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Teacher Responses to Participation in Hawaii's Kahua Induction Program

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Please use this identifier to cite or link to this item: http://hdl.handle.net/1928/17509

Teacher Responses to Participation in Hawaii's Kahua Induction Program

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Title: Teacher Responses to Participation in Hawaii's Kahua Induction Program
Author: Thigpen, Rebecca
Advisor(s): Krebs, Marjori
Committee Member(s): Mitchell, Rosalita
Torres-Velasquez, Diane
Lee, Tiffany
Krebs, Marjori
Department: University of New Mexico. Dept. of Teacher Education
Subject(s): Multicultural Education
Culturally Responsive Teaching
Teacher Induction Programs
Indigenous Education
Hawaiian Education
LC Subject(s): First year teachers--Hawaii--Attitudes
Teacher orientation--Hawaii
Teachers--Training of--Hawaii
Hawaii--Cultural policy
Degree Level: Doctoral
Abstract: This qualitative, phenomenological study investigated teachers‟ responses to participation in the Kahua Induction Program for new and new-to-district public school teachers in Hawaii. Nine teachers were interviewed who had participated in the program for at least one year in the West Hawaii Complex Area on the island of Hawaii. Long, in-depth interviews with open-ended questions focused on the central research question: how do teachers understand their experiences in the Kahua Induction Program and the impact of their participation on their teaching? Several themes emerged from the participant interviews. First, before entering the Kahua Program the participants felt a need for cultural understanding, for guidance in teaching effectively in the unfamiliar cultural context, and for supportive professional and personal relationships. Second, the teachers reported that the Kahua Program provided both significant knowledge of Native Hawaiian culture through field trips to locations of cultural vii significance and helpful instruction on ways to implement this knowledge in their teaching. Third, the participants‟ experiences in the Kahua Program helped them to introduce culturally responsive teaching practices that increased their students‟ engagement in learning and sense of personal empowerment while promoting collaborative teacher-student and student-student relationships. Fourth, the Kahua Induction Program provided teachers a foundation for more supportive relationships with students‟ families, with colleagues, and with members of the community; it also articulated a pedagogical approach that is transferrable to other cultural environments and that increased the participants‟ sense of satisfaction as teachers in Hawaii.
Graduation Date: December 2011
URI: http://hdl.handle.net/1928/17509

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