. A lack or absence of active choice could indicate a barrier
in the implementation of NGSS. To understand their level of active choice in the selection of
standards, HLIP principals were asked, “At your school this year, who decides what science
standards are taught?”
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Of the eight responses collected from principals, 75% of interviewees (n=6) indicated
that in the current school year, teachers decided what science standards they would teach. The
remaining interviewees (n=2) indicated that teachers and principal determined the choice of
standards. Of the later finding, both responses suggested a collaborative decision-making
process between principal and teachers, usually conducted via a grade level or subject-area team.
This finding indicated that teachers have active choice in deciding standards at their schools.
Since the finding indicated that teachers exercise active choice, this assumed motivation need
was not established.
Table 10
Interview Findings — Selection of Science Standards
Interview Question Teachers Teachers & Principals
“At your school this year, who decides what science
standards are taught?”
6 2
Response Totals 6 2
Finding: HLIP teachers play an active role in deciding what science standards are
taught at HLIP schools. This finding, which did not establish the assumed motivation need,
provided two items for consideration: teachers exercise active choice in selecting science
standards and there was a collaborative process at schools that involved teachers and principal in
the decision making of what standards the school would focus on. This finding was evidence that
HLIP teachers exercise active choice regarding curriculum and instruction decisions at the
school. Clark and Estes (2008) maintain that active choice represents the initial action needed to
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reach a goal and can determine if motivation will lead to action. Based on active choice
motivation theory and these findings, if teachers took action to choose to implement NGSS, this
choice can positively influence their motivation and lead to goal attainment.
Assumed motivation factor. Feedback was identified as an important moderator of goal
commitment. An assumed motivation need was teachers do not receive feedback regarding their
science instruction. According to Locke and Latham (2002), if people do not know how well
they are performing, it will be difficult for them to adjust their performance to meet the desired
performance goal. When feedback with clear performance goals are provided, an intensification
of effort that motivates towards goal fulfillment can result (Bandura & Cervone, 1983). If
teachers are not currently receiving feedback on their science instruction, this may be a negative
motivating influence on the implementation of NGSS in the future. To assess the assumed
motivation need, both survey and interview instruments were used.
Survey results. A 7-item Likert scale question asked HLIP teachers, “At your school,
how frequently do you receive instructional feedback regarding your science instruction?”
Respondents could choose a single response from the seven choices offered. The choices were
arranged by levels of frequency: from high frequency to low or no frequency. The options were
“Daily” (which represented the highest level of frequency), “Weekly,” “Monthly,” “Quarterly,”
“Yearly,” “Rarely,” and “Never.” The question attempted to have the respondent think
specifically about feedback regarding their science instruction. None of the respondents selected
“Daily,” “Weekly,” or “Yearly.” Ten percent of the sample (n=5) selected “Monthly,” and 10%
of the sample (n=5) selected “Quarterly.” Forty-seven percent of respondents (n=23) selected
“Rarely,” and 32% of respondents (n=16) selected they “Never” received instructional feedback
regarding their science instruction. In summary, 20% of the sample indicated they received
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monthly or quarterly feedback on their science instruction. However, 79% of the sample reported
they “Rarely” or “Never” received feedback on their science instruction. Given the large number
of respondents who reported they had little to no feedback, the assumed motivation need was
established.
Figure 13. Frequency of science instruction feedback
Interview findings. The interview findings largely corroborated the survey results that
indicated HLIP teachers rarely receive feedback regarding their science instruction. Interviewees
were unanimous in reporting they rarely or never give HLIP teachers feedback on their science
instruction. Excerpts from the interviews demonstrated that principals rarely give feedback. For
example, HLIP principal David stated he does not give “too much” feedback to his teachers.
Ramona reported she sometimes provided feedback but there was “No set time or system to
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make sure all teachers received it.” Mamana reported she provided “Very little, if any science
feedback at all.” The HLIP principals who responded they “never” provided feedback on
teachers’ science instruction responded with these statements: Roxanne stated flatly, that she had
“Not given feedback to teachers,” Anna-Leigh said she never provided science feedback, “unless
it was for a teachers’ evaluation requirement,” and Cassie reported the amount of feedback on
science instruction she provided to teachers’ was “Zero to none.” The responses illustrated a lack
of feedback given to HLIP teachers for their science instruction. Interview findings established
the assumed motivation need that teachers do not receive feedback regarding their science
instruction.
Finding: HLIP teachers do not receive feedback on their science instruction. The
survey and instrument tools established the assumed motivation need that teachers are not
receiving performance feedback on their current science instruction practice. For performance
goals to be effective, people need feedback to understand how they are doing (Locke & Latham,
2002). If, as suggested by Bandura and Cervone (1983), motivation performance increases when
performance feedback is given along with knowledge of the goal, then for NGSS
implementation, HLIP teachers will need performance feedback on their science instruction
along with clear performance goals (i.e., NGSS benchmarks for students) to address the
motivation need.
Synthesis of Results and Findings for Motivation Needs
The implementation of NGSS, a new set of standards will require changes in how
teachers provide instruction to master a dramatically new set of science standards. Any such
change could raise motivation problems as teachers adopt and learn new instructional practices.
Of the eight assumed motivation needs, only one was established. Table 11 provides an overview
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of the established motivation needs and the assumed motivation needs that were not established.
In summary, the instruments yielded findings that suggests that HLIP teachers will be motivated
to implement NGSS. The single established need was that HLIP teachers are not receiving
feedback on their science instruction and this was identified as a factor that could decrease
teachers’ motivation to meet the performance task. Eight of the assumed needs were not
established yet they provided insight that HLIP teachers are motivated to implement NGSS
within the next two years. The motivation principles of interest, active choice, goal-setting,
expectancy-value, affect, self-efficacy, and feedback provided a theoretical framework to
systematically assess survey results and interview findings. A synthesis of the data is presented
in Table 11.
Table 11
Established Motivation Needs
Motivational
Principle Assumed Need Established
Not
Established
Feedback Teachers need feedback regarding their science
instruction.
√
Affect Teachers need motivation to teach science. X
Interest Teachers need personal interest in science. X
Affect Teachers need to enjoy teaching science. X
Self-Efficacy HLIP teachers need to feel effective at teaching science. X
Expectancy-
value
Teachers need to feel they will be effective at
implementing NGSS.
X
Goal-setting HLIP teachers need to set a goal to use NGSS. X
Active choice HLIP teachers need choice in selecting instructional
standards.
X
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In terms of interest, teachers reported having a personal interest in science. Current
literature suggests that when an individual possesses a well-developed interest, they seek to
engage in that activity recurrently, feel self-efficacious about it, value their engagement in it, and
self-regulate their time spent on it (Wigfield & Cambria, 2010). The level of personal interest
that teachers have for science suggests that a similar level of interest exists for NGSS.
Although NGSS, as a Hawaiʻi Board of Education policy will be required of all Hawaiʻi
Department of Education schools, there remain many implementation choices that individual
schools will need to make. HLIP teachers may exercise active choice in selecting the science
standards at their schools and most HLIP teachers indicated they would choose to set a goal to
use NGSS in the future. Active choice is influenced and moderated by an individual’s interest,
goal-setting, expectancy-value, and affect. HLIP teachers and principals were unanimous in
reporting that teachers, along with principals, have established processes in place to collaborate
on decisions regarding curriculum and instruction choices, including the choice of what science
standards teachers choose.
In terms of the motivational principle of goal-setting, HLIP teachers felt strongly that in
the next two years, a majority indicated they will set a goal to use NGSS. According to Wigfield
and Eccles (2000), the theory of expectancies and values is defined as one’s expectation for
success and its value to an individual. The value that respondents placed on NGSS goal-setting in
the future was seen as a positive influence on future performance, effort, and persistence. In
terms of setting future goals, Bandura (1997) suggests that effective performance improvement
starts with clear and understandable work goals. As teachers exercise active choice in defining
their personal goals to use NGSS, they are building a self-regulating mechanism to meet the
performance goal.
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Expectancy-value theories are motivation-related constructs that address learners’
purposes and reasons for engaging in an achievement activity (Wigfield & Cambria, 2010).
Teachers felt strongly they will be effective at implementing NGSS in the future. The data
demonstrates that most teachers expect to be effective at implementing NGSS. Analyzing the
results using the expectancy-value theory provided insight regarding HLIP teacher value beliefs,
choice, and achievement performance. Teachers’ positive feelings of effectiveness at
implementing NGSS in the future was seen as an influencer on motivation to meet the
performance target.
Regarding teacher affect, the results and findings show that teachers are motivated to
teach science, enjoy teaching science, and are personally interested in science. Teachers’ strong
indication of enjoyment to teach science may positively influence goal attainment for individuals
in the organization. The level and type of emotion an individual performs on a specific action
can have an influence on the scope, quality, or results of that action (Goetz & Hall, 2013).
Principals’ assessment that HLIP teachers are motivated to teach science can enhance both
principals’ and teachers’ positive emotions, and reduce negative emotions that can lead to
enhanced learning, motivation, performance. HLIP principals’ expectancy-value that HLIP
teachers are motivated to teach science may serve as a motivating factor for the organization.
Another dimension of HLIP teacher affect was their enjoyment of teaching science.
Teachers’ positive emotional disposition towards science may be a motivating factor for HLIP
teachers to implement NGSS. The assessment that HLIP teachers enjoy teaching science
indicated their emotional disposition towards teaching science, and if so, this factor can
positively impact NGSS implementation. According to Pekrun (1992), enhancing positive
emotions and reducing negative emotions may increase learning, motivation and performance.
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For NGSS implementation, an implication was that recommendations for implementation should
address the affective domain where emotion and cognition are intertwined with social processing
and learning.
Survey results demonstrated that HLIP teachers felt effective at teaching science. A
person’s level of self-efficacy can play a significant role in how an individual approaches tasks,
goals, and challenges (Bandura, 1997). Self-efficacy is a motivating factor that can impact goal
attainment and therefore was considered a potential influence on the stakeholders’ performance
goal for implementing NGSS. HLIP teachers’ current attitudes regarding their effectiveness at
teaching science was a positive indication they may be willing to pursue deeper science learning
and implementation of NGSS.
The single established assumed motivation need was that teachers do not receive
feedback regarding their science instruction. This was a significant finding that could negatively
impact the performance goal of 100% NGSS implementation by May 2020. Both stakeholder
groups, HLIP teachers and HLIP principals overwhelmingly established the assumed need. The
near universal lack of regular feedback on science instruction is addressed in the
recommendations section in Chapter 5. Feedback is considered a moderator of goal commitment
and a lack of it could slow progress on goal attainment (Locke & Latham, 2002). In summary,
HLIP teachers need feedback on their science instruction.
Results and Findings for Organization Needs
Organization factors are the third cause of performance needs examined in this section.
The section will systematically review the results and findings of the research instruments to
establish or not establish the assumed organization needs and consider their influence on the
stakeholders in the organization.
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The Hawaiʻi Board of Education’s NGSS policy will be implemented in the organization
on a system-wide level which will bring to bear the organization’s resources and capacity to
realize successful implementation of NGSS. As such, there are many assumed needs in the
organization that could be barriers to implementation. Rueda (2011) asserts that, oftentimes, it is
the organization itself that hinders its own performance and goal achievement. Thus, the
organization culture of the Hawaiʻi Department of Education was examined to understand the
organization factors that could pose barriers to NGSS implementation. Ten assumed organization
needs were identified.
The results and findings in this section examine the ten assumed organization needs, or
potential barriers that may impede the performance goal of full NGSS implementation by May
2020. After data was collected, each of the needs were analyzed using one or more organization
theory to establish need. The primary theoretical construct used in this area of the study is that of
organization culture. Summarizing Rueda (2011), organization culture can include how an
organization is structured and organized, its policies and practices, and how people interact with
each other in various settings. Most phenomena that occur in organizations can be analyzed
using this construct.
The assumed organization needs were categorized as cultural settings, cultural models,
professional development, resources, and goal-setting. These categorical descriptors and the
assumed organization needs can be found in Table 12. Cultural models and cultural settings
provide a lens to examine organizational factors that influence the performance goal of the
organizations. The research instruments used to establish the assumed organization needs
included a survey for HLIP teachers, interviews with HLIP principals, and document analysis.
Like the previous sections addressing assumed knowledge and motivation needs, this section
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highlights the assumed organization needs. An assessment of those needs was then made using
the data and the organization principles to establish or not establish the assumed needs. Findings
are then presented for each of the assumed needs. Finally, a synthesis of the results and findings
is provided.
Table 12
Assumed Organization Needs and Method to Assess Needs
Category Assumed Need Method
Cultural setting The organization needs to provide adequate
information regarding the NGSS policy.
Survey / Document
Analysis
Cultural model The organization needs to encourage teachers to
use NGSS.
Survey
Cultural model The school principal needs to support teachers’
science instruction.
Survey
Cultural model Science instruction needs to be an instructional
priority at the school.
Survey / Interview /
Document Analysis
Professional
Development
The organization needs to encourage the
development of teachers.
Survey
Professional
Development
The organization needs to provide proper training
for teachers.
Survey
Resources The organization needs instructional
materials/Hawaiian language materials needed to
teach science.
Survey / Interview
Resources The organization needs the financial resources to
train teachers to implement NGSS.
Interview
Goal-Setting The organization needs a plan to train for NGSS. Interview
Cultural model The organization needs science outcomes in place
for HLIP students.
Interview / Survey /
Document Analysis
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Assumed organization need. The organization is responsible for informing, training,
and supporting teachers to use NGSS. A concern was the depth of teacher knowledge regarding
the NGSS policy. Information sharing about the NGSS policy within the organization was
identified as a critical component to effective NGSS implementation in the organization.
Scanning interviews indicated that teachers were unclear or unaware about the Hawaiʻi Board of
Education NGSS policy. Therefore, an assumed organization need was the organization needed
to provide adequate information regarding the Hawaiʻi Board of Education’s NGSS policy to
HLIP teachers. This assumed need was assessed by asking HLIP teachers to respond to a survey
question and using the document analysis instrument.
Survey results. A Likert scale survey question with five choices was used. The question
asked respondents, “In this school year, how much information regarding the Hawaiʻi BOE Next
Generation Science Standards policy have you received from your school?” The Likert scale
contained the following choices for respondents to indicate the level of information they have
received: “None at all,” “Not enough,” “Just enough,” “Slightly too much,” and “More than
needed.” Presumably, these choices provided adequate levels of information that respondents
could identify with. None of the respondents indicated “Slightly too much” or “More than
needed.” Twenty percent of respondents (n=10) indicated they had “Just enough” information
from their organization. Forty-two percent of respondents (n=21) indicated they had “Not
enough” information from their organization. Thirty-six percent of respondents (n=18) indicated
“None at all” to describe the amount of information they have received from their organization.
The standard deviation for the responses was .74, indicating a clustering of responses. The mean
response was 1.84 and weighted around the items “Not enough,” and “None at all,” indicating
that most respondents lacked information about the NGSS policy from their organization. With
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76% of respondents indicating a lack of NGSS policy information and only 20% indicating they
had “Just enough,” the assumed organization need that HLIP teachers do not receive enough
information from the organization regarding the Hawaiʻi Board of Education NGSS policy was
established.
Figure 14. Information from the organization regarding the HI BOE NGSS Policy
Document analysis results. A document scan of Hawaiʻi Board of Education policy,
memorandum, and board minutes was conducted. There was little information in terms of formal
documentation of the policy adoption by the board and no formal announcements to inform
school level stakeholders was located. The single Board of Education notice was the official
meeting minutes (Appendix F). This document provided the official evidence of the Board’s
adoption of the Next Generation Science Standards and provided a date for implementation. The
minutes verify that a motion to adopt the Next Generation Science Standards was passed
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unanimously with all members present voting aye. This motion then required the Department of
Education to present to the Board of Education for approval, a plan beginning in school year
2016-2017 to fully implement the standards within four years (Hawaiʻi State Board of Education,
2016a). A public copy of such a plan has not been located at the time of this study. Based on
Hawaiʻi Board of Education action, the Hawaiʻi Department of Education published a press
release on the departmental web page (HIDOE, 2016a) that clearly stated the Department will
target full implementation of NGSS in school year 2019-2020. The press release addressed the
development of “resources, supports, and assessments with teacher input” along with
collaborative local education partners, the University of Hawaiʻi, and the National Oceanic
Atmospheric Administration (HIDOE, 2016a).
The two documents analyzed, the Hawaiʻi Board of Education minutes and the Hawaiʻi
Department of Education’s press release, were the only two official notices released publicly that
announced the policy adoption measure and related information regarding implementation. The
two documents served as data points to assess the amount of, and depth of information provided
by, the two organizations (the Hawaiʻi Board of Education and the Hawaiʻi Department of
Education) to HLIP teachers regarding the new policy. Regarding the quantity of official
announcements, only two official announcements were located: (1) the official minutes of the
Hawaiʻi Board of Education; and (2) a press release from the Hawaiʻi Department of Education
to announce the board action. The depth of information provided in these two documents
included: (1) the board measure to adopt NGSS; (2) the date of policy adoption; (3) the four-year
window leading up to adoption, and (4) the Department’s plan to work with teachers and external
partners to develop resources, supports, and assessments. Based on the analysis of the content of
the two official documents, the document analysis established the assumed organization need
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that HLIP teachers did not receive enough information regarding the Hawaiʻi Board of
Education’s NGSS policy adoption measure.
Finding: The organization does not provide enough information to teacher
stakeholders regarding the NGSS policy. As a large education organization, the Hawaiʻi
Department of Education is challenged with disseminating adequate information to its
stakeholders. The survey instrument established the assumed need that HLIP teachers have not
received adequate information about the policy. The document analysis validated the survey
findings by establishing the Department of Education has not provided the quantity and quality
of NGSS policy information to HLIP teachers to a level that is reflected in their awareness of the
policy. Principals need information that is relevant and timely to communicate NGSS policy
implementation to teachers. The lack of information regarding the NGSS policy that teachers
reported reflects the cultural setting of the organization and the disparate work processes across
the system. The cultural setting is considered an influence on communication and knowledge
sharing processes within the organization.
Assumed organization need. The organization is responsible for encouraging teachers to
use NGSS. This responsibility rests with the school’s principal or other school-level instructional
leader. Scanning interviews indicated the organization was not encouraging teachers to re-orient
their instruction to begin implementation of NGSS. Therefore, the assumed organization need
was the organization needs to encourage teachers to use NGSS. This assumed need was assessed
using a survey question.
Survey results. This survey item used a numerical Likert scale of 0-10 for respondents to
rate the extent their school principal or designee encourages teacher implementation of NGSS.
Two descriptions on either side of the scale were used to anchor the respondent’s choice:
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selecting “0” indicated “not encouraging,” and selecting “10” indicated “extremely
encouraging.” Respondents were then able to use the slider tool to select a number that best
represented their choice. The question asked, “To what extent does your school principal (or
other instructional leader) encourage NGSS implementation at your school?” In all, 19% of
respondents (n=9) chose a score of 5, indicating a neutral choice, suggesting that teachers felt
that their principal or instructional leader was neither “extremely encouraging nor not
encouraging.” In addition, 37% (n=17) indicated a choice in the range of 6 to 10 suggesting that
principals or instructional leader provided encouragement to teachers to implement NGSS.
However, 43% of respondents (n=20), indicated a choice in the range of 0 to 4, suggesting that
minimal to no encouragement from the organization to implement NGSS was offered to teachers.
Given the range of responses for this item, with the greatest number of responses indicating that
many teachers in the organization were not feeling encouraged, the finding established the
organization need: HLIP teachers need encouragement to use NGSS.
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Figure 15. Extent the organization encourages NGSS implementation
Finding: The organization does not encourage all HLIP teachers to implement NGSS.
The results demonstrate a very uneven organizational approach to encouraging teachers to
implement NGSS. The concept of cultural models is used here to understand the behavioral,
cognitive, and affective components that define the shared ways of building responses to
changing conditions. It is not immediately clear why the organization is not encouraging NGSS
implementation but the results indicate that the organization’s cultural model is an influence on
the level of encouragement that HLIP teachers receive regarding implementation of NGSS.
Assumed organization need. Principal support of teachers’ science instruction was
identified as a critical organization factor that conveyed the organization’s culture regarding the
importance of science instruction. Support of teachers’ science instruction could be evidenced at
the organizational level by principal actions, performance feedback, and encouragement to
teachers to develop their science content knowledge and pedagogical skills. Therefore, the
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assumed organization need was the school’s principal (or other instructional leader) needs to
support teachers’ science instruction. This assumed need was assessed using a survey question.
Survey results. This survey item used a Likert scale with six choices to measure how
teachers felt about principal support of their science instruction. The question asked, “How
supportive is your school principal (or other instructional leader) of your science instruction?”
The six choices were “Extremely supportive,” “Very supportive,” “Supportive,” “Neither
supportive nor unsupportive,” “Unsupportive,” and “Extremely unsupportive.” These descriptors
provided a reasonable range of choices for respondents to indicate the level of science instruction
support they receive. The results suggest that most teachers felt their principal (or other
instructional leader) was supportive of their science instruction. Seventy-five percent of
respondents (n=37) indicated their principal was either “Extremely supportive,” “Very
supportive,” or “Supportive.” Twenty percent of respondents (n=10) indicated that principals
were “Neither supportive nor unsupportive,” suggesting they were neutral or unsure. Four
percent of respondents (n=2) indicated their principals were “Extremely unsupportive.” Given
that a clear majority of the sample indicated that principals were supportive of teachers’ science
instruction, the assumed organization need was not established.
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Figure 16. Principal support of teachers’ science instruction
Finding: HLIP principals are supportive of HLIP teachers’ science instruction. A large
majority of HLIP teachers felt their principal or other instructional leader was supportive of their
science instruction. This finding did not establish the assumed need that the organization was not
supportive of teacher’s science instruction. This data point speaks to the organization’s cultural
model and demonstrates the behavioral components shared between principal and teachers in
providing science instruction. The finding is instructive in understanding the cultural model of
the organization.
Assumed organization need. An assumed organization need was that science instruction
was not an instructional priority at the school. Information from the scanning interviews
(Appendices C, D, & E) and literature review flagged as an assumed organization need.
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Therefore, it was important to determine what the instructional priority of the school was. Based
on scanning in the field, and examining departmental documents such as mission statements and
organizational performance objectives, an assumption was made that HLIP schools, as
organizations created to revitalize the Hawaiian language would prioritize Hawaiian language
arts instruction. Therefore, it was presumed that other core subject areas may occupy a lower
priority when ranked with Hawaiian language arts instruction. The assumed need was assessed
using the survey, interview instrument, and document analysis instruments. Three instruments
were triangulated to assess the following: (1) HLIP teacher perspective of the organization’s
instructional priority (survey); (2) HLIP principals’ perspective of the organization’s
instructional priority (interview); and (3) evidence in the organization’s documents and data
points that demonstrate instructional priorities of the organization. An “instructional priority”
was defined as an instructional content area (e.g., math, science, language arts, social studies,
etc.) that was regarded as a priority for instruction.
Survey results. The Likert scale survey item asked respondents to rank the priority of
science instruction in their organization. The survey item used a sliding scale with numerical
rankings of 0 to 10 to indicate science instruction as a “low priority” (0) or a “high priority” (10).
The slide tool allowed respondents to select a numeral between 0 and 10 to assign a value to
science as an instructional priority in their organization. A ranking of “10” indicated the
respondent felt science instruction was a high priority at their organization. The selection of the
lowest value on the scale, “0,” would indicate science instruction as a low priority.
The question was stated as follows: “What is the priority your school places on science
instruction when compared with other subject areas?” The mean score for all respondents
(n=49) was 4.98. Not a single respondent indicated “0” as a choice meaning science was a low
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instructional instructional priority at the school. However, the standard deviation of 2.10
indicated that responses were spread across the range with a low score of “3” selected by 20%
(n=10) of respondents. The selection of the value “10” to indicate science instruction as a “high
priority” was selected by a single respondent (n=1). In all, 18% of respondents (n=9) selected a
score of 5. The numerical value of 5, being the median of 0-10, was a choice that represented
neither a high nor a low priority assignment to science instruction. In addition, 16% of
respondents (n=8) selected “8” to indicate science instruction as a priority. Three respondents
(n=3) selected 1 to indicate science as a “low priority” in their organization. The wide range of
responses with a standard deviation of 2.10 indicated great variation across school organizations
regarding teacher perception of the priority level of their organization’s science instruction. The
results demonstrate a high level of variation in the level of instructional priority for science. This
suggested that although some teachers felt their organization prioritized science, more teacher
were either unsure or felt their organization did not prioritize science instruction. Therefore, the
assumed need that science instruction is not an instructional priority at the school was established
by the survey.
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Figure 17. Science instruction as an organizational priority
Interview findings. The interview question asked HLIP principals about their
instructional focus for the school year. The intent of the question was to understand the
instructional priority of the school by asking the school principal to provide this information. The
question asked HLIP principals to state the organization’s instructional priority for the current
school year. Interviewees were asked, “What is the school’s instructional focus for the school
year?” The question anticipated multiple responses from interviewees such as a content area
(e.g., science, language arts, math, etc.) or a skill (e.g., problem solving, persuasive writing,
science inquiry, etc.). The principals’ responses would then be used to characterize the
instructional focus for the school year, and determine what the instructional priority was. If
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several principals cited the same focus, this could indicate a pattern and a generalization could be
made.
A frequency table was created to display the range of instructional priorities and their
frequency. Recording a high frequency of one to two instructional content areas would indicate
those as priorities across organizations, suggesting a trend. Principal responses to the question
were generalized to allow for a frequency to be created, as indicated in Table 13.
Table 13
Frequency of Responses by Type
Response n %
Hawaiian language/Hawaiian language arts; Writing/reading; Language
acquisition
10 59%
Math/Mathematical reasoning 4 23%
RTI (Response to Intervention) 2 12%
STEAM (Science, Technology, Engineering, Arts, Math) 1 6%
Table 13 shows that Hawaiian language was the instructional priority that had the highest
frequency (n=10). Responses to the question “What is the school’s instructional focus for the
school year?” yielded diverse responses from HLIP principals such as:
• Mitchell:
We’ve had it for two years and that’s to elevate the level of our students’
Hawaiian language, so they can in turn, excel in the Hawaiian curriculum. I would
say science is right now is a little behind math and reading.
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• David: “So the instructional focus in HLIP is writing. And writing in our cultural
component which is, what we call, Hawaiʻikuʻukulāiwi. And the next is the ʻōlelo,
the Hawaiian language, and next year we will focus on math.”
• Melissa: “mathematical reasoning.”
• Kamelipua: “writing and language acquisition of Hawaiian.”
• Ramona: “It’s STEAM.”
• Mamana: “For the immersion [HLIP] side, what we are looking at is language
acquisition.”
• Anna-Leigh: “So for kaiapuni [HLIP] themselves, well for the whole school, its
writing and math. And in math its problem solving.”
• Roxanne: “The immersion school, in its totality, we are working on RTI which is
basically making sure that no student is slipping through the cracks.”
Categorically, as detailed in Table 13, 59% of the total responses indicated that some
aspect of Hawaiian language arts was the instructional focus. The second most frequently content
area cited, comprising 23% of responses, was “math,” and “mathematical reasoning.” RTI
(Response to Intervention) occurred twice (n=2), or 12% of all responses. RTI refers to a
common approached used by teachers for early identification and support of students with
learning and behavior needs. One respondent (n=1) stated that “STEAM” (science, technology,
engineering, art, math) was an instructional priority. This item represented the smallest total
number of responses at 6%. STEAM content includes the instruction of science and qualified this
item as characterizing science as an instructional priority. HLIP principals’ response to the
interview question indicate that Hawaiian language arts, followed by mathematics were the
instructional priorities of the organization. Therefore, the assumed need to make science
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instruction an instructional priority at the school was established by the responses provided by
the HLIP principals.
Document analysis findings. The document analysis process set out to establish the
assumed organization need to prioritize science instruction. Appropriate documents to establish
the need included an examination of the organization’s goals, missions, and a Hawaiʻi Board of
Education policy measure. The scanning interviews and preliminary literature review indicated
these documents would provide information to verify the instructional priorities of the
organization.
The two documents analyzed to assess the instructional priority at the included: (1)
Foundational & Administrative Framework for Kaiapuni Education: Hawaiian Language
Immersion Program (HIDOE, 2015c); and (2) Hawaiian Education Programs Policy 2105
(Hawaiʻi State Board of Education, 2014a). The two documents were analyzed by cross
comparing the data with survey and instrument results to find agreement or disagreement with
the data points that might underscore the instructional priorities of the organization.
The Foundational & Administrative Framework for Kaiapuni Education (HIDOE,
2015c), provided two data points relevant to the analysis: its mission and core priorities. The
mission statement, “ensure excellence in the Hawaiian language, culture, history, and ways of
knowing,” and the first core priority, “Hawaiian language, culture, and knowledge are at the
center of Ka Papahana Kaiapuni education, administration, and operation” (p. 11), makes clear
that Hawaiian language learning is the instructional priority of HLIP as an organization. The
document makes no reference to other subject areas of K-12 education.
The second document examined was the Hawaiʻi Board of Education policy, Policy
2105, Ka Papahana Kaiapuni. This is considered a founding document of the Hawaiian
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Language Immersion Program as it provides for its establishment. The document provides
students with “Hawaiian bicultural and bilingual education” and the program shall “contribute to
the continuation of our Hawaiian language and culture” (Hawaiʻi State Board of Education,
2014a). With this policy, the board made clear that a bi-lingual education based upon a “rigorous
Hawaiian content and context curriculum” is the instructional priority at HLIP schools (Hawaiʻi
State Board of Education, 2014a).
Both documents, one from the Hawaiʻi Department of Education, and the other from the
Hawaiʻi Board of Education, validate the instructional priority of HLIP schools as one that is
focused heavily on Hawaiian language and Hawaiian culture. Board policy 2105 calls for a bi-
lingual education program that makes English language arts a secondary instructional priority.
Therefore, based on these documents, the need to prioritize science instruction at HLIP schools
was established by the document analysis.
Finding: Science is not an instructional priority at the school. Data from the
assessments established the assumed organization need: science is not an instructional priority at
the school. This finding was triangulated by the survey, interview, and document analysis
instruments. HLIP teachers reported that science instruction was not an instructional priority at
schools, HLIP principals reported that Hawaiian language arts and mathematics were
instructional priorities at the school, omitting science, and the document analysis results
indicated excellence in the Hawaiian language was the instructional priority.
A secondary finding from the interview question was that Hawaiian language arts and
Hawaiian language acquisition is the highest instructional priority at the organization, with
mathematics ranking as the next priority. The finding reflects the cultural model of HLIP which
is based on shared environmental features such as the programmatic focus on the Hawaiian
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language and culture. This environment creates value around Hawaiian language learning which
may explain the lower priority that science instruction is accorded in the organization.
Assumed organization need. An assumed organization need was the organization
provide proper training for teachers to do the work that is expected of them. This assumed need
addressed professional development supports and training that teachers may or may not receive
to meet the performance expectations of the organizations. The assumed need was broad in scope
and did not single out science or NGSS training specifically. The intention was to understand the
organization’s culture regarding the training of teachers to accomplish the performance tasks that
is expected of them. A survey question was used to assess the assumed need.
Survey need. A Likert-scale survey item asked HLIP teachers to respond to the
following statement, “At my school, I receive the proper training to do the work that is expected
of me.” Respondents selected from one of the following choices: “Strongly agree,” “Agree,”
“Neither agree or disagree,” “Disagree,” and “Strongly disagree.” Zero percent or none of the
respondents selected “Strongly agree.” Thirty-five percent of respondents (n=17) indicated they
“Agree” with the statement. Thirty-three percent of respondents (n=16) selected “Neither agree
or disagree.” Combined, 31% of respondents (n=15) indicated they “Disagree,” or “Strongly
disagree” with the statement. The results show that roughly a third of respondents felt they
received the proper training to accomplish the work that is expected of them but a majority were
unsure, or disagreed with the statement. Therefore, a need for the organization to provide proper
training for HLIP teachers to do the work that is expected of them is established.
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Figure 18. The organization provides proper training
Finding. Most HLIP teachers felt the organization did not provide proper training for
them to do the work that is expected of them. The finding underscored the cultural setting of the
organization regarding its training of teachers to accomplish the performance tasks that are
expected of them. Yet, the data does not make clear if existing trainings offered by the
organization are sufficient or effective. In terms of NGSS implementation, findings will inform
recommendations offered in Chapter 5 of this study. There is a need to provide training to
teachers that meets their needs and enables them to meet the desired performance task.
Assumed organization need. An organization factor reflecting the cultural setting of the
organization was the degree to which teachers are encouraged to develop professionally. An
assumed organization need was identified: the organization needs to encourage the development
of its HLIP teachers. A survey question was used to establish the assumed need.
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Survey results. A five-item Likert scale survey item required the selection of a response
to the following statement: “At my school, there is someone who encourages my development as
a teacher.” Respondents could select from the following choices: “Strongly agree,” “Agree,”
“Neither agree or disagree,” “Disagree,” and “Strongly disagree.” Eighteen percent of
respondents (n=9) selected they “Strongly agree” with the statement. Forty-five percent of the
respondents (n=22) selected they “Agree” with the statement. Twenty-seven percent of
respondents (n=13) selected “Neither agree or disagree.” Six percent of respondents (n=2)
selected “Disagree,” and 2% of respondents (n= 1) selected “Strongly disagree.” The results
show that 64% of respondents (n=31) strongly agreed or agreed with the statement, indicating
that most felt there was someone at the school who encouraged their development as a teacher.
These results did not establish the assumed need for the organization to encourage the
development of its teachers.
Figure 19. Someone encourages my development as a teacher
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Finding: Most HLIP teachers felt there was someone in the organization that
encouraged their development as a teacher. This is a significant finding in terms of NGSS
implementation. Most teachers reported feeling encouraged to develop as teachers at their
schools. This will likely be a positive organizational influence on NGSS implementation at HLIP
schools. The findings suggest that the cultural setting of the organization includes valuing the
development of teachers.
Assumed organization need. An assumed organization need was having the
instructional materials to teach science. Scanning interviews informed the decision to assess the
stakeholder groups on resources to determine if a lack of science materials used for instruction
was an organization need. Organizations, to be effective, need the tangible materials and
equipment to achieve goals (Clark & Estes, 2008). For school organizations, this might include
computers and digital tools, text and work books, labs and lab manuals, and supplies for
experiments. These items were grouped as “instructional materials.” In the survey, HLIP
teachers were asked if they had the materials to do their jobs. Since most printed materials in the
HLIP classroom are in the medium of Hawaiian, HLIP principals were questioned in the
interviews about availability of Hawaiian language materials. Therefore, this item assessed if
teachers had the instructional materials they needed to teach science and if HLIP principals felt
that teachers had adequate science materials available in the Hawaiian language. Having
instructional materials in the Hawaiian language were an assumed need.
Survey results. Respondents were given a Likert scale question with five choices. The
choices were “Strongly agree,” “Agree,” “Neither agree nor disagree,” “Disagree,” and
“Strongly disagree.” When responding to the question, “I currently have the instructional
materials I need to teach science,” 58% of respondents (n=23) indicated they “Disagree” or
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“Strongly disagree” with this statement. Twenty-nine percent of respondents (n=14) selected
“Agree” with this statement, while 23% of respondents (n=11) were unsure and selected “Neither
agree nor disagree.” None of the respondents (n=0) selected “Strongly agree.” The responses
indicated that a majority of teachers felt that they did not have the instructional materials needed
to teach science. The survey results therefore established the assumed organization need to have
the instructional materials in Hawaiian to teach science.
Figure 20. Teachers have the instructional materials to teach science
Interview findings. HLIP principals were asked “Are there adequate science materials
in the Hawaiian language?” Only four respondents (n=4) provided an answer to this question.
The sample was unanimous in their response that there was a lack of Hawaiian language
resource materials. Yet, after member-checking, and rephrasing the interview question to reflect
on materials in the Hawaiian language specifically to implement NGSS, responses became more
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detailed and shaped a theme around the availability of materials for classroom teachers. These
more nuanced responses included these comments: Anna-Leigh commented that it will be, “a
challenge to implement [NGSS] with little scientific nonfiction information to read.” David’s
response was about availability to purchase ready-made materials to support science instruction:
“We’re always looking to purchase resources in the Hawaiian language, especially in science and
we’re eager to get them as soon as they’re available but there are not many available, especially
not with NGSS.” Another HLIP principal, Melissa concured with David about availability of
materials: “We can’t find the materials, curriculum” and “You need kids to start to learn to read
science information, that then becomes hard because there’s very little scientific non-fiction,
information to read in Hawaiian.” Mamana, an HLIP principal stated:
Principals cannot find curriculum materials so it goes back to teachers, who partner with
another [HLIP] school, with curriculum coordinator; there’s no curriculum for our
Hawaiian students much less, it’s not in the language, that we want to teach them in,
there’s no Hawaiian medium materials available so I think they have good intent, they
want the children to do well but I think the initial frustration is ok, here’s another thing
[NGSS policy] but there’s no materials.
And Mamana closed her response by stating, “Lack of materials in the language; and NGSS-
focused? Not many available.”
The interview results illustrated two important themes: (1) HLIP principals cannot source
adequate science materials in the Hawaiian language; and (2) there is a concern that materials are
not aligned to the NGSS framework. The main finding from this item is that HLIP principals
reported a lack of instructional materials for HLIP teachers to teach science. HLIP principal
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responses established the assumed organization need for the organization to provide adequate
instructional materials to teach science.
Finding: HLIP teachers and principals reported a lack of instructional materials to
teach science. This finding pointed to a resource need in the organization. Most teachers
reported not having the instructional materials they need to teach science and principals reported
a general lack of science materials in the Hawaiian language. The cultural setting of the
organization is considered an influence on resource materials for science instruction. This
finding speaks to a resources need to develop and make available materials for instruction.
Assumed organization need. A common need for public organizations is having the
adequate financial resources that allow the performance task to be successfully met. NGSS
implementation will require financial resources to reach a level of full NGSS implementation.
Financial resources for NGSS implementation was identified as an organizational need. The
assumed need was assessed using the interview instrument with HLIP principals who manage the
financial resources of their schools.
Interview findings. HLIP principals were asked in the interviews: “Does your school
have or will have the financial or other resources to train HLIP teachers to use NGSS?” The
findings were insightful: seven of the nine interviewees responded that they had the financial
resources to train their HLIP teachers to use NGSS. Most respondents felt that if NGSS was a
priority, they would allocate resources to pay for sub days and buy seats at workshops. However,
some principals expressed a concern that current levels of funding would only support initial
training. Excerpts of the interviews are cited here:
• Researcher: Does your school have or will have the financial or other resources to
train HLIP teachers to use NGSS? Cassie: “Absolutely. We always set it aside.”
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• Researcher: Does your school have or will have the financial or other resources to
train HLIP teachers to use NGSS? Mamana: “Currently, yes but just to expose
teachers, but not for deep training.”
• Researcher: Does your school have or will have the financial or other resources to
train HLIP teachers to use NGSS? Ramona: “I think right now we have resources to
expose them but not to do the deep training.”
• Researcher: Does your school have or will have the financial or other resources to
train HLIP teachers to use NGSS? Kamelipua: “Yes, Title I funds.”
• Researcher: “Does your school have the financial or other resources to train HLIP
teachers to use NGSS?” Mitchell: “Yes, we do.”
• Researcher: “Does your school have the financial or other resources to train HLIP
teachers to use NGSS?” David: “We always find what we need but there’s no extra
money lying around.”
• Researcher: “Does your school have the financial or other resources to train HLIP
teachers to use NGSS?” Anna-Leigh: “No.”
Overwhelmingly, HLIP principals indicated there were financial resources available to
provide NGSS training but funding may not be enough for long-term or deep training. Two
principals responded that their schools did not have the financial resources. With seven of the
nine principals stating they had resources to train HLIP teachers to use NGSS, this assumed need
was not established.
Finding: Schools have the financial resources to train teachers to use NGSS. HLIP
principals were almost unanimous in their response that schools currently have funds or can
make funds available to train teachers to use NGSS. Principal response such as “Yes, if teachers
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request and decide” and “Oh, yes. That’s a definite yes,” provided evidence that HLIP principals
felt strongly that their schools had the financial resources to start NGSS training for HLIP
teachers. However, some responses indicated that schools would not have the financial resources
to sustain long-term efforts to ensure deep NGSS training. Two principals placed the financial
decision making squarely on teachers when responding to the question, “Does your school have
the financial or other resources to train HLIP teachers to use NGSS?” One principal replied,
“Yes, if teachers request and decide,” and the other principal stated, “It depends if teachers are
motivated.”
Assumed organization need. In scanning interviews and preliminary document analysis,
it was identified that some HLIP schools did not have a plan to train teachers to use NGSS.
Without a clear plan for the organization to train teachers to use NGSS as part of an
implementation process, the performance goal of NGSS implementation may encounter
organizational barriers. This was determined to be an assumed organization need. The assumed
lack of an NGSS training plan may indicate an absence of organizational goal-setting. Therefore,
the assumed organization need is HLIP schools do not have a plan to train teachers to use NGSS.
The assumed need was assessed using the interview instrument.
Interview findings. In the interview, HLIP principals were asked the question “How will
the school train its HLIP teachers to use NGSS?” This question was intended to establish the
assumed organization need that HLIP schools have a plan to train teachers to use NGSS. Three
categorical descriptors were created based on the responses generated by the interview question:
“clear plan,” “tentative plan,” and “no plan.” A “clear plan” was a response that provided at least
1-2 details that demonstrated a topical understanding of the Board of Education NGSS policy
and/or the scope and intensity of NGSS. A “tentative plan” described a response that conveyed
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the school’s intention or direction to pursue NGSS training. A “no plan” response indicated the
interviewee did not offer a plan for NGSS training. None of the responses met the criteria to be
categorized as a “clear plan.” Seven responses were categorized as “tentative plans” and two
responses were categorized as “no plan.” The findings suggest that none of the HLIP principals
interviewed had a clear NGSS training plan in place. Yet, 77% of principals were able articulate
a tentative approach to the school’s NGSS training. The following responses were categorized as
“tentative plans” for schools’ NGSS training:
• Roxanne:
Send some teachers or curriculum coordinator from the school to a NGSS training
and have that person or team return to school to share their understanding with the
entire faculty. Use an existing initiative to integrate the NGSS into a current
training or learning framework for teachers.
• Cassie:
Send the curriculum coordinator and one of our elementary science teachers to the
NGSS training that the state holds and then they’ve come back and shared their
understanding with our whole faculty at our faculty meeting. However, that’s still
at the superficial level.
• Mamana:
Work with the teachers, and right now, it’s just the fourth-grade teachers;
eventually we’ll work with the first grade but we haven’t really said, ‘as far as
administration says.’ This is the expectation because we’re all trying to figure it
out.
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• Melissa:
I would get the best and the brightest who’s actually implementing [NGSS] and
develop it: and let them flow with it. I mean just, be side by side, mentoring,
coaching, you know, but I really want integrated, culturally-based/project-based
curriculum and lessons because it’s not like we’re going to just be in silos again.
• Kamelipua: “I want to see, how does NGSS actually kind of mimic or fit as a
standard, into some of the things they’re doing already.”
• Anna-Leigh: “It might be in the academic plan but honestly, I don’t know. It’s not on
my radar.”
• Ramona: “We try to get them [teachers] together and out because they are the ones
that are creating, trying to align themselves, and we’re trying to create outcomes at
the school level while we’re working on outcomes at the state level.”
Finding: HLIP schools did not have clear NGSS training plans in place. HLIP
principals were not able to articulate a clear plan to train HLIP teachers to implement NGSS.
Although most respondents were able to provide a tentative plan on how they would, as a school,
initiate NGSS training, the responses could not be categorized as a clear plan that reflected
knowledge of the type of training that NGSS will require. This finding established the need for
organizations to have clear NGSS training plans in place.
Assumed organization need. An organization need was identified from scanning
interviews and literature that HLIP schools did not have science instruction goals in place for
students. An absence of science outcomes for students would mean an absence of science
instruction outcomes for teachers. This led to an assumed organization need being identified: the
organization needs science outcomes in place for HLIP. Using results from the survey, interview,
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and document analysis instruments, a process of triangulation was used to cross establish the
assumed organization need.
Survey results. The survey item used a sliding scale for respondents to indicate the
extent their organization had science learning outcomes in place. The prompt was, “Use the
sliding scale to indicate the extent your school has science learning outcomes in place for
students.” A 0 to 10 scale was provided to allow for a Likert-scale rating choice. A “0” selection
represented that science outcomes were “Not in place,” and the highest numerical value of “10”
was equivalent to “Firmly in place.” Respondents could select any numeral within the range to
represent their choice. None of the respondents selected numerals “9” or “10” to describe science
learning outcomes as “firmly in place.” The standard deviation for this item, 2.29, demonstrated
even distribution of responses across the range from 1-8. The mean score of 3.96 suggests that,
on average, the extent to which science learning outcomes were in place on the lower middle
point of “Not in place” and “Firmly in place.” The survey results, established the assumed need
to have science outcomes in place for HLIP schools.
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Figure 21. Schools have science learning outcomes in place for students
Interview findings. As head of the school organization, principals are responsible for
setting instructional goals and expectations as leader of the organization. To assess if schools had
science instruction goals in place for students, the HLIP principals were asked, “What are the
science outcomes for HLIP students?” Responses would allow the HLIP teacher survey findings
to be cross checked with these statements provided by the HLIP principals. No science outcomes
in place for HLIP student could signal no science instruction outcomes for HLIP teachers which
could help to understand the cultural model of the organization in terms of goal setting and
performance expectations.
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None of the nine principals interviewed cited specific K-12 science outcomes for their
students. The interview responses were divided into two categories: (1) no science outcomes in
place; and (2) emerging science outcomes.
The responses were nuanced and HLIP principals were able to provide specific comments
related to science instruction and what they perceived as science outcomes. For example, when
the researcher asked, “Thinking about just this school year, what are the science outcomes for
immersion students?” one principal, Kamelipua, said:
I made it mandatory to do a science fair project for the upper grades. So anywhere from
third grade up. Third grade would maybe be partnering doing a research project on
something that they, that’s scientific, even if it might just be research on a plant.
Another principal, Mitchell replied as follows:
So, I think that the outcomes are not, maybe not targeted to the Next Generation Science
Standards yet, but what they are, all the science teachers are trying to do: to have our
students investigate a question, and produce a hypothesis, test it and report results. In
other words, be able to actually execute a science project or science experiment.
These two principals were describing science outcomes as something a learner can do — such as
conducting a science project.
HLIP principals’ responses made it clear that the school did not have definitive science
outcomes in place for students. For example, when the researcher asked “This year, what are the
science outcomes for immersion stuents?” Melissa responded: “We do not have clear k-6
outcomes for science.” When asked the same question, Anna-Leigh replied, “It’s not a priority,”
and Ramona’s response to the question was, “It’s not yet a focus.” Although some HLIP
principals reported promising science activities such as student science projects and doing
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scientific inquiry, these responses were coded as emerging science outcomes because they did
not demonstrate a level of rigor, nor did it address all grade levels on campus, and were not
connected to a science standard. The other statements recorded no science outcomes in place at
the school. HLIP principals established the assumed need to have science outcomes in place for
HLIP school organizations.
Document analysis findings. The Hawaiʻi pubic school graduation requirements were
selected as a document for analysis to understand what the Hawaiʻi Board of Education has set as
science outcomes for completers of K-12 education at Hawaiʻi public high schools. The science
credit requirement would serve as an indicator of a tangible measurement of science outcomes at
the system-wide level. In regards to science instruction, to earn a diploma, a student has to
complete three (3) science credits, along with many other required courses to be conferred a
Hawaiʻi high school diploma (Hawaiʻi State Board of Education, 2016b). Each science credit is a
year-long class which must include biology and two more credits of a standards-based science
elective or proficiency-based equivalent.
HLIP high schools follow the same diploma requirements as all other public school
students. This means that HLIP high school completers must have completed three science
courses in biology and two other science courses. The graduation requirement document
provided evidence that HLIP schools have science outcome in place, in terms of diploma
attainment at the completion of high school.
Under the Strive HI Performance System, (HIDOE, 2015b), schools have complex-wide
science proficiency goals to meet. Under this system, the Department replaced federal No Child
Left Behind requirements with new goals and annual targets, known as Annual Measureable
Objectives (AMOs). Annual Measureable Outcomes are targets for schools in the complex to
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measure achievement. In this regard, the AMOs provides all schools in each complex with
science learning targeted outcomes.
These two documents, then, provide general science outcomes for all students, including
HLIP students. These measures ensure that all students successfully complete three science
courses in high school to receive a diploma and that yearly targets, called Annual Measureable
Objectives, are in place as performance measures for each complex area. Of the two metrics,
only the diploma science requirement can be considered a science outcome since it measures
individual science achievement. The document analysis validates that the department has system-
wide science outcomes in place for all learners but is not specific how schools will incorporate
the outcomes into their organizational setting. Taken in context with survey and interview
results, the document analysis provided data to establish the need to make clear science
outcomes for K-12 HLIP students.
Finding: HLIP schools do not have clear science outcomes in place. Currently, HLIP
schools do not have, or are not able to articulate what their science outcomes are for students
and, by extension, for teachers. This assumed organization need was established by a process of
data triangulation using the survey, interview, and document analysis instruments. Together, the
findings suggest a need to have clear performance targets in place for HLIP teachers. The
absence of science outcomes may be attributed to a cultural model that is so established in the
organization that it goes unnoticed. The mission of HLIP with its clear learning outcomes
oriented to Hawaiian language learning provides evidence that other instructional outcomes, such
as science outcomes, could be overlooked.
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Synthesis of Results and Findings for Organization Needs
The implementation of NGSS, a standards-based framework, will require the
organization under study, the Hawaiʻi Department of Education, to examine its organizational
culture to begin the process of NGSS implementation. The size and complexity of the Hawaiʻi
Department of Education poses special challenges for policy implementation. This section
synthesizes the results and findings of the assumed organization needs.
Ten assumed organization needs were identified and assessed using the Gallimore and
Goldenberg (2001) organization theory of cultural models and cultural settings. Seven of the 10
assumed organization needs were established. Table 14 provides an overview of the established
and non-established organization needs. In summary, the instruments yielded data that confirmed
several organization needs in the Hawaiʻi Department of Education’s Hawaiian Language
Immersion Program. Organization culture, cultural models, and cultural settings provided a
theoretical framework to systematically assess survey results and interview findings. A synthesis
of the data by organization principle is shown in Table 14.
The study found that teachers do not receive enough information from the organization
regarding the NGSS policy. It was possible that HLIP school principals were also lacking
information about the NGSS policy because of a knowledge need identified previously in the
study. Ineffective communication and inadequate knowledge sharing are examples of work
process barriers identified in the study. A need for clear and effective communication of NGSS
policy is suggested by the findings.
A significant finding was that HLIP teachers felt supported by their principals regarding
their science instruction. Yet, teachers did not feel encouraged by their principals to use NGSS.
Slow adoption of new instructional frameworks could be understood as a cultural model of HLIP
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that takes its time to discern the adoption of new education trends and movements carefully as a
mechanism to maintain focus on program priorities.
Table 14
Established Organization Needs
Category Assumed Need Established
Not
Established
Cultural setting The organization needs to provide adequate
information regarding the NGSS policy.
√
Cultural model The organization needs to encourage teachers
to use NGSS.
√
Cultural model The school principal needs to support teachers’
science instruction.
X
Cultural model Science instruction needs to be an instructional
priority at the school.
√
Professional
Development
(Cultural setting)
The organization needs to provide proper
training for teachers.
√
Professional
Development
(Cultural setting)
The organization needs to encourage the
development of teachers.
X
Resources
(Cultural setting)
The organization needs instructional
materials/Hawaiian language materials needed
to teach science.
√
Resources
(Cultural setting)
The organization needs the financial resources
to train teachers to implement NGSS.
X
Goal-setting
(Cultural model)
The organization needs a plan to train for
NGSS.
√
Cultural model The organization needs science outcomes in
place for HLIP students.
√
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Science instruction was found to be a low instructional priority at the school. This finding
reflects the cultural model of HLIP that is based on shared environmental features such as the
programmatic focus on the Hawaiian language. This environment shapes value around Hawaiian
language learning which may explain the lower instructional priority that science is accorded in
the organization. The cultural model reinforces the focus of HLIP on Hawaiian language arts and
the acquisition of Hawaiian language. Performance problems arise when organizational goals,
policies, or procedures conflict with organizational culture (Clark & Estes, 2008). The import of
NGSS into the Hawaiian Language Immersion Program organization could likely cause
performance problems if there is conflict between the new policy and organizational culture.
HLIP teachers felt the organization encouraged their development as teachers. This is a
significant finding in terms of NGSS implementation. The encouragement that teachers reported
suggests they felt the organization was supportive of their professional growth. With the
implementation of NGSS, teachers will be asked to shift science instruction and develop a new
set of knowledge and skills to do so. High levels of encouragement will be required as the
organization works towards full NGSS implementation. The positive affect teachers report will
likely be a positive organizational influence on NGSS implementation at HLIP schools.
Professional development for teachers is a normative function of school organizations.
Professional development is a component of the organization’s cultural setting as indicated by
the shared activities that school organizations frequently engage in to accomplish a common
task. However, HLIP teachers felt that the organization did not provide proper training for them
to do their jobs properly. This finding was not specific to science instruction but might reflect a
larger organization need regarding professional development and training.
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The findings indicated the organization does not have science outcomes in place for
HLIP students. This presents both a problem and an opportunity. A lack of science outcomes for
students is problematic in terms of student achievement. Furthermore, without clear science
learning outcomes in place for students, HLIP teachers will likewise not have clear science
performance targets to guide their instructional purposes. NGSS implementation is an
opportunity for the organization to assess its science instruction with organizational stakeholders
and establish clear science standards and instructional outcomes. This established a need to have
clear science outcomes in the organization.
Organizations require supplies and materials to achieve their goals (Clark & Estes, 2008).
The study verified that the organization is not currently providing the instructional materials
needed to teach science. Moreover, science materials in the Hawaiian language were described
as lacking. NGSS implementation will require not only financial resources to ensure adequate
materials, supplies, and equipment to teach science but also an alignment of internal operations
and priorities so available resource are used strategically.
HLIP principals reported their organizations had the financial resources to train teachers
to implement NGSS. However, many HLIP principals expressed a concern that current levels of
funding would not be adequate to sustain training to develop mastery of NGSS. Deeper training
might include coaching, mentoring, and performance feedback over time, and will need support
from state and district level administrators in terms of expertise and funding.
HLIP schools have yet to create NGSS implementation plans. The study demonstrated
that HLIP school organizations do not have a clear plan or strategy to train teachers to use
NGSS. The lack of an NGSS training plan may indicate an absence of organizational goal-
setting. If understood as a cultural model, it might be theorized that goal-setting behaviors are
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not valued or at the extreme, eschewed by organizational stakeholders. The absence of school
level NGSS training plans may also reflect that HLIP principals do not have clear NGSS policy
implementation information from the organization. This established a need for the organization
to have an NGSS training plan in pace to meet the performance target of full NGSS
implementation by end of school year 2019-2020.
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CHAPTER 5
RECOMMENDATIONS, IMPLEMENTATION, AND EVALUATION
In this study, a needs analysis was conducted to assess the knowledge, motivation, and
organization needs of K-12 Hawaiian Language Immersion Program (HLIP) teachers to
implement the Hawaiʻi Board of Education’s NGSS policy in school year 2019-2020. The study
established 13 needs of the key stakeholder group, K-12 HLIP teachers. The study also
confirmed that HLIP teachers are personally interested in science, enjoy teaching science, and
that HLIP principals felt their HLIP teachers were motivated to teach science.
Chapter 1 introduced key concepts, definitions, and needs of HLIP teachers in the science
instructional space. The mission and goals of the organization along with its tri-level structure
and governance by the Hawaiʻi Board of Education and processes relating to policy
implementation was discussed. Chapter 2 provided a literature review that detailed research-
based evidence to understand K-12 science instruction from a global to local perspective in the
context of global market forces, student achievement rankings, teacher knowledge, motivation,
and the organizational setting of the Hawaiian Language Immersion Program. Chapter 3 detailed
the research instruments, the assumed needs of the key stakeholder group, and the modified
Clark and Estes (2008) analysis model that provided the theoretical framework for the study. In
Chapter 4, the results from the data collection instruments were assessed and analyzed.
Descriptive statistics and interpretive analyses was used to establish the 13 needs of the key
stakeholder. The findings of the study were then synthesized and presented categorically by
knowledge, motivation, organization needs.
Chapter 5 concludes the study by providing knowledge, motivation, and organization
recommendations to address the established needs, an implementation plan with and timeline for
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deployment, and a plan to evaluate the recommendations to stakeholders. A summary of the
study’s established knowledge, motivation, and organization needs are detailed in Table 15.
Table 15
All Established Knowledge, Motivation, and Organization Needs
KMO Type Need
Knowledge Factual HLIP principals need adequate knowledge of NGSS policy.
Knowledge Factual HLIP teachers need familiarity with the Next Generation
Science Standards.
Knowledge Conceptual HLIP teachers need adequate knowledge to teach science in
the medium of Hawaiian.
Knowledge Procedural HLIP teachers need knowledge on how to access NGSS
training.
Knowledge Metacognitive HLIP teachers need adequate knowledge and skills to teach
science.
Motivation Feedback Teachers need feedback regarding their science instruction.
Organization Cultural setting The organization needs to provide adequate information
regarding the NGSS policy.
Organization Cultural model The organization needs to encourage teachers to use NGSS.
Organization Cultural model Science instruction needs to be an instructional priority at the
school.
Organization Professional
Development
The organization needs to provide proper training for teachers.
Organization Resources The organization needs instructional materials/Hawaiian
language materials needed to teach science.
Organization Goal-setting The organization needs a plan to train for NGSS.
Organization Cultural model The organization needs science outcomes in place for HLIP
students.
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An unanticipated body of motivation findings that were not established by the
instruments arose from the study. These findings were categorized as “Additional Motivation
Findings” and are cited below along with a corresponding motivation principle. The additional
motivation findings provided a pretext to the recommendations and may positively influence the
performance goal of the organization. The additional motivational findings were:
• Teachers are personally interested in science and are motivated to, and enjoy teaching
science (interest).
• Teachers feel effective at teaching science (self-efficacy).
• Teachers feel they will be effective at implementing NGSS (expectancy-value).
• Teachers are likely to set a goal to use NGSS (goal-setting).
Recommendations for Established Needs
The problem-solving framework for this study was the needs analysis framework for
organizations (Clark & Estes, 2008; Rueda, 2011). This framework was a modification of the
Clark and Estes (2008) gap-analysis process. Assumed knowledge needs were assessed using
Anderson and Krathwohl’s (2001) four knowledge types: factual, conceptual, procedural, and
metacognitive. Assumed knowledge needs were coded around themes of knowledge of NGSS,
knowledge of the NGSS policy, science content knowledge, and knowledge to teach in the
medium of Hawaiian language. Schiefele’s (2009), Wigfield and Cambria’s (2010), and
Bandura’s (1982, 1997; Bandura & Cervone, 1983) motivation principles were used to identify
and assess assumed motivational needs. Assumed motivation needs for this study were coded
around themes of interest and enjoyment of teaching science, effectiveness at teaching science,
performance feedback, and goal setting. Assumed organizational needs that impacted the key
stakeholder were assessed. Assumed organizational needs were coded around themes of
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information sharing and communication, goal-setting, competing priorities, training, and
resources.
Surveys from HLIP teachers, interviews with HLIP principals, and document analysis
provided the tools to establish the assumed needs. The study initially identified 24 assumed
needs to be established by the analysis. Of these, 13 were established as needs that would require
recommendations to meet the identified needs. Several of the assumed needs were not
established because the stakeholders of the organization had already met that need.
Presented in this chapter are the 13 established needs organized by the needs analysis
framework categories of knowledge, motivation, and organization. Recommendations for each
are provided in Tables 16 to 18 after each section. Additional motivation-related findings,
described as important influencers are included in this section to inform recommendations. The
recommendations were then integrated by creating two plans to address stakeholder needs: a
communication plan and a professional development plan. An implementation plan and
evaluation plan are presented at the end of the Chapter 5 as last steps in the needs-analysis
process.
Knowledge Needs
Anderson and Krathwohl’s (2001) four knowledge types: factual, conceptual, procedural,
and metacognitive, provided a systematic method of examining the types of knowledge that
impact the stakeholder cognitive processes to implement NGSS. The four knowledge types
provided guidance for developing recommendations to address the established needs. Each
knowledge need finding and its recommendations follow, organized by knowledge type.
According to Anderson and Krathwohl (2001), factual knowledge is defined as the basic facts a
learner must know to solve a problem or understand a topic in any given discipline. Teachers
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require knowledge of basic facts, information, and terminology related to NGSS for it to be
effectively implemented.
HLIP principals’ limited knowledge of NGSS policy will have an impact on meeting on
HLIP teacher performance goals to implement NGSS in the classroom. The interview findings
indicate the principals need to increase their knowledge of NGSS in terms of the policy and its
impact on instructional practices at the school. The responses showed a significant need for
HLIP principals to have knowledge regarding the policy. Principal knowledge of the policy is
critical given the principals’ role as school administrator and instructional lead for the HLIP
faculty. Increasing HLIP principal knowledge of the NGSS policy will allow for informed
decision making when selecting professional development for faculty members. The study
showed that most HLIP teachers were not familiar with the Next Generation Science Standards.
Seventy-five percent of HLIP teachers felt they were only “moderately familiar” and “slightly
familiar” with Next Generation Science Standards. Knowledge and skills enhancement are
required for effective job performance (Clark & Estes, 2008). The results suggest a low base-
level of knowledge of the standards and point to a critical need to provide information, job aids,
and training to the stakeholder group. Therefore, HLIP teachers need to have knowledge of
NGSS.
Anderson and Krathwohl (2001) define conceptual knowledge as the interrelationship of
basic elements within a larger structure that enable them to function together as a comprehensive
body of knowledge. This knowledge type is divided into knowledge of categories and
classifications, knowledge of principles and generalizations, and knowledge of theories, models
and structures. The complexity of NGSS as a teaching framework mirrors Anderson and
Krathwohl’s conceptual knowledge type.
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HLIP teachers reported low to medium ability to teach science in the medium of
Hawaiian. Results showed that 63% of HLIP teacher respondents rated their ability to teach
science in the medium of Hawaiian as average or below average. Teaching science content in
the medium of Hawaiian language requires knowledge of nuanced language principles and
generalizations, combined with the application of science knowledge, theories, and models.
Procedural knowledge is defined by Anderson and Krathwohl (2001) as the learner’s
ability to use content-specific skills, strategies, and methods to perform a task based on one’s
conceptual knowledge of that topic or task. Accessing NGSS is a performance-based activity that
will require teachers to apply strategies and skills to locate and select training. HLIP teachers
reported not knowing how to access NGSS training. This procedural knowledge need represents
a barrier that could prevent the key-stakeholders of the study, HLIP teachers, from accessing
NGSS training and learning opportunities.
Metacognitive knowledge is defined as knowledge and awareness of one’s cognitive
functioning and strategic thinking skills to effectively apply knowledge (Anderson & Krathwohl,
2001). Metacognitive knowledge is important to stakeholders as it provides a way to self-assess
and understand their own level of science knowledge, and to generate strategies to facilitate their
own learning. HLIP teachers were unsure if they have the knowledge and skills to teach science.
The results indicate that most teachers were unsure of their science content knowledge. HLIP
teachers’ self-reported levels of science knowledge indicated a need to address teacher training
and professional development to improve knowledge and skills to teach science.
Recommendations for knowledge needs. Table 16 provides the recommendations for
the established knowledge needs.
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Table 16
Knowledge Needs Recommendations
Need Recommendation
Knowledge of NGSS
policy
Provided HLIP principals with NGSS policy information that is
accurate, timely, and relevant to school-level implementers of the
policy.
Knowledge of Next
Generation Science
Standards
Provide HLIP teachers with information about NGSS.
Knowledge of Hawaiian
language to teach science
Provide a training program for HLIP teachers that allows for
modeling of Hawaiian language teaching in the sciences with
guided practice.
Knowledge to access
NGSS training
Provide HLIP teachers with information that gives clear,
accurate, and relevant information on NGSS training
opportunities.
Knowledge of science Provide NGSS training for HLIP teachers will be provided to
address this need.
Teachers’ science knowledge will be assessed to develop specific
education solutions.
Motivation Needs
Clark and Estes (2008) summarize the motivational processes needed to achieve a work
goal as being one of “active choice, persistence, and mental effort” (p. 80). These three
motivation components impact how activity is sustained to achieve a goal. Active choice is when
action supersedes the intention to achieve a goal; continuing to work towards the goal with
persistence despite setbacks; and mental effort that allows individuals to develop problem
solving recommendations in innovative and clever ways (Clark & Estes, 2008). Whereas
knowledge provides the “how” to do something, motivation provides the persistence to sustain
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the completion of a task. The energy and effort needed to initiate and perform a task are
motivational issues that can impact teacher performance (Rueda, 2011).
HLIP teachers currently do not receive performance feedback on their science instruction
in the HLIP classroom. The assumed motivation need was established by survey and interview.
For performance goals to be effective, individuals need feedback to understand how they are
doing (Locke & Latham, 2002). According to Bandura and Cervone (1983), motivation increases
when performance feedback is given along with knowledge of the goal.
Recommendation for motivation need. Table 17 provides the recommendations for the
established motivation need.
Table 17
Motivation Need Recommendation
Need Recommendation
Feedback on science instruction. Create an organizational culture of performance feedback.
Organization Needs
According to Clark and Estes (2008), an organization’s culture “inevitably filters and
affects all attempts to improve performance” (p. 103). Assumed organization-related influences
that impact HLIP teachers’ ability to meet the performance goal of full implementation of NGSS
were assessed. The shared systems that are characteristic of organizations can either help
individuals to perform in meaningful ways, or they can become constraints that impede
performance (Morgan, 1997; Rueda, 2011). Many performance needs in organizations are
caused by a lack of efficient and effective organizational work processes and material resources
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(Clark & Estes, 2008). In this study, five organizational needs were coded as cultural settings,
cultural models, resources, professional development, and organizational goal-setting.
The analysis identified a need for policy information at the school level. The
organization does not provide adequate information regarding the NGSS policy. Both HLIP
teachers and HLIP principals lacked NGSS policy information. The cultural setting is considered
an influencer on communication and knowledge sharing processes within the organization. The
lack of NGSS policy information reflects the cultural setting of the organization and the disparate
work processes across the system.
The study found that the organization does not encourage teachers to use NGSS. The
finding suggested there is an uneven or nonexistent organizational approach to supporting
teachers to implement NGSS. The organization’s cultural model is an influencer on the current
level of encouragement and support that HLIP teachers receive regarding the implementation of
NGSS.
There was a need to prioritize science in the organization as a way to bring attention to
science and NGSS implementation. This process will need to be done in a manner that does not
obfuscate HLIP’s Hawaiian language mission and core values. Science instruction is not an
instructional priority at the school. Survey results and interview findings established the assumed
organization need that science is not an instructional priority at the school. Hawaiian language
arts and Hawaiian language acquisition is the highest instructional priority in the organization
that creates a higher value around Hawaiian language learning.
The study showed that HLIP schools do not have clear science outcomes in place for
students. Without clear student outcomes in place, teachers will likely not have instructional
outcomes in place. The existing cultural model suggests an organizational culture where teachers
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and principals have unclear instructional goals and performance expectations. The assumed
absence of science outcomes that reflect a cultural model that places value on other content
areas. HLIP teachers reported a need for the organization to provide training for them. The
findings suggested a mismatch of trainings that were previously provided to teachers and the
needs of these teachers.
Teacher and principals expressed a need for instructional materials in the Hawaiian
language to teach science in K-12 Hawaiian Language Immersion Program. The study
determined that the organization does not provide adequate instructional materials in the
Hawaiian language to teach science. The finding pointed to a resource need in the organization.
Most teachers reported not having the instructional materials they need to teach science and
principals reported a general lack of science materials in the Hawaiian language.
The need for HLIP schools to set a goal to embark on NGSS implementation to meet the
performance goal by school year 2019-2020 was a need established by the study. The data
demonstrated that HLIP schools do not have a plan to train for NGSS. HLIP schools have yet to
create NGSS implementation plans to meet the Board of Education’s NGSS policy mandate.
Bandura (1997) suggests that effective performance improvement starts with clear and
understandable work goals. Effective goals should clearly describe a task or objective that an
individual or organization must accomplish in accordance with certain criteria which include a
deadline for its completion (Clark & Estes, 2008).
Recommendations for organization needs. Table 18 provides the recommendations for
the established organization need.
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Table 18
Organization Needs Recommendations
Need Recommendation
The organization to provide
NGSS policy information
Provide NGSS policy information to HLIP teachers and
principals.
The organization to encourage
teachers to use NGSS
HLIP principals will be provided with information on NGSS
to encourage teacher implementation of the standards
framework.
The organization to prioritize
science instruction for HLIP
teachers
Articulate clear science instruction outcomes to create value
for science teaching and learning.
The organization to provide
training for HLIP teachers
Provide NGSS training, modeling, coaching, and
opportunities for practice with accurate and timely feedback.
It is recommended that the content areas of science via
NGSS and Hawaiian language be the focus of the training.
The organization to provide
instructional materials to teach
science
Create opportunities for HLIP teachers to create appropriate
science materials in the Hawaiian language for their
classroom use.
The organization to train set
goal to train HLIP teachers for
NGSS
Schools set a goal to use NGSS on their own terms and to
create an implementation plan based on their resources and
school-community needs.
The organization to establish
science outcomes for HLIP
students
HLIP schools will establish performance goals for teaching
science.
Integrated Recommendations
An integrated recommendations approach was created to address the knowledge,
motivation, and organization needs in a manner that took into account the organizational
structure of the Hawaiʻi Department of Education and the Hawaiian Language Immersion
Program. The 13 established needs identified in Chapter 4 will be integrated into two
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
153
comprehensive solutions: an NGSS Communication Plan and an NGSS Professional
Development Plan.
The NGSS Communication Plan emphasizes information dissemination and provisions of
job aids to address the assumed needs pertaining to: (1) Procedural knowledge need: Teachers
unsure how to access NGSS training opportunities; (2) Factual knowledge need: HLIP principals
have limited knowledge of NGSS policy; (3) Cultural setting: Lack of NGSS policy information
for teachers; and (4) Cultural model: Lack of encouragement for teachers to use NGSS.
The NGSS Professional Development Plan contains nine recommendations pertaining to:
(1) Factual knowledge need: HLIP teachers need knowledge of the Next Generation Science
Standards; (2) Conceptual knowledge need: Need to strengthen Hawaiian language skills for
teaching science; (3) Metacognitive knowledge need: HLIP teachers need knowledge and skills
to teach science; (4) Professional development need: Teachers need proper training; (5)
Feedback need: HLIP teachers need performance feedback; (6) Cultural model: Science
instruction needs prioritization at HLIP schools; and (7) Cultural model: Schools needs to
establish science outcomes for students; (8) Goal-setting: HLIP schools need to set a goal to
train teachers for NGSS; and (9) Resources: HIP schools need science materials in the Hawaiian
language.
NGSS Communication Plan
The implementation plan starts with addressing a need for better communication with
stakeholders. This will be done by providing time to discuss and make sense of the policy, plan
for training opportunities that are developed to a large degree, at the school level including
opportunities for teachers to co-learn with colleagues, exposure to expert teachers, and engaging
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
154
in regular performance feedback from peers and principals. The NGSS communication plan will
be targeted at the primary implementers: school level stakeholders at K-12 HLIP schools.
The plan will include information that is accurate, timely, and relevant to the study’s
stakeholders: HLIP teachers and principals. Each school site will create their own
communication plan based on information and support from state-level offices. The
communication plan will include the following four components:
1. Understanding the rationale behind the NGSS policy.
2. Timeline for system wide NGSS implementation.
3. A schedule of NGSS training opportunities.
4. Resources to promote and encourage NGSS implementation.
The communication plan should convey a supportive and positive tone of implementation
that is framed around a realistic timeline. The plan will provide the who, when, why, and how of
NGSS implementation to allow critical stakeholders the space to sense-make and understand
what is being asked of them. For an effective transfer of information, the communication plan
will have to work with existing communication structures such as departmental email,
memorandum for teachers and principals, school bulletins, and faculty meetings. NGSS
communication may come in the form of printed, digital, and spoken modes. Other
communication processes such as social media, flyers and, announcements on campus will be
considered where appropriate.
NGSS Professional Development Plan
The main goal of the professional development plan is to provide teachers with the right
knowledge and skills to effectively implement NGSS in the HLIP setting. The scope of the
professional development plan is comprehensive in terms of its subject area content: science, the
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
155
NGSS framework, and the Hawaiian language. The plan is complex because of its need to
address long standing cultural models and settings of the organization that determine common
work processes such as training, practice, feedback, organizational goals, resources, and the
accessibility of expert resources. The professional development plan will be based on the
following six components:
1. Provide introductory knowledge of NGSS.
2. Provide opportunities to assess and strengthen Hawaiian language competencies to
teach science.
3. Provide opportunities to assess and strengthen science knowledge and skills.
4. Provide opportunities to give and receive instructional feedback.
5. Provide training to use NGSS to set science outcomes for students and school.
6. Provide opportunities that allow teachers to create appropriate science materials in the
Hawaiian language.
The professional development training will start a process that identifies and selects
teachers and principals at schools to be peer coaches and mentors, collaborating horizontally at
schools and between schools. A network of intra and inter-school HLIP professional learning
communities is then developed to boost the NGSS knowledge of stakeholders.
The professional development plan will rely on trainings, university and departmental
coursework, and school-level teaming and committee work to deliver the plan. Trainings will be
on-going and not in the form of one-time workshops or occasional days away at trainings.
Research on occasional training trainings indicate that teachers make little tangible gains from
this type of training (Loucks-Horsle & Matsumoto, 1999). Rather, the training will be embedded
in the school with opportunities for peers to partner over time. The plan will provide the time and
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
156
space for information gathering by all stakeholders and initializes the sense-making process.
Sense-making is a cognitive process that can assist stakeholders to understand what the policy is,
what is being asked of them, and how it fits with their prior experience, skills, and knowledge
(Spillane, Reiser, & Reimer, 2002).
Implementation Plan
The policy being considered is the Hawaiʻi Board of Education’s NGSS Policy. This
policy, adopted by the board on February 16, 2016, concerning K-12 science instruction is
scheduled to be implemented in school year 2019-2020 in the classroom. The implementation
plan is based on a performance goal: By the end of School Year 2019-2020, 100% of HLIP
elementary and secondary schools will use NGSS to create curriculum, teach, and assess.
Although the NGSS Policy will be required of all Hawaiʻi DOE schools, this implementation
plan is limited in application to HLIP school organizations. Table 19 details the implementation
plan. The two integrated recommendations are combined in a single plan with goals and action
steps paced out over school years 2017-2018, 2018-2019, 2019-2020 to reach full
implementation by May 2020.
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
157
Table 19
Implementation Plan Goals and Action Steps, 2017-2020
Goal Action Steps
Year 1: 2017-2018
Goal 1: HLIP and Science State
Office Specialists support HLIP
school principals and teachers in
designing strategies to
understand how best to
implement NGSS at the HLIP
school level and how to best
communicate NGSS
information.
• Identify current structures, programs, and initiatives (e.g.,
CART and CAST teams) that are in place that can move
NGSS work forward using existing structures and processes.
• HLIP State Office Specialists meet quarterly with school
principals, and HLIP teachers to design training suited for their
HLIP school.
• Create and disseminate a comprehensive communication plan
that provides general NGSS information and job aids.
Goal 2: HLIP State Office
Specialists work with HLIP
schools to design an NGSS plan
that clarifies why, how, and
when NGSS will be adopted by
HLIP teacher stakeholders.
• Develop a comprehensive communication plan targeted at
HLIP teachers and principals.
• Provide targeted communication for credit/stipended NGSS
trainings for HLIP K-12 teachers.
• Provide partial tuition waivers for HLIP K-12 teachers to
complete a 15-credit science certificate at local universities.
Year 2: 2018-2019
Goal 3: Create a series of NGSS
trainings (PD) for K-12 teachers.
• Create grade level and cross grade level science teams at HLIP
elementary schools to develop scope and sequences and
assessments; and inter-disciplinary teams at HLIP secondary
schools to develop scope and sequences and assessments.
• Continue introductory series of both for credit/stipended
NGSS trainings for HLIP K-12 teachers.
• Roll-out new series of both for credit/stipended NGSS
trainings to foster deeper understandings.
Year 3: 2019-2020
Goal 4: Implement NGSS at
100% of HLIP elementary
schools and HLIP secondary
schools.
• Support training of at least one expert HLIP science teacher in
all schools.
• HLIP principals and teachers support grade level and cross
grade level science teams at HLIP elementary schools; and
support inter-disciplinary teams at secondary schools to self-
monitor NGSS use.
• Take steps to collect feedback from school teachers and
principals during the pilot.
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
158
NGSS Implementation Timeline
The NGSS Implementation Timeline is a road map for Hawaiʻi Department of Education
stakeholders within the tri-level system to initiate implementation of the Board of Education’s
NGSS policy in HLIP schools in school years 2017-2018, 2018-2019, 2019-2020. The NGSS
Implementation Timeline in Table 20 is based on a performance goal: By the end of school year
2019-2020, 100% of HLIP elementary schools and secondary schools will use NGSS to create
curriculum, teach, and assess.
Table 20
NGSS Implementation Timeline
Solutions Action Steps
Completed
By Belongs To Includes
Goal 1: School
principals and
district level
administrators
design strategies to
understand how
best to implement
NGSS at the school
level.
(1) Identify current
structures,
programs, and
initiatives.
June 2018 State Office
specialists: Office of
Curriculum and
Instruction, Office
of Hawaiian
Education; Complex
Area
Superintendents
District specialists,
HLIP teachers and
principals,
consultants
(2) Meet quarterly to
craft a delivery plan
suited for complex
areas.
June 2018
(3) Create and
disseminate a
comprehensive
communication plan
that provides
general NGSS
information and job
aids.
June 2019
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
159
Table 20, continued
Solutions Action Steps
Completed
By Belongs To Includes
Goal 2: Design a
communication
plan that clarifies
why, how, and
when NGSS will be
adopted by teacher
stakeholders.
(1) Include teachers,
principals, and
school community
in design process.
June 2018 State Office
specialists: Office of
Curriculum and
Instruction, Office
of Hawaiian
Education; Office of
the Superintendent;
HLIP teachers and
principals
Office of
Communications,
District specialists,
principals,
teachers,
university-level
professionals,
outside consultants
and contractors.
(2) Office of
Communication
supports digital and
printed media
strategies.
June 2018
(3) Superintendent
approves
communication
plan.
June 2018
Goal 3a: Create a
series of NGSS
trainings (PD) for
K-12 teachers.
(1) Work with
science and learning
specialists to design
trainings.
December
2019
Office of
Superintendent,
State Office
specialists: Office
of Curriculum and
Instruction, Office
of Hawaiian
Education
Board of
Education, Office
of
Communications,
District specialists,
principals,
teachers; HSTA
(teachers’ union)
(2) Fund partial
tuition waivers for
K-12 teachers via
existing MOU to
complete receive
science credits at
select local
universities.
December
2019
(3) Provide a series
of credit/stipended
NGSS trainings to
deeper
understanding.
December
2019
(4) Pilot NGSS with
select with
elementary, middle,
and high school
science teachers.
December
2019
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
160
Table 20, continued
Solutions Action Steps
Completed
By Belongs To Includes
Goal 3b:
Mobilize school
level NGSS
teams
(Professional
Learning
Communities) at
schools.
(1) Form grade level
and cross grade level
science teams at
elementary schools to
develop scope and
sequences and
assessments.
June 2019 State Office
Curriculum and
Instruction,
Complex Area
Superintendents,
Principals, HLIP
teachers and
principals
University
professionals,
teachers,
consultants,
district and state
office education
specialists
(2) Form inter-
disciplinary teams at
secondary schools to
develop scope and
sequences and
assessments.
June 2019
(3) Continue
introductory series of
both for
credit/stipended NGSS
trainings for K-12
teachers.
June 2019
Goal 4: Pilot
NGSS at 100%
of HLIP
elementary and
secondary
schools.
(1) Pilot NGSS at all
HLIP schools.
May 2020 State Office
Curriculum and
Instruction,
Complex Area
Superintendents,
Principals, HLIP
teachers and
principals
Principals,
teachers, state and
district resource
teachers,
contractors
(2) Train and place
expert science teachers
in all pilot schools.
May 2020
(3) Principals and
district administrators
support grade level
and cross grade level
science teams at
elementary schools;
and inter-disciplinary
teams at secondary
schools to self-monitor
NGSS use.
May 2020
(4) Review results and
address concerns and
challenges.
May 2020
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
161
Evaluation Plan
The Kirkpatrick model is a widely-used tool to determine effectiveness of training
programs by assessing goal attainment of learning (Kirkpatrick & Kirkpatrick, 2006). The
recommendations proposed in this study to address the identified needs involve a program of
learning and training. The purpose of using the Kirkpatrick model is to allow for improvement of
the organization. The model is will be used to evaluate the recommended recommendations to
the established needs. Evaluating the effectiveness of the recommendations is critical to
understanding if the needs in the organization are being addressed.
There are four evaluative levels of the Kirkpatrick model: Level 1 — Reaction; Level 2
— Learning; Level 3 — Behavior; and Level 4 — Results (Kirkpatrick & Kirkpatrick, 2006).
The model needs to be implemented in a sequence, from Level 1 to Level 4 for the process to be
effective. The purpose of the four levels of evaluation to the recommendations are as follows:
Level 1: Reaction. Evaluating reaction first informs what the initial response to the
training was; did participants like it or not? The likeability of a training is critical to the actual
learning of a new skill or knowledge set.
Level 2: Learning. Evaluating learning is critical because without learning, a change in
behavior (action) will not likely occur.
Level 3: Behavior. The same goes for evaluating behavior; a change in a participant’s
behavior or action must be manifested in some tangible way.
Level 4: Results. Evaluating results is considered the most challenging level to evaluate
since the sum of a training program’s outcome are the result of that training.
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
162
Tables 21-23 detail the Kirkpatrick model regarding recommendations that were being
proposed to address the knowledge, motivation, and organization needs that were identified
previously in Chapters 4 and 5.
Table 21
Evaluating Knowledge Solutions
Established
Knowledge
Needs Solution Reaction Learning Behavior Results
Knowledge of
NGSS policy.
HLIP principals
will be provided
NGSS policy
information at
principals’ meeting.
Satisfaction
sheets at end of
each session.
Written
response to
“What do you
know about the
NGSS policy?”
Interview
response: “What
are you doing to
understand the
NGSS policy?”
Observation: How
has the school
changed to prepare
for NGSS
implementation?
Knowledge of
Next
Generation
Science
Standards.
Provide teachers
with information
about NGSS, job
aids with concrete
examples for NGSS
implementation.
Teacher
participants
complete an
individual
reaction sheet
immediately
after the
inservice.
Compare total
scores on a
pretest and
post test.
Survey
participants if
they are
implemeting
NGSS practices.
Observation: Detail
how teachers have
shifted their science
instruction.
Knowledge of
science.
Provide NGSS
training for HLIP
teachers.
Satisfaction
sheets at end of
each session.
Pre and post
test to evaluate
science
knowledge.
Participants are
interviewed by
principals.
Observation: How
did increased
knowledge of
science improve the
the quality and
quantity of science
instruction?
Knowledge of
Hawaiian
language to
teach science.
Provide training
program for HLIP
teachers that allows
for modeling of
Hawaiian language
teaching in the
sciences.
Satisfaction
sheets at end of
each session.
Hawaiian
language
proficiency
pretest and
post test.
Participants peer-
observe to
determine
frequency and
fluency of target
language usage.
How did the
increase in Hawaiian
language proficiency
improve teachers’
science instuction?
Knowledge to
access NGSS
training.
Provide HLIP
teachers with
information on
NGSS training
opportunities.
Satisfaction
sheets at end of
each session.
Measure
frequency of
course or
traning
registrants.
Survey teachers
to determine
where and how
they are
accessing NGSS
training.
To what degree are
teachers trained to
use NGSS?
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Table 22
Evaluating Motivation Solutions
Established
Motivation
Needs Solution Reaction Learning Behavior Results
Feedback on
science
instruction.
HLIP teachers
will receive
performance
feedback on
their science
instruction on a
regular basis.
Observation
logs record
teacher reaction
and satisfaction
with feedback
process and
outcomes.
Participants
use meta
coginition to
self evaluate
observation
feedback.
Survey
teachers to
determine
change in
principal
feedback
behavior.
Survey
principals to
determine
change in
teacher
behavior.
How did
performance
feeback
motivate
teachers to
improve science
instruction?
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
164
Table 23
Evaluating Organization Solutions
Established
Organization
Needs Solution Reaction Learning Behavior Results
The
organization
to provide
NGSS policy
information.
Provide NGSS
policy
information to
HLIP teachers
and principals
(video).
Conduct
small (3-4
teachers per
group) post-
video
discussion
groups
immediately
after viewing.
Participants
respond to a
multiple-
choice
quiz/survey.
Observe the
school
setting if
NGSS
materials are
being
distributed
and posted.
How is NGSS
information
provided by the
organization
impacting teacher
usage of NGSS?
The
organization
to encourage
teachers to
use NGSS.
HLIP principals
will be provided
with information
on NGSS to
encourage
teacher
implementation.
Monitor
reaction to
NGSS
information
by providing
a satisfaction
sheet after the
end of each
faculty
meeting that
NGSS is
covered.
Participants
polled to
determine
shift in
principal’s
attitude
towards
NGSS.
Survey HLIP
teachers to
determine
change in
principal
behavior.
How did
principals’
encouragement of
NGSS usage
motivate teachers
to implement
NGSS policy?
The
organization
to prioritize
science
instruction
for HLIP
teachers.
Through a
program of
professional
development,
organization will
articulate clear
science
instruction.
Distribute a
reaction sheet
at end of
session.
Evaluate
instructional
units and
lesson plans
for evidence
of science
knowledge.
Patterned
interviews
with teacher
participants.
To what extent
did the
organization’s
adoption of
science standards
impact NGSS
implementation?
The
organization
to establish
science
outcomes for
HLIP
students.
At faculty
meetings, HLIP
teachers will
establish
performance
goals for
teaching science.
Teachers
complete
“smiley” face
reaction sheet
at end of each
session.
Scope and
sequence
collected and
evaluated for
increase in
science
instructional
practice.
Informal
interviews of
both
principal and
teacher
participants.
How did the
implementation of
science outcomes
in the
organization
increase the
quality of science
instuction in the
classroom?
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
165
Table 23, continued
Established
Organization
Needs Solution Reaction Learning Behavior Results
The
organization
to provide
training for
HLIP
teachers.
Teachers will
be offered
NGSS training,
modeling,
coaching, and
opportunities
for practice and
feedback.
Distribute a
reaction sheet
at end of
session.
Self-
evaluations
distributed.
Informal
teacher
interviews to
determine
needs in
knowledge.
How has training
addressed the need
to learn NGSS?
The
organization
to provide
instructional
materials to
teach science.
HLIP teachers
will be offered
opportunities to
create
appropriate
science
materials in the
Hawaiian
language for
their classroom
Satisfaction
sheets at end
of materials
development
work
sessions.
Collect work
samples of
materials.
Examine how
teachers
creating new
materials
How is the
organization
meeting the need
to provide more
instructional
materials to
support NGSS
implementation?
The
organization
to set goal to
train HLIP
teachers for
NGSS.
Each HLIP
school will set
a goal to use
NGSS.
Distribute a
reaction sheet
at end of
session.
Examine
instructional
units and
lesson plans
for evidence
of NGSS.
Evidence of
NGSS goals
present in
organization.
How has the goal
to use NGSS
impacted teaching
practice?
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166
Limitations
Several limitations to the study are noted. First, at the time the study was initiated, the
researcher was a staff member of the state-level Hawaiian Language Immersion Program —
Office of Hawaiian Education, Hawaiʻi Department of Education. This is the same organization
that provides management and support to the Hawaiian Language Immersion Program. This
required the researcher to be extremely careful in communicating to research participants the
personal and scholarly nature of the study and its non-affiliation with the researcher’s work as an
employee of the Hawaiʻi Department of Education. A second limitation of the study was the
researcher’s prior role as a Hawaiian Language Immersion Program teacher which meant that
some research participants may have been colleagues with the researcher. Both limitations raise
questions of research bias which was addressed in Chapter 3 of this study. Third, the study was
limited to understanding implementation of the Hawaiʻi Board of Education’s NGSS policy in
the Hawaiian Language Immersion Program and not a performance study or evaluation of the
Hawaiian Language Immersion Program.
A fourth limitation was that data from HLIP teacher stakeholders was collected from an
online survey only. The need to collect as much data as possible from as many HLIP teachers as
possible made the online survey tool the most appropriate methodology. However, individual
interviews with HLIP teachers might have provided more nuanced information from teachers on
which to create recommendations for the KMO needs that were identified. This limitation was
duly considered prior to commencing the study and it was decided that a survey tool would
provide the highest level of stakeholder participation and anonymity for respondents. The high
number of survey respondents from across the state who completed the survey confirmed this
assumption.
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
167
Having listed all the known limitations, it should be noted that the research protocols
chosen to ensure anonymity and confidentiality were strictly adhered to. As such, this process
created a high level of accuracy and trustworthiness of the findings.
Future Research
This study provided recommendations to the Hawaiʻi Department of Education to
achieve its goals to implement NGSS in HLIP schools by May, 2020. Areas of future research
might include case-study research on individual HLIP sites, research of innovative practices in
language revitalization programs, and assessing the impact of global education trends on
Hawaiian language and Hawaiian culture-based learning environments. Examining the needs of
HLIP principals is another area of future research.
The willingness of both HLIP teachers and principals to participate in this study
demonstrated interest of HLIP stakeholders to provide insights and information for research. In
school year 2017-2018, the Hawaiian Language Immersion Program will celebrate 30 years of
delivering Hawaiian medium education to Native Hawaiian students. It is timely to assess the
current program and Hawaiian medium education by building a research agenda to ensure its
continued success, vitality, and growth.
Conclusion
In this study, assumed needs that could pose barriers to the implementation of the
Hawaiʻi Board of Education’s NGSS policy in HLIP schools was assessed through a knowledge,
motivation, and organization framework. The major findings of the needs analysis are: (1) that
science instruction needs prioritizing at HLIP schools; (2) schools need a plan to train for NGSS
implementation; (3) teachers need opportunities to strengthen their Hawaiian language
knowledge and skills to teach science; (4) both HLIP teachers and principals need information
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
168
about the Hawaiʻi Board of Education’s NGSS policy; and (5) HLIP teachers need feedback on
their science instruction. These major findings were categorized as knowledge, motivation, and
organization needs. Collectively, these identified needs, if not addressed could pose barriers to
meeting the organizational goal that HLIP K-12 teachers of science be in full implementation of
the Next Generation Science Standards by May, 2020. Science knowledge is a critical skill for
Hawaiʻi public school students in all Hawaiʻi Department of Education K-12 classrooms.
Evaluating the science knowledge and skills of teachers of Native Hawaiian students can inform
policy decisions to address science achievement of Native Hawaiian students. Improved science
instruction and increased student science achievement can improve the quality of life and
increase workforce opportunities for graduates in a knowledge-based economy.
For Native Hawaiian students, education programs that are based on indigenous
Hawaiian knowledge such as HLIP serve high percentages of Native Hawaiian students. These
programs are seen as promising practices to address academic achievement rates of this
population (Kahakalau, 2002; Kamanā, & Wilson, 1996; Kanaʻiaupuni, & Kawaiʻaeʻa, 2008;
Tibbetts et al., 2007). Public education programs that are based on indigenous Hawaiian
knowledge and Hawaiian language are critical to addressing academic achievement needs for
this student population. Innovative teaching practices that attempt to blend Hawaiian cultural-
science frameworks with the NGSS framework may hold promise for addressing science
achievement in the context of Hawaiian medium education.
Using the needs-analysis framework of Clark and Estes (2008) as a problem-solving
framework, and a literature review that included learning and motivation theory, a total of 24
knowledge, motivation, and organization assumed needs were generated. Of those 24 assumed
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
169
needs, 13 were established based on an in-depth analysis and triangulation of teacher survey
results, principal interview findings, and document analysis.
The established needs were related to: (1) HLIP teacher and principal knowledge about
NGSS and the NGSS policy, teaching science in the Hawaiian language, and accessing NGSS
training; (2) HLIP teacher motivation regarding instructional feedback; and (3) organizational
issues related to establishing science learning outcomes, prioritizing science instruction, a lack of
instructional materials in the Hawaiian language, and providing proper training for teachers.
To address the issues relating to HLIP teachers’ knowledge, the recommended solution
was to provide accurate, timely, and relevant NGSS information to school level stakeholders;
and professional development (trainings and coursework) to address needs in science and
Hawaiian language knowledge. For motivation needs relating to lack of science instruction
feedback, the recommend solution was to offer professional development opportunities that train
teachers and principals on how to give regular feedback to improve science instruction. To
address organization needs, a professional development plan to prioritize science instruction by
establishing school-wide science outcomes is recommended. Professional development will
comprise efforts to: (1) provide proper training to teachers to meet NGSS policy implementation;
(2) provide an encouraging environment to implement NGSS; and (3) communicate science
goals and priorities to stakeholders. Implementation of the recommended recommendations will
be at the discretion of the Hawaiʻi Department of Education’s Office of Hawaiian Education,
Office of Curriculum, Instruction and Student Services, and individual Hawaiian Language
Immersion Program schools.
A set of assumed motivation needs that were not established by the study provided an
unexpected window into the interest and motivation of HLIP teachers for science. The additional
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
170
motivation findings regarded the principles of affect, self-efficacy, value-expectancy, and future
goal-setting. These additional findings suggest that HLIP teachers have a personal interest in
science, they enjoy teaching science, they currently feel effective at teaching science, they
believe they will be effective at implementing NGSS, and will likely choose to set a goal to use
NGSS in the future. The additional findings provided information regarding the motivation of
HLIP teachers to improve their science instruction practices and to set a goal to implement
NGSS in the future.
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
171
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APPENDIX A
SURVEY INSTRUMENT FOR TEACHERS
K refers to assumed knowledge needs
M refers to assumed motivation needs
O refers to assumed organization needs
1. What type of school are you currently working at? (O)
Hawaiʻi Public Charter
Hawaiʻi Department of Education
2. As a Hawaiian Language Immersion Program teacher, do you teach science content? (O)
Yes
No
3. What grade-level(s) do you currently teach? (check all that apply) (O)
K
1
2
3
4
5
6
7
8
9-12
4. How familiar are you with the Next Generation Science Standards, or “NGSS?” (K,O)
Extremely
familiar
Very
familiar
Moderately
familiar
Slightly
familiar
Not
familiar
Familiarity with
NGSS
5. Are you aware of the new Hawai’i Board of Education Next Generation Science Standards
(NGSS) policy? (K,O)
Yes
No
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6. In the next two years, how likely is it that you will set a goal to teach science using Next
Generation Science Standards? (M)
Extremely likely
Likely
Neither likely nor unlikely
Unlikely
Extremely unlikely
7. In the next two years, how likely is it that you will choose to participate in a Next Generation
Science Standards training for HLIP teachers? (M)
Extremely likely
Likely
Neither likely nor unlikely
Unlikely
Extremely unlikely
8. In this school year, how much information regarding the Hawaiʻi BOE Next Generation
Science Standards policy have you received from your school? (O)
None at all
Not enough
Just enough
Slightly too much
More than needed
9. What has been the source of your NGSS information? (Check all that apply) (O)
Faculty meetings
School principal
Hawaiʻi Department of Education memos and notices
Union- HSTA/NEA
Hawaiʻi Board of Education
Personal knowledge
School/Complex/State Office workshop/meeting/working group
University coursework
Media: newspaper/TV/internet/magazine
Other ____________________
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10. How supportive is your school principal (or other instructional leader) of your science
instruction? (O,M)
Extremely supportive
Very supportive
Supportive
Neither supportive nor unsupportive
Unsupportive
Extremely unsupportive
11. How adequate is your science content knowledge to teach science at your grade level(s)? (K)
Extremely adequate
Very adequate
Adequate
Neither adequate or inadequate
Inadequate
Extremely inadequate
12. What do you attribute your science content knowledge to? (choose all that apply) (K)
I have a science degree.
I am science certified.
I have personal interest in science.
I have learned science content knowledge by teaching it.
Other ____________________
13. What is the priority your school places on science instruction when compared with other
subject areas? (sliding scale, 1-10). (O)
14. To what extent are you personally interested in science? (M)
Extremely
Interested
Very
interested Interested
Slightly
interested
Not
interested
Personal interest
in science
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15. To what extent do you enjoy teaching science to your students? (M)
Extremely
enjoyable
Very
enjoyable Enjoyable
Slightly
enjoyable
Not
enjoyable
Teaching science
to students
16. How effective do you feel you are at teaching science? (M)
Extremely
effective
Very
effective Effective
Slightly
effective
Not
effective
Effectiveness at
teaching science
17. Use the sliding scale to rate your ability to teach science in the medium of Hawaiian
language. (K,M)
18. If required by your school, how effective do you think you will be at using new science
standards? (M,O)
Extremely
effective
Very
effective Effective
Slightly
effective
Not
effective
Using new science
standards
19. How frequently does your school adopt new instructional standards? (O, M)
Yearly
Every 2-3 years
Every 3-4 years
Every 4-5 years
Rarely
Unsure
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20. Use the sliding scale to indicate the extent your school has science learning outcomes in
place for students. (scale of 1-10) (O,M)
21. At your school this year, who determines what science standards are taught? (Check all that
apply) (M,O)
Individual teachers
Group of teachers
Principal
Instructional coach
Curriculum coordinator
Other ____________________
22. At your school, how frequently do you receive instructional feedback regarding your science
instruction? (M,O)
Daily
Weekly
Monthly
Quarterly
Yearly
Rarely
Never
23. To what extent does your school principal (or other instructional leader) encourage NGSS
implementation at your school? (sliding scale, 1-10) (M,O)
24. At my school, I receive the proper training to do the work that is expected of me. (O)
Strongly agree
Agree
Neither agree nor disagree
Disagree
Strongly disagree
25. At my school, there is someone who encourages my development as a teacher. (M,O)
Strongly agree
Agree
Neither agree nor disagree
Disagree
Strongly disagree
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26. In the last seven days at my school, I have received praise or recognition for my work as a
teacher. (M,O)
Yes
No
27. I currently have the knowledge and skills to teach science. (K)
Strongly agree
Agree
Neither agree nor disagree
Disagree
Strongly disagree
28. I currently have the instructional materials I need to teach science. (O)
Strongly agree
Agree
Neither agree nor disagree
Disagree
Strongly disagree
29. If I need it, I know how to access NGSS training opportunities. (K)
Strongly agree
Agree
Neither agree nor disagree
Disagree
Strongly disagree
30. In the next two years, how likely will you be to set a goal to implement Next Generation
Science Standards? (M)
31. If you do choose to implement NGSS in the next two years, how effective do you think you
will be at implementing it? (M)
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APPENDIX B
SEMI-STRUCTURED INTERVIEW PROTOCOL FOR PRINCIPALS
Knowledge Questions
1. What do you know about the implementation of the Board of Education’s Next
Generation Science Standards policy? (factual/metacognitive)
Motivation Questions
1. How motivated are your Hawaiian language immersion teachers to teach science?
What do you see/not see? (affect/interest/task value)
2. How often do you give performance feedback on HLIP teacher science instruction?
(feedback)
3. How frequently do you praise or recognize teachers for doing good work? (feedback)
4. In terms of HLIP use of standards based instruction: On a scale of 1-10 (ten being
very comfortable), 5 being somewhat comfortable and 1 being not comfortable, how
comfortable are HLIP teachers with standards-based instruction? (self-efficacy)
Organization Questions
1. This school year, what are the science outcomes for immersion students? (cultural
model)
2. In this school year, what is your instructional focus for the HLIP classes? (goal-
setting)
3. At your school this year, who decides what science standards are taught? (active-
choice)
4. Thinking back in the last few years, how frequently does your school change its
instructional standards? (goal-setting)
5. Does your school have the financial or other resources to train HLIP teachers to use
NGSS? (resources)
6. Is there a lack of Hawaiian language science materials for Kaiapuni instruction?
(resources)
7. Who encourages the development of teachers at this school? (cultural setting)
8. If there was a series of Kaiapuni specific-NGSS trainings available, would you send
teachers to it? (resources)
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APPENDIX C
SCANNING INTERVIEW QUESTIONS, LITERATURE, AND METHODS TO
ESTABLISH KNOWLEDGE NEEDS
Sources Knowledge
F = factual
C = conceptual
P = Procedural
MC = Meta-cognitive
Scanning
interviews
Do teachers know what the Next Generation Science Standards (NGSS)
framework is? (F)
Do teachers know why they should implement NGSS? (C)
Do teachers know how to build instruction using the NGSS framework in
Hawaiian language medium instructional settings? (P)
Are teachers being given training and learning opportunities to implement
NGSS? (P)
Learning and
motivation
theory
Do teachers have adequate science content knowledge? (F)
Do teachers understand the NGSS framework? (C)
Do teachers understand how to teach science in the medium of Hawaiian
language? (P)
Do teachers reflect on the efficacy of their science instruction? (MC)
Do teachers know their own level of science knowledge to teach science?
(MC)
Literature
Review
An instructional framework (such as NGSS) can provide teachers with a
common understanding of educational goals and objectives to improve the
planning of curriculum and delivery of instruction (Krathwohl, 2002).
Social cognitive theory suggests learning occurs in a social context and that
much of what is learned is gained through observation (Denler, Wolters, &
Benzon, 2014).
Self-regulation, the ability to control the factors influencing learning serves to
establish optimum conditions and provides self-regulated learners with skills
to excel (Dembo & Seli, 2013)
What are the best practices for teaching NGSS? (C)
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
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Knowledge Survey Interview Doc. Analysis
Declarative
factual
How knowledgeable are
you regarding the Next
Generation Science
Standards (Likert-scale)
List terms that describe
Next Generation Science
Standards.
As a teacher of science
content, do you have
adequate science content
knowledge? (Likert)
Why should teachers
implement NGSS?
Are teachers being given
training and learning
opportunities to implement
NGSS?
Summarize NGSS, its
domains and assessment
processes.
Documents that evidence
knowledge of NGSS facts
and terms.
Declarative
conceptual
On a scale of 1-10, rate
your ability to teach
science in medium of
Hawaiian language?
What are some science
concepts that teachers like
you need to have in order to
teach science in HLIP?
Do teachers understand the
NGSS framework?
How to build instruction
using the NGSS framework
in Hawaiian in Hawaiian
language medium
instructional settings?
Examples of NGSS lessons
in Hawaiian immersion,
contexts.
Procedural Describe how you would go
about implementing NGSS?
Present a scenario and have
participant do self-talk in
writing or voice recording
before, during, and after the
task.
If you had to use NGSS
framework, how would you
go about doing it?
Documents that demonstrate
teacher use and
understanding of NGSS:
(1) lesson & unit plans
(2) curriculum guides
(3) scope & sequence
Meta-
cognition
Meta-cognitive–Do
teachers reflect on the
efficacy of their science
instruction?
Do teachers know their own
level of science knowledge
to teach science?
Observe while interviewing:
What are the participants’
behavior to demonstrate
evidence of metacognitive
knowledge?
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APPENDIX D
SCANNING INTERVIEW QUESTIONS, LITERATURE, AND METHODS TO
VALIDATE MOTIVATION NEEDS
Sources Motivation
Scanning
interviews
Do teachers value science?
Do teachers recognize the value of science to their students and their future academic
and career success?
Do teachers feel effective in teaching science?
Do teachers choose to persist to apply mental effort to teach science?
Do teachers value science knowledge and instruction?
Are teachers perceiving science as a Western, (i.e. not-Hawaiian) and therefore not
prioritizing it?
Learning and
motivation
theory
Active Choice
Do teachers have a choice to implement NGSS?
Are teachers sufficiently motivated to persist in implementing NGSS?
Interest Value
How can the performance goal be connected to an individual’s personal (intrinsic)
interest?
Cost-Benefit
What is the systematic method used to measure performance and/or goal attainment
of science teaching?
How is the stakeholder evaluating the cost of learning NGSS with its perceived
benefit?
Attribution
What is the perceived control the stakeholders have over their success/failure and
performance outcomes?
Self-Efficacy
Are instructional goals designed to be challenging yet allow for success?
Goal Setting
Goals motivate and direct learners.
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Motivation Survey Interview Doc. Analysis
Task Value On a scale of 1-9 how much do you
value science knowledge?
On a scale of 1-9, how motivated are
you to implement NGSS?
I enjoy teaching science (Likert).
It is important for students to have a
firm grasp of science knowledge?
(Likert)
Rank the importance of these content
areas: Language arts, math, science,
social studies, P.E., Art Music &
Dance, technology
Which task is most valuable to you?
(Choose from list)
How motivated are teachers to
teach science?
Are teachers averse to teaching
with standards?
How valuable is it for you to learn
new teaching techniques?
How valuable is it for your
students to achieve science
standards?
Self-Efficacy On a scale of 1-9 how effective are you
at teaching science?
How well will you do you expect to
implement NGSS? (Likert)
Goal
Orientation
How frequently do you select to learn
new science instructional skills and
knowledge?
To what degree will you set a goal to
use NGSS?
5. Will definitely set goal
4. Will set goal
3. Thinking about setting goal.
4. No consideration.
How do teachers determine the
amount of time to spend on
science instruction?
What is the process your school
uses to set instructional
performance goals for students
and teachers?
Are there documents that
exemplify commitments to
the goal of implementing
NGSS at the school level?
(e.g. posters, news media
releases, parent night
agendas, school community
council minutes, articles, and
stories)
Affect To what extent were you trained
to consider the teachers emotional
and social dimensions of
learning?
Expectancy
Outcome
How difficult is teaching science in the
medium of Hawaiian language?
What will motivate teachers to
persist in implementing NGSS?
Do teachers perceive teaching
science as a Western, (i.e., not-
Hawaiian) subject area
and not prioritizing it?
How will teachers be awarded for
their effort?
What are the incentives for
implementing NGSS?
Policy documents that
demonstrate the mandate to
implement NGSS (BOE
Policy, HIDOE departmental
memo, principal
communications to teachers)
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
192
APPENDIX E
SCANNING INTERVIEW QUESTIONS, LITERATURE, AND METHODS TO
ESTABLISH ORGANIZATION NEEDS
Sources Organization
Scanning
interviews
What does the organization need to implement NGSS?
Do teachers and the organization lack adequate resources to teach science (time,
materials, collegial support)?
Are administrators advocating for teachers to use NGSS?
Are teachers receiving communication regarding new policy, mandates, and
expectations?
Does the school have the capacity to train and equip teachers with skills and
knowledge to implement NGSS?
Are teachers conflicted in their prioritization of Hawaiian culture v. science?
Are teachers averse to teaching with standards?
Learning and
motivation
theory
Procedural: Do teachers have effective and relevant models to learn new teaching
processes?
Cultural Models: Is there a culture of slow adoption of new educational strategies?
Cultural Setting
Are there instructional role models in place to mentor teachers who need instructional
support?
Are school administrators incentivizing effectively?
Are teachers receiving performance feedback on their science instruction?
Cultural Settings
Is there a lack of goals or conflicting goals for teachers?
Elements of Work Environments
Is there vague or constantly changing performance goals and feedback?
Utility Value
What are the tangible rewards to incentivize performance?
Literature
Review
Cultural models exist in schools and encode shared environmental and event
interpretations that shape what is valued and ideal, and what behaviors should be
enacted or avoided (Gallimore & Goldendberg, 2001).
Performance goals are jeopardized if organizations use ineffective incentives or lack
incentives (piece-rate vs. flat-rate scheme? tangible vs. intangible?) (Clark & Estes,
2008, pp. 96-100).
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
193
Organization Survey Interview Doc. Analysis
Cultural
Models
On a scale of 1-9, what is
the level of advocacy your
principal (or other
instructional leader) gives to
NGSS implementation?
In this school year, how
many times have you
received communication
regarding NGSS policy,
mandates, and expectations?
0
1-3
4-6
7-9
10 or more
What resources will
teachers need to implement
NGSS?
How will schools train and
equip teachers with skills
and knowledge to
implement NGSS?
How would you
characterize teachers’
attitudes and beliefs
towards new learning
policy mandates that impact
instruction?
What are the Hawaiian
cultural models being used
in the organization?
Focus on documents that
demonstrate the mandate
to implement NGSS:
(1) BOE Policy
(2) HIDOE departmental
memo
(3) Press release
(4) Principal
(5) Implementation
timelines from school-
level faculty and staff.
Cultural
Settings
How quickly do you adopt
to new instructional
frameworks that are
required by your school?
6 Immediately
5. Very Quickly
4. Quickly
3. Not very quickly
2. Not quickly
1. Slowly
Is there vague or constantly
changing performance goals
and feedback? (Likert)
How often does your
employer (HIDOE) change
instructional goals?
1. every 1-2 years
2. Every 3-4 years
3. Every 5-6 years
Do teachers have
opportunities to observe
effective and relevant
models to learn NGSS
practices?
Are school administrators
incentivizing effectively?
Are teachers receiving
performance feedback on
their science instruction?
What are the dynamics that
what is valued and ideal at
HLIP schools?
Is there a mission or vision
in place in your school or
organization that
determines what
instructional behaviors
should be enacted or
avoided?
Examine documents that
demonstrate a school’s
approach to teaching,
learning, and professional
development.
Examine founding
documents like vision &
mission statements.
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
194
APPENDIX F
HAWAIʻI BOARD OF EDUCATION MINUTES, FEBRUARY 16, 2016
STATE OF HAWAII
BOARD OF EDUCATION
GENERAL BUSINESS MEETING
MINUTES
Queen Liliuokalani Building
1390 Miller Street, Room 404
Honolulu, Hawaiʻi 96813
Tuesday, February, 16, 2016
1:30 p.m.
PRESENT:
Lance Mizumoto, Chairperson
Brian De Lima, Esq., Vice Chairperson
Amy Asselbaye
Patricia Halagao
Hubert Minn
Donald Horner
Jim Williams
Colonel Peter Santa Ana
Brennan Lee
EXCUSED:
Grant Chun, Esq.
Margaret Cox
ALSO PRESENT:
Kathryn Matayoshi, Superintendent
Stacy Aldrich, State Librarian, Hawaiʻi State Public Library System
Dawn Kaui Sang, Director, Office of Hawaiian Education
Alison Kunishige, Board Executive Director
Kenyon Tam, Board Analyst
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
195
Summer Jenkins
I. Call to Order
• The Board of Education (“Board”) General Business Meeting was called to order by Board
Chairperson Lance Mizumoto at 1:32 p.m.
II. Public Testimony on Board of Education (“Board”) Agenda Items
III. Approval of Minutes
V. Reports of Board Committees, Board Members, and Superintendent
VI. Public Testimony on Board Agenda Items
VII. Action Items
B. Board Action on Student Achievement Committee recommendation concerning the
adoption of Next Generation Science Standards (“NGSS”)
Board Member Williams noted the importance of the Next Generation Science Standards
and stated that it is a big step forward with a general consensus of support. He looks
forward to implementation.
ACTION: Motion to adopt the Next Generation Science Standards and require the
Department of Education to present to the Board for approval a plan beginning in school
year 2016-2017 that fully implements the standards within four years (Student
Achievement Committee/no second required). The motion carried unanimously with all
members present voting aye.
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
196
APPENDIX G
HAWAIʻI BOARD OF EDUCATION MINUTES, JUNE 7, 2016
STATE OF HAWAII
BOARD OF EDUCATION
STUDENT ACHIEVEMENT COMMITTEE
MINUTES
Queen Liliuokalani Building
1390 Miller Street, Room 404
Honolulu, Hawaiʻi 96813
Tuesday, June 07, 2016
PRESENT:
Patricia Halagao, Chairperson
Jim Williams, Vice Chairperson
Amy Asselbaye
Grant Chun, Esq.
Margaret Cox
Don Horner
Hubert Minn
Brennan Lee (student representative)
Brian De Lima, Esq., ex officio
EXCUSED:
None
ALSO PRESENT:
Stephen Schatz, Deputy Superintendent
Tammi Chun, Assistant Superintendent, Office of Strategy, Innovation, and Performance
Suzanne Mulcahy, Assistant Superintendent, Office of Curriculum, Instruction, and Student
Support
Deyon Nagato, Education Specialist, Office of Curriculum, Instruction, and Student Support
Alison Kunishige, Board Executive Director
Kenyon Tam, Board Analyst
Summer Jenkins
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
197
I. Call to Order
The Student Achievement Committee (“Committee”) meeting was called to order by Committee
Chairperson Patricia Halagao at 8:30 a.m.
II. Public Testimony on Committee Agenda Items
III. Approval of Meeting Minutes of May 3, 2016
ACTION: The Student Achievement Committee meeting minutes of May 3, were approved as
circulated unanimously with all members present voting aye (Horner/Williams).
IV. Discussion Items
A. Update on Board Policy 105.14, Multilingualism for Equitable Education
implementation plan
B. Update on Next Generation Science Standards (“NGSS”) implementation plan
Mulcahy and Lauren Kaupp, Education Specialist, OCISS, provided an update on the
implementation of NGSS.
Kaupp stated that since February 10, 2016, she has traveled with Rosanna Fukuda, Social Studies
Coordinator, to present the NGSS framework to Department employees. There have been
sessions across the state reaching over 300 staff. The Department has officially begun working
with the NGSS network of states that have adopted the standards and participated in national
meetings for implementation. The effort has been cooperative between the state, complex areas,
and schools, and has involved multiple offices in the Department, including the Assessment and
Accountability Branch, Communications and Community Affairs Office, Office of School
Facilities and Support Services, and OCISS.
Committee Member Amy Asselbaye arrived at 9:04 a.m.
An implementation reflection tool had been developed and shared for feedback. Kaupp stated
that there is a wide range of interested organizations and reiterated that the goal is to provide
students with opportunities in science education. Kaupp stated there is a need to facilitate
communication to inform an implementation plan, but that The Hope Street Group surveyed
teachers find out what resources they need to implement the standards. The Department is
working towards full implementation by the 2019-2020 school year. Kaupp stated that
implementation is a general progression, and various schools are at different stages in the
process. Kaupp added that OCISS needs to provide consultations, flexibility, and support for
implementation. Kaupp stated that the Science, Technology, Engineering, and Mathematics
(“STEM”) Kick Start program would provide experiences and support for schools to build
familiarity with NGSS. Many schools already have a head start on implementation by integrating
STEM programs into curriculum. Kaupp stated that teachers and students are familiar at different
levels, and some schools have already begun looking into the NGSS transition. For example,
Waimea Canyon Elementary has begun realigning coursework and is ahead of the curve. Kaupp
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
198
stated that she had previously shared information on six main areas of implementation, including
standards alignment, curriculum and instruction, assessment, professional development, cross-
content connections, and communication. Kaupp had since then aligned the main areas with
milestones. The milestones include NGSS adoption in Spring 2016, materials to be reviewed for
recommendation in the 2017-2018 school year, new authorized courses and code numbers linked
with new report cards in place between summer and fall of 2018, and transitioning assessments
in Spring 2020 for full implementation.
Mulcahy stated that the Department would use what they had learned from implementation of
Common Core State Standards to improve the process for NGSS. For example, Common Core
State Standard implementation was done by certain grade levels in certain years starting with
non-tested grades. NGSS would instead allow schools a three-year grace period to implement
when they are ready and giving them the opportunity to determine what is best for their students
and school. Some schools are prepared to implement while others need more time.
Kaupp added that a tool for reflection was created with six or seven goal areas to help with
implementation. The tool is intended to see where schools stand and where they need to go.
Moving forward, the Department is gearing up to share the implementation framework at the
upcoming Educational Leadership Institute and Leadership Symposium and planning to provide
multiple forms of professional development and communication.
Committee Member Minn asked if teachers would receive credit for NGSS-related professional
development to help with pay scales. Mulcahy responded that credit is a possibility if a course is
created and approved by the Office of Human Resources.
Committee Member Margaret Cox asked if secondary schools would head in the direction of
standards-based report cards. Mulcahy replied that there is a pilot group of four principals
interested in moving ahead with standards-based report cards for secondary schools. Mulcahy
indicated that they are targeting implementation of the standards-based report card for all
secondary schools in 2020. Committee Member Cox stated that students and parents do not
understand the differences between grading in elementary and middle school, so there is
confusion when students receive a “D” on their middle school report card. There needs to be
consistency between grading in elementary and middle schools. Committee Member Cox stated
that problem needs to be analyzed because students and parents often do not understand
transitional changes and that science is just one piece of this.
Committee Vice Chairperson Williams stated that if the Board and Department are more
aggressive about pursuing competency-based education, then alignment of report cards would be
a natural outgrowth.
Ex Officio Committee Member Brian De Lima referred to the reflection tool and asked if there
are any particular complexes that appear further along than others. Kaupp replied that the tool
has not been shared widely yet, but distribution seems to be even across the state. Ex Officio
Committee Member De Lima stated that 26 states have adopted NGSS, and he believed it is a
good concept. Ex Officio Committee Member De Lima explained that he wants the community
to understand the “why” and “how” of NGSS so as to get ahead of false criticisms seen with
NGSS IMPLEMENTATION IN HAWAIIAN IMMERSION K-12
199
Common Core State Standards. Kaupp stated that Hawaiʻi is the eighteenth state to adopt NGSS,
and the standards are growing organically.
Ex Officio Committee Member De Lima stated that if high standards are set, students will excel.
He asked if there are inclusion-based modifications built within NGSS. Mulcahy stated that
inclusion modifications are not part of the standards but is up to the teacher to build in as part of
the teacher’s set of instructional tools.
Ex Officio Committee Member De Lima expressed concern about how struggling students would
be helped. Ex Officio Committee Member De Lima stated that one-third of the student
population is struggling, and when adopting standards is being discussed, part of the discussion
should be about how that third of the student population will be supported to meet those
standards. Mulcahy stated that she would continue to focus on helping struggling students.
Mulcahy stated that schools need to come together to support all students.
Committee Member Minn asked if there is a target timeline for implementation to keep the
Department on track. Kaupp replied that the idea is to have implementation milestones in place
and communicate with schools and provide supports to reach the milestones. Kaupp stated that
full implementation is intended to be complete by the 2019-2020 school year.
VI. Adjournment
Committee Chairperson Halagao adjourned the meeting at 1:00 p.m.
Abstract (if available)
Abstract
This dissertation assessed the needs of K-12 Hawaiian Language Immersion Program (HLIP) teachers to implement the Hawaiʻi Board of Education’s Next Generation Science Standards (NGSS) policy in school year 2019-2020. The policy, to be implemented in all K-12 public schools, will impact classroom teachers in the delivery and assessment of science instruction. NGSS is a set of instructional standards for all K-12 students in the Hawaiʻi Department of Education. Improving science instruction and increasing student science achievement is a targeted outcome of NGSS that can improve the quality of life and increase workforce opportunities for Hawaiʻi public school graduates in a knowledge-based economy. In this study, the Hawaiian Language Immersion Program, which provides instruction in the medium of Hawaiian language in all content areas including science, was identified as an organization within the Hawaiʻi Department of Education that could face a disproportionally larger number of obstacles to implement the Next Generation Science Standards. The Clark and Estes gap-analysis process was modified to be used as a needs analysis framework to identify the knowledge, motivation, and organizational needs of HLIP teachers to meet the organizational goals of implementation of the Next Generation Science Standards in this organizational setting. Two inquiry questions guided the study: (1) What are HLIP teachers’ knowledge and skills, motivation, and organizational needs to implement NGSS in the Hawaiian language immersion classroom? (2) What are the recommended knowledge and skills, motivation, and organizational to address those needs? A review of relevant literature, learning and motivation theories, and context-specific assumed knowledge, motivation and organization needs were generated as part of the needs analysis. The review generated 24 assumed knowledge, motivation, and knowledge needs. A mixed data collection method that included survey, interview, and document analysis was used to assess the assumed needs. A total of 13 needs were established. The study found that Hawaiian Language Immersion Program (HLIP) teachers were personally interested in, and enjoyed teaching science, yet: HLIP schools did not have a plan in place to train and implement NGSS
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Asset Metadata
Creator
Peters, Wilson Merritt
(author)
Core Title
Next Generation Science Standards implementation in K-12 Hawaiian language immersion classrooms in the State of Hawaiʻi
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Global Executive
Publication Date
08/01/2017
Defense Date
07/10/2017
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
Hawaii Board of Education,Hawaii Department of Education,Hawaiian language,Hawaiian Language Immersion Program,HLIP,K-12 indigenous education,kumu kaiapuni,Next Generation Science Standards,NGSS,OAI-PMH Harvest,Office of Hawaiian Education,Papahana Kaiapuni
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Ahmadi, Shafiqa (
committee chair
), Cole, Darnell (
committee member
), Seli, Helena (
committee member
)
Creator Email
manuwaipeters@gmail.com,wmpeters@usc.edu
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Tags
Hawaii Board of Education
Hawaii Department of Education
Hawaiian language
Hawaiian Language Immersion Program
HLIP
K-12 indigenous education
kumu kaiapuni
Next Generation Science Standards
NGSS
Office of Hawaiian Education
Papahana Kaiapuni