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The relationship of a culturally rel...

Lino, Timothy K.

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The relationship of a culturally relevant and responsive learning environment to achievement motivation for Native Hawaiian secondary students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The relationship of a culturally relevant and responsive learning environment to achievement motivation for Native Hawaiian secondary students./
Author:	Lino, Timothy K.
Description:	147 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1960.
Contained By:	Dissertation Abstracts International71-06A.
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3403607
ISBN:	9781109772388

The relationship of a culturally relevant and responsive learning environment to achievement motivation for Native Hawaiian secondary students.
Lino, Timothy K.

The relationship of a culturally relevant and responsive learning environment to achievement motivation for Native Hawaiian secondary students. - 147 p.

Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1960.

Thesis (Ed.D.)--University of Southern California, 2010.

As data depict, Native Hawaiian public school students consistently rank among the lowest of all ethnic groups by nearly every measure of academic engagement and success (Kana'iaupuni & Ishibashi, 2003). As is common with many children of indigenous ancestry, teaching methodologies, pedagogical strategies, and structures of mainstream or conventional educational systems have generally not served Native Hawaiian children satisfactorily (Bielenburg, 2000; Kana'iaupuni, Malone & Ishibashi, 2005). Native Hawaiian students are perceived by their peers as poor academic performers, mainly due to their lack of effort and apathetic attitude toward education in general (Kana'iaupuni & Ishibashi, 2003). Native American educator Cornel Pewewardy (1993) maintains that one of the reasons why Native American children experience difficulty in schools is because mainstream educators, in trying to address indigenous or minority students' needs, have traditionally attempted to insert culture into their education, as opposed to inserting education into their culture (as cited in Ladson-Billings, 1995).

ISBN: 9781109772388Subjects--Topical Terms:

1035576
Education, Leadership.

The relationship of a culturally relevant and responsive learning environment to achievement motivation for Native Hawaiian secondary students.
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245 1 4 $a The relationship of a culturally relevant and responsive learning environment to achievement motivation for Native Hawaiian secondary students.
300 $a 147 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1960.
500 $a Adviser: Melora Sundt.
502 $a Thesis (Ed.D.)--University of Southern California, 2010.
520 $a As data depict, Native Hawaiian public school students consistently rank among the lowest of all ethnic groups by nearly every measure of academic engagement and success (Kana'iaupuni & Ishibashi, 2003). As is common with many children of indigenous ancestry, teaching methodologies, pedagogical strategies, and structures of mainstream or conventional educational systems have generally not served Native Hawaiian children satisfactorily (Bielenburg, 2000; Kana'iaupuni, Malone & Ishibashi, 2005). Native Hawaiian students are perceived by their peers as poor academic performers, mainly due to their lack of effort and apathetic attitude toward education in general (Kana'iaupuni & Ishibashi, 2003). Native American educator Cornel Pewewardy (1993) maintains that one of the reasons why Native American children experience difficulty in schools is because mainstream educators, in trying to address indigenous or minority students' needs, have traditionally attempted to insert culture into their education, as opposed to inserting education into their culture (as cited in Ladson-Billings, 1995).
520 $a This study examines the relationship of a culturally relevant and responsive learning environment to achievement motivation for Native Hawaiian secondary students (grades 6-12). It investigates whether elements of cultural connectedness not only help Native Hawaiian secondary students increase academic achievement, but also positively affect their level of achievement motivation.
520 $a This is a quantitative study which correlates the six independent variables of cultural connectedness, including: (1) cultural attachment; (2) Hawaiian language; (3) connection to 'aina (land); (4) connection to 'ohana (family); (5) cultural practices; and (6) cultural issues, to the dependent variable of achievement motivation. Secondary students representing four school types, including: (1) Public Hawaiian language immersion; (2) Charter Hawaiian language immersion; (3) Charter Hawaiian-focused; and (4) Private were surveyed. The relationship of cultural connectedness to achievement motivation is examined and compared between each school type, by grade level, and also by gender. The findings of this study will inform the reader about effective cultural learning structures that impact learning as well as motivation for Native Hawaiian secondary students in a variety of school settings.
590 $a School code: 0208.
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Administration. $3 626645
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Curriculum and Instruction. $3 576301
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710 2 $a University of Southern California. $b Education(Leadership). $3 1020872
773 0 $t Dissertation Abstracts International $g 71-06A.
790 1 0 $a Sundt, Melora, $e advisor
790 1 0 $a Brewer, Dominic $e committee member
790 1 0 $a Picus, Larry $e committee member
790 $a 0208
791 $a Ed.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3403607