Relevant bibliographies by topics / Hawaiians – Education – Hawaii

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Hawaiians – Education – Hawaii'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Hawaiians – Education – Hawaii"

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Businger, Steven, M. Puakea Nogelmeier, Pauline W. U. Chinn, and Thomas Schroeder. "Hurricane with a History: Hawaiian Newspapers Illuminate an 1871 Storm." Bulletin of the American Meteorological Society 99, no. 1 (January 1, 2018): 137–47. http://dx.doi.org/10.1175/bams-d-16-0333.1.

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Abstract High literacy rates among Native Hawaiians in the nineteenth century and publication of more than 100 Hawaiian-language newspapers from 1834 to 1948 produced the largest archive of indigenous writing in the Western Hemisphere. These newspapers extend our knowledge of historical environmental events and natural disasters back into the early nineteenth century and deeper into precontact times. Articles reporting observations of meteorological events allowed the authors to reconstruct the track and intensity of an 1871 hurricane that brought devastation to the islands of Hawaii and Maui and to discern historical patterns of droughts and floods in Hawaii. These findings illustrate the value of Hawaiian-language newspapers as resources for science research and science education.
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Withy, Kelley, Kehau Bishaw, and Marilyn Link. "Health Careers Recruitment Activities in the Islands." Californian Journal of Health Promotion 3, no. 4 (December 1, 2005): 105–7. http://dx.doi.org/10.32398/cjhp.v3i4.1784.

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To determine the feasibility of a resident physician-based, culturally appropriate method of The Hawaii/Pacific Basin Area Health Education Center (HI/PB AHEC) has a goal of increasing the proportion of the health professions workforce that comes from underrepresented groups, particularly native Hawaiians. This paper discuss some of the HI/PB AHEC partnership and recruitment efforts.
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Schoen, Robert, and Barbara Thomas. "Intergroup Marriage in Hawaii, 1969–1971 and 1979–1981." Sociological Perspectives 32, no. 3 (September 1989): 365–82. http://dx.doi.org/10.2307/1389123.

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For residents of Hawaii during the years 1969–1971 and 1979–1981, this article investigates marriage patterns by ethnicity and level of education, using measures that control for the composition of the population. The extent of marriage between members of different ethnic groups is substantial and increasing. Intergroup marriage is not concentrated among particular ethnic groups, nor is it a characteristic of persons with either high or low levels of education. Nevertheless, Hawaii is not a society that ignores ethnicity. There is an ethnic hierarchy, with Chinese, Japanese, and Whites the more favored groups and Hawaiians and Filipinos the less favored. In marriage behavior, that hierarchy is seen in the presence of apparent exchanges between education and ethnicity, as the extent to which women “marry up” with respect to education depends upon the ethnicities of the bride and groom.
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Maglione, Christine, Jodi Barnett, and Jay E. Maddock. "Correlates of Low-Fat Milk Consumption in a Multi-Ethnic Population." Californian Journal of Health Promotion 3, no. 4 (December 1, 2005): 21–27. http://dx.doi.org/10.32398/cjhp.v3i4.1778.

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Objective: To assess the correlates of low-fat milk consumption in a multi-ethnic population. Design: Cross-sectional random digit dial telephone survey of adults residing in Hawaii. Setting & Participants: The survey was completed by 600 adults who consumed cow’s milk. Five ethnicities composed over 86% of the sample: Caucasian (36%), Hawaiian (17%), Japanese (18%), Filipino (10%), and Chinese (5%). The average age of participant was 45.6. 84% had completed high school and 35% had completed college. Variables Measured: All variables were self-reported. Type of milk consumed (high-fat vs. low-fat) was the dependent variable. Independent variables included age, gender, ethnicity, body mass, attitude, normative beliefs, and stage of change. Analysis: Chi-squares and logistic regression were used for the analysis (p < .05). Results: Younger and less educated people were less likely to drink low-fat milk, as were Native Hawaiians and Filipinos. In the multivariate analyses only attitudes, normative beliefs, and education were significant predictors. Conclusions and Implications: Attitudes and normative beliefs towards milk consumption explain more of the variance in type of milk consumption than demographic characteristics. This data indicates the feasibility of testing interventions designed to influence attitudes and normative beliefs towards low-fat milk consumption in Asian and Pacific Island communities.
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Espiritu, Antonina. "Public versus Private Education in Hawaii." education policy analysis archives 9 (October 22, 2001): 43. http://dx.doi.org/10.14507/epaa.v9n43.2001.

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This study presents a time-series evidence on the timing and degree of feedback relationship between participation in education and income growth in Hawaii. Using the unrestricted vector autoregression approach and two related measures of linear dependence and feedback, the results suggest that across all educational levels, i.e., K-12 and tertiary, participation in public education could be a good predictor of income growth in Hawaii. However, decomposing the feedback effect by frequency suggests that the dominance of public education over private education in explaining the variation in income growth to be concentrated mainly on the short-run to medium-run for tertiary level and long-run to permanent effect for K-12 level. Hawaii state legislature and educators should perhaps take these results as a motivation not to ignore the problems plaguing Hawaii's public schools but should work towards greater improvement and support for public education given its predicted significant overall contribution to the Hawaiian economy.
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Zhang, Wei, Hamilton McCubbin, Laurie McCubbin, Qi Chen, Shirley Foley, Ida Strom, and Lisa Kehl. "Education and self-rated health: An individual and neighborhood level analysis of Asian Americans, Hawaiians, and Caucasians in Hawaii." Social Science & Medicine 70, no. 4 (February 2010): 561–69. http://dx.doi.org/10.1016/j.socscimed.2009.10.055.

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Marchand, L. Le, A. Ntilivamunda, LN Kolonel, MK Vanderford, and J. Lee. "Relationship of Smoking to Other Life-Style Factors Among Several Ethnic Groups in Hawaii." Asia Pacific Journal of Public Health 2, no. 2 (April 1988): 120–26. http://dx.doi.org/10.1177/101053958800200207.

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Associations between smoking status and selected life-style characteristics (food and beverage consumption, alcohol use, weight, height, obesity, education and Income) were examined among the five main ethnic groups in Hawaii (Caucasians, Japanese, Hawaiians, Filipinos and Chinese) in a sample of 18, 632 male and 19, 031 female adults who were interviewed from 1975 to 1980. Mean values for each personal characteristic, adjusted for age and ethnicity by analysis of covariance, were compared in each sex among non-, ex-and current smokers. Linear relationships with extent of smoking were also sought. Significant findings from these analyses included: an increasing use of alcohol and coffee from non-to ex-to current smokers; a greater consumption of meat and eggs and a lower consumption of fresh fruits and raw vegetables by current than by ex-and non-smokers; higher intakes of protein and cholesterol by smokers; and less obesity among smokers than non-smokers (females only). These results were consistent across ethnic groups. They were also in agreement with those obtained among Caucasians in the US and Europe, suggesting that the dietary preferences of smokers do not reflect cultural influences but rather universal personality traits or biological needs.
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Wainer, Howard, Thomas Saka, and John R. Donoghue. "Notes: The Validity of the SAT at the University of Hawaii: A Riddle Wrapped in an Enigma." Educational Evaluation and Policy Analysis 15, no. 1 (March 1993): 91–98. http://dx.doi.org/10.3102/01623737015001091.

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Hawaii is unique in a variety of ways. One of these is the unusual ethnic mixture that makes up its population; under traditional definitions 76% of its population is “minority” and 24% is “White.” The performance of those of its high school students who go on to the University of Hawaii-Manoa on the SAT-Verbal is higher than the national mean, and on the SAT-Mathematical it is much higher. However, the correlation of SAT scores with first year grades has decreased to almost zero since 1982 among Hawaiian students (although among mainland students at UH it is the same as the national average). In this article we provide the facts for a mystery regarding the low and decreasing validity of the SAT at the University of Hawaii among students from Hawaiian secondary schools. Moreover, while we are unable to provide a complete solution, we do eliminate one onerous suspect and provide an evocative hint.
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Hensley, David L. "The Landscape Industry Council of Hawaii—An Experiment in Cooperation." HortScience 31, no. 4 (August 1996): 594b—594. http://dx.doi.org/10.21273/hortsci.31.4.594b.

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The Landscape Industry Council of Hawaii was formed in 1987 to bring the landscape professional and trade associations together. The organization's goals are communication between segments of the industry, education, promotion, and legislative action. Current members of the council include: Aloha Arborists Association; ASLA Hawaii Chapter; Hawaiian Association of Nurserymen; PGMS HI Chapter; Hawaii Landscape and Irrigation Contractors Association; HI Professional Gardeners Association; HI Turfgrass Association; and the HI Island Landscape Association. The Council publishes Hawaii Landscape magazine, presents statewide educational programs and trade shows, and works for the common good of the entire green industry. It has been successful in gleaning grant support for several efforts. The Council is on the verge of broadening membership to individuals as well as associations and making significant strides to meet its goals and needs of the Hawaiian landscape industry. The evolution and successes have not been without problems, setbacks, ruffled feathers, and a lot of hard work from a dedicated group of volunteers.
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Lincoln, Noa, Jack Rossen, Peter Vitousek, Jesse Kahoonei, Dana Shapiro, Keone Kalawe, Māhealani Pai, Kehaulani Marshall, and Kamuela Meheula. "Restoration of ‘Āina Malo‘o on Hawai‘i Island: Expanding Biocultural Relationships." Sustainability 10, no. 11 (October 31, 2018): 3985. http://dx.doi.org/10.3390/su10113985.

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Before European contact, Native Hawaiian agriculture was highly adapted to place and expressed a myriad of forms. Although the iconic lo‘i systems (flooded irrigated terraces) are often portrayed as traditional Hawaiian agriculture, other forms of agriculture were, in sum, arguably more important. While pockets of traditional agricultural practices have persevered over the 240 years since European arrival, the revival of indigenous methods and crops has substantially increased since the 1970s. While engagement in lo‘i restoration and maintenance has been a core vehicle for communication and education regarding Hawaiian culture, it does not represent the full spectrum of Hawaiian agriculture and, on the younger islands of Hawai‘i and Maui in particular, does not accurately represent participants’ ancestral engagement with ‘āina malo‘o (dry land, as opposed to flooded lands). These “dryland” forms of agriculture produced more food than lo‘i, especially on the younger islands, were used to produce a broader range of resource crops such as for fiber, timber, and medicine, were more widespread across the islands, and formed the economic base for the powerful Hawai‘i Island chiefs who eventually conquered the archipelago. The recent engagement in the restoration of these forms of agriculture on Hawai‘i Island, compared to the more longstanding efforts to revive lo‘i-based cultivation, is challenging due to highly eroded knowledge systems. However, their restoration highlights the high level of place-based adaptation, demonstrates the scale and political landscape of pre-European Hawai‘i, and provides essential elements in supporting the restoration of Hawaiian culture.
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Dissertations / Theses on the topic "Hawaiians – Education – Hawaii"

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Mishina, Christy Lokelani. "Hawaiian Culture-Based Education| Reclamation of Native Hawaiian Education." Thesis, Prescott College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10275900.

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American colonization of the Hawaiian Islands has brought about generations of Native Hawaiian learners being subjected to educational practices that are incompatible with core Indigenous beliefs. Consequently, Native Hawaiian learners have lower academic achievement than other ethnic groups in the islands. The lack of success is not confined to academics since Native Hawaiians are also underrepresented in material-economic, social-emotional, and physical wellbeing. Hawaiian culture-based education (HCBE) can be used to decolonize educational practices by increasing cultural relevancy and compatibility within schools. This study was conducted within a school founded explicitly for the education of Native Hawaiian children. The selected campus has approximately 80 teachers and 650 Native Hawaiian learners (age eleven to fifteen). The purpose of the study was to better understand implementation of the HCBE framework components and data was collected through surveys and semi-structured follow-up interviews. The findings showed that although there was a range of the extent the teachers at the school understood and implemented the various HCBE components, there was commitment to using Hawaiian language, knowledge, and practices as the content and context for student learning. The data also showed though teachers have a high level of understanding of the importance of relationship building, that building family and community relationships remains an area of challenge. Additionally, teachers pride themselves on delivering meaningful personalized learning experiences and assessments to their students, and would like their own professional development to be grounded in the same educational practices. This study provides baseline data to inform further growth.

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Kupo, V. Leilani. "What is Hawaiian?: Explorations and Understandings of Native Hawaiian College Women's Identities." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1273603294.

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Straub, Christopher Aaron. "CHANGING PORTRAYALS OF CAPTAIN JAMES COOK IN HAWAIIAN EDUCATION." DigitalCommons@CalPoly, 2009. https://digitalcommons.calpoly.edu/theses/213.

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This paper covers the portrayals of Captain James Cook within Hawaiian education. It begins by providing a backdrop to early European portrayals of Captain Cook and then proceeds to investigate how these portrayals changed as they were incorporated into Hawaiian textbooks. The paper then continues to illustrate the changes made in Cook’s portrayal within Hawaiian textbooks and how these changes coincide with the prevailing interests of the eras in which the authors wrote them.
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Nhomi, Sally Yuka. "The role of public interest in Hawaii's special education reform policies." Thesis, University of Oxford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249866.

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Esterle, Richard M. "Holistic Health and Hawaii's Renewable Energy Future." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6014.

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Collective efficacy, time urgency, and health literacy have been a focus of research since the 1970s. Researchers have demonstrated that these factors influence health and decision making. However, researchers have yet to establish how these factors may be connected to the achievement of policy aims that impact holistic or environmental health. This study utilized the health belief model, social cognitive theory, time urgency theory, health education and promotion theory, Bronfenbrenner's ecological systems theory, and the Meikirch model. The purpose of this quantitative study was to determine if the factors of collective efficacy, perceived time urgency, perceived health literacy, ethnicity, age, gender, perceived financial strain, and/or educational level are associated with the perception of the likelihood of reaching 100% renewable energy in North Hawaii County (Hawaii Island) by the year 2045, referred to as REHI45. A sample of 136 residents of North Hawaii County completed a survey to measure these factors. A multiple linear regression analysis was run to test relationships among the variables. Results revealed that collective efficacy, perceived time urgency, and perceived health literacy were significantly associated with the perceived likelihood of REHI45. These findings may inform the design of intervention programs and/or preventative measures to promote overall long-term health and positive social change in North Hawaii County. Individuals, organizations, institutions, cultures, and societies may benefit from the results of this study through its ability to raise awareness of factors that influence the perceived likelihood of achieving REHI45.
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Kaui, Toni Marie Mapuana. "Developing Cultural Competence and Promoting Culturally Responsive Teaching in STEM Educators of Native Hawaiian Students." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/79845.

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The purpose of this study was two-fold. The first was to determine the degree of culturally responsive teaching practices and level of cultural competence of participants who teach upper elementary (grades three through six) STEM educators of predominantly Native Hawaiian students. The second purpose was to identify differences in cultural competence and culturally responsive teaching practices of those same participants identified above. These two participant groups were from the State of Hawaiʻi Department of Education’s Keonepoko and Pāhoa Elementary Schools. Both schools are from the Keaʻau-Kaʻu-Pāhoa Complex Area. The educators from Keonepoko were afforded knowledge and experiences from a culture-based professional development program known as the Moenahā School Program, while the educators from Pāhoa were not afforded these same knowledge and experiences. Using a quantitative, quasi-experimental design, data were collected via an online survey using three instruments: the Culturally Responsive Teaching Self-Efficacy Inventory (CRTSE), the Cultural Competence Self-Assessment Questionnaire (CCSAQ), and the Cultural Competence Self-Assessment Scale Demographic Information (CCSASDI). The data were analyzed using mean scores and those mean scores were compared for differences using a Mann-Whitney U test. The findings indicated the Moenahā participants had a statistically significantly higher level of cultural competence and higher degree of culturally responsive teaching practices than the non-Moenahā participants suggesting the importance of cultural competence professional development iii opportunities. These findings are applicable for teachers in schools with an higher Native Hawaiian student population.
Ph. D.
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Gugganig, Mascha. "Learnscapes on Kaua'i : education at a Hawaiian-focused charter school, a food sovereignty movement, and the agricultural biotechnology industry." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/59123.

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This dissertation interrogates the different forms that education takes in regards to land across three different settings on the Hawaiian island of Kauaʻi: a Hawaiian-focused charter school, a food sovereignty movement, and the agricultural biotechnology industry. As ethnographic researcher, I approached Kauaʻi about 15 years after three seemingly parallel developments had commenced: the establishment of Hawaiian-focused charter schools to educate Kānaka Maoli (Native Hawaiians) students on their culture, language and history, a “New Economy” resulting among other changes in a shift in agriculture to research and develop genetically modified organisms (GMOs), and a burgeoning social movement concerned about the impacts of GMOs. Following these developments, I argue that education as a term and transinstitutional practice has populated social, cultural and scientific discourses beyond the school. In effect, and at times in overlapping ways, I show that education was firstly a means of self-determination and sovereign right for Indigenous educators to move teaching and learning into the public sphere and onto the ʻāina, land. Secondly, education emerged as democratic right for consumers, environmentalists, and food producers, who practiced self-education – by “educating yourself” – on contested food technologies. Thirdly, among scientists and industrialists, education was both a corrective effort of public misconceptions of biotechnology – by “educating the public” - and a process of community building as to demonstrate a legitimate presence in Hawaiʻi. I further probe what it means for high school students at a Hawaiian-focused charter school to learn to be young Kānaka Maoli while learning about ʻāina (land), aloha (love, affection), andʻohana (family). Through the concept of learnscapes, I indicate that these knowledge ways are not assessed in school education. Rather, the students learned in often inconspicuous ways how to navigate remediation and recovery for land and people, which in times of the “New Economy” and in the colonial aftermath remain pressing issues. Situated in the anthropology of education and science & technology studies (STS), this dissertation furthers scholarship on everyday expertise by elucidating how young Kānaka Maoli as much as citizens concerned with GMOs are knowledge-able social experts, who gain often tacit forms of expertise on their lived-in worlds.
Arts, Faculty of
Anthropology, Department of
Graduate
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Collins, Susan. "Multiyear student/teacher relationships and language development in children of Hawaiian descent at Kamehameha schools community based early childhood education program." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/781.

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Although numerous studies have documented the connection between early language and academic achievement, there is much less information available about the effects of teacher/student relationships on language development. Based on Vygotsky's theory that all learning takes place in the context of relationships, this quasi-experimental study examined language scores for students in an early education classroom who stayed with the same teacher for 2 years compared with those in a classroom with two different teachers for each of the 2 years. Pre- and posttest scores on the Peabody Picture Vocabulary Test-III (PPVT-III) and language scores on the Developmental Indicators for the Assessment of Learning-3 (DIAL-3) were compared using an independent samples t test. Analysis of variance (ANOVA) was used to test for the effects of student gender, family income, maternal education, teacher education, and teacher years of experience. The results revealed no significant difference between the experimental and control groups. Future studies should include examination of possible associations between qualitative aspects of student/teacher relationships and language development. The current study contributes to social change by raising awareness of the importance of relationships in early childhood and by encouraging educators in the development of environments that most effectively support early language development for students from diverse cultural and linguistic backgrounds.
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Lefrandt, Jason Bernard. "Comparing Alcohol Abuse of Native Hawaiian and Pacific Islander College Students to that of Other Racial Groups." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7687.

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Alcohol abuse is a ubiquitous issue for college students across the United States (U.S.) including Native Hawaiians and Pacific Islanders (NHPI). As compared to their counterparts, NHPI students tend to underutilize university counseling services and have significantly lower retention rates than their White counterparts. Considering that NHPI may be reluctant to go to counseling, their levels of distress and alcohol abuse may have to reach a higher threshold before they seek treatment. This study examined NHPI college students' presenting levels of alcohol abuse both at intake and over time and compared these students to students from other ethnic/racial groups. Data were gathered from the Center for Collegiate Mental Health (CCMH), a practice-research network used by hundreds of college counseling centers across the U.S. Aggregated data from the years 2012-2015 included variables measured by the Standardized Data Set (SDS) and the Counseling Center Assessment of Psychological Symptoms (CCAPS). The data were analyzed using Latent Growth Modeling (LGM) to assess the differences at intake and over time in alcohol abuse and distress across ethnic groups. Results of this study indicated that NHPI college students at college counseling centers had higher levels of alcohol abuse and presenting distress at intake than students from other ethnic/racial groups. However, NHPI did not have significantly different changes in levels of alcohol abuse from session one to session 12 as compared to other students. Implications and directions for further research are also discussed.
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Siregar, Erna. "Assessing Plant-Based Food Lifestyle to Reduce Obesity Risk." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3413.

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Despite an increasing number of healthy lifestyles throughout the country, Americans, including Native Hawaiians, keep gaining weight. Unlike several American lifestyles that have resulted in weight gain within the American population, the vegetarian lifestyle is a scientifically proven method for decreasing body weight and maintaining the weight loss for more than 1 year. This study aimed to compare the lifestyle patterns of 4 vegetarian lifestyles and 1 nonvegetarian lifestyle among Native Hawaiians aged 21 and older using their body mass index (BMI). This quantitative study utilized a correlational design, which is particularly suitable for examining the relationship of BMI to eating lifestyle and such variables as physical activity. A survey with 18 questions was administered to participants (n = 300) who have chosen a specific lifestyle and have been following this lifestyle for 1 year or more. The main research question investigated the difference in the body weight of Native Hawaiians aged 21 and older who followed and maintained a vegan, lacto-ovo vegetarian, semivegetarian, or nonvegetarian diet. Participants' BMI was affected by the factors of age, self-efficacy, disease status (high blood pressure, no health risks), and eating habits (Vegetarian Lifestyle Scale). While the Vegetarian Lifestyle Scale was a significant predictor of BMI, there was no significant difference in the effect of the 2 lifestyle classifications of nonvegetarian and vegetarian on BMI, after controlling for other relevant factors. This study aimed to effect social change in the Native Hawaiian community by demonstrating the health benefits of a plant-based diet and better informing public health officials to guide their development of more effective nutrition and weight loss programs for Native Hawaiians.
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Books on the topic "Hawaiians – Education – Hawaii"

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H, Heck Ronald, ed. Culture and educational policy in Hawaiʻi: The silencing of native voices. Mahwah, N.J: L. Erlbaum Associates, 1998.

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Hawai nikkei nisei to Kirisutokyō imin kyōiku: Senkanki Hawaian Bōdo no Amerikaka kyōiku katsudō = Board of Hawaiian Evangelical Association and immigrant education : Americanizing/Christianizing Japanese nisei in interwar Hawaii. Tōkyō: Gakujutsu Shuppankai, 2008.

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Mardfin, Jean Kadooka. Tuition waivers for Hawaiian students in higher education. Honolulu, Hawaii (State Capitol, Honolulu 96813): Legislative Reference Bureau, 1991.

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Boggs, Stephen T. Speaking, relating, and learning: A study of Hawaiian children at home and at school. Norwood, N.J: Ablex Pub. Corp., 1985.

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Hawaii. Legislature. Office of the Legislative Auditor. Review of revolving funds, trust funds, and trust accounts of the Office of the Governor, Office of the Lieutenant Governor, Department of Education and Hawaiʻi State Public Library System, and Office of Hawaiian Affairs: A report to the Governor and the Legislature of the State of Hawaiʻi. Honolulu]: Auditor, State of Hawaiʻi, 2011.

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Creadick, Jean Polhamus. Financing higher education: Alternative planning and savings programs for Hawaii's families. Honolulu, Hawaii: Legislative Reference Bureau, 1989.

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Ogawa, Russell. Update on vocational education for criminal offenders in Hawaii's correctional system. Honolulu, Hawaii (335 Merchant St., Room #354, Honolulu 96813): Dept. of Labor and Industrial Relations, State Council on Vocational Education, 1994.

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United States. Congress. Senate. Committee on Indian Affairs (1993- ). Native Hawaiian education reauthorization: Hearing before the Committee on Indian Affairs, United States Senate, One Hundred Sixth Congress, first session, on S. 1767, to amend the Elementary and Secondary Education Act of 1965 to improve native Hawaiian education programs ... Washington: U.S. G.P.O., 2000.

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Federally funded native Hawaiian programs: Hearing before a subcommittee of the Committee on Appropriations, United States Senate, One Hundred Sixth Congress, first session, special hearing. Washington: U.S. G.P.O., 2000.

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Hawaii. Legislature. Office of the Legislative Auditor. A study of curriculum, budgeting, and repair and maintenance for Hawaii's public schools: A report to the Governor and the Legislature of the state of Hawaii. Honolulu, Hawaii (465 S. King St., Suite 500, Honolulu 96813): The Auditor, 1992.

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Book chapters on the topic "Hawaiians – Education – Hawaii"

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McCarty, Teresa L. "American Indian, Alaska Native, and Native Hawaiian Bilingual Education." In Bilingual Education, 45–56. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4531-2_5.

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Kawai‘ae‘a, Keiki, Walter K. Kahumoku, Sylvia M. Hussey, Gary Kalehua Krug, Teresa Haunani Makuakāne-Drechsel, Mahinapoepoe Paishon Duarte, and Lisa Watkins-Victorino. "Keaomālamalama: Catalysts for Transformative Change in Hawaiian Education." In Handbook of Indigenous Education, 1–34. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-1839-8_35-1.

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Kawai‘ae‘a, Keiki, Walter K. Kahumoku, Sylvia M. Hussey, Gary Kalehua Krug, Teresa Haunani Makuakāne-Drechsel, Mahinapoepoe Paishon Duarte, and Lisa Watkins-Victorino. "Keaomālamalama: Catalysts for Transformative Change in Hawaiian Education." In Handbook of Indigenous Education, 873–906. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-10-3899-0_35.

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Alencastre, Makalapua, and Keiki Kawaiʻaeʻa. "Distinctive Pathways of Preparing Hawaiian Language Medium-Immersion Educators." In Promising Practices in Indigenous Teacher Education, 131–47. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6400-5_10.

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Chinn, Pauline W. U. "Educating for Science Literacy, Citizenship, and Sustainability: Learning from Native Hawaiian Perspectives." In Contemporary Trends and Issues in Science Education, 321–31. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-2748-9_23.

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Kuwahara, Jennifer L. H. "Hawaiian Citizen Science: Journeys of Self-Discovery and Understanding of Scientific Concepts Through Culture and Nature Study in School Science Classes." In Environmental Discourses in Science Education, 187–99. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56375-6_14.

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Guerrero, Anthony P. S., Daniel A. Alicata, Sara A. Haack, and Davis Rehuher. "Connections at the Crossroads of the Pacific: Hawaii‘s Experiences with Video Teleconferencing for Education, Collaboration, and Services." In Innovations in Global Mental Health, 1–13. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-70134-9_84-1.

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Chinn, Pauline W. U., and David D. Maika‘i Hana‘ike. "A Case Study of David, a Native Hawaiian Science Teacher: Cultural Historical Activity Theory and Implications for Teacher Education." In Cultural Studies and Environmentalism, 229–46. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3929-3_18.

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Bonura, Sandra E. "Endings." In Light in the Queen's Garden. University of Hawai'i Press, 2017. http://dx.doi.org/10.21313/hawaii/9780824866440.003.0010.

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This chapter shows the decline of Kawaiaha‘o Seminary, a representation of the old alliance between the monarchy and missionaries to promote the education of Hawai‘i’s daughters. The school could not survive without the queen’s personal and financial support in the days of the Provisional Government under Sanford Dole. The Hawaiians show their outrage at its impending closure in primary-source documents. Pope is slandered in the newspapers along with the queen, causing a temporary rift in their personal and professional relationship. Pope takes to the newspapers to support the queen.
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Bonura, Sandra E. "The Changing Hawaiian Islands." In Light in the Queen's Garden. University of Hawai'i Press, 2017. http://dx.doi.org/10.21313/hawaii/9780824866440.003.0018.

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Ida Pope’s first-hand account of the years that brought her pupils into womanhood during the loss of their kingdom tells an important story about the Hawaiians and a rapidly changing world. Pope fought vigorously for her pupils and alumnae as she saw them struggling under the weight of conflicting expectations imposed on them by the swiftly changing economy. To that end, she worked relentlessly to provide opportunities that would help her young women advance in their society. Pope devised a unique plan, establishing three different options for her graduates; the Honor and Trust Fund, the Kamehameha Alumnae Loan Fund and Relief Fund. Her alumnae could now cover their teacher and/or nursing training in higher education and pay back the money once they were working. History reveals the success of these funds. To keep close tabs on her graduates, Pope developed an alumnae association and constitutionally aligned it with the progressive General Federation of Women’s Clubs (GFWC). Founded in 1890, the nonpartisan, nondenominational organization was dedicated to empowering women. In Pope’s forty-eighth year of life, one of her alumna gave her a child to raise. Gladys was given in the hānai tradition to Ida May Pope at age four. Gladys Brandt grew up to be a fierce defender of Hawaiian traditions, and the Historic Hawai‘i Foundation recognized her as a “living treasure.”
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Conference papers on the topic "Hawaiians – Education – Hawaii"

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Anderson, Alyssa N., Scott K. Rowland, Scott K. Rowland, Lalepa Koga, and Lalepa Koga. "HAWAIIAN LANGUAGE NEWSPAPER INSIGHTS TO THE 1859 ERUPTION OF MAUNALOA VOLCANO, HAWAI‘I: APPLICATIONS TO GEOSCIENCE RESEARCH AND EDUCATION." In GSA Annual Meeting in Phoenix, Arizona, USA - 2019. Geological Society of America, 2019. http://dx.doi.org/10.1130/abs/2019am-340131.

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Uyehara, Lisa, and Naomi Rombaoa Tanaka. "PROJECT HOʻOKUʻI - NA KUMU ALAKAʻI: HOW AN ONLINE PROFESSIONAL DEVELOPMENT PROGRAM SUPPORTS SECONDARY FACULTY AND NATIVE HAWAIIAN STUDENTS." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0415.

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Bhattacharyya, Prajukti, and Lilinoi Grace. "ACHIEVING A CULTURE OF DIVERSITY, EQUITY, AND INCLUSION THROUGH PLACE-BASED INFORMAL STEM EDUCATION AND CULTURAL IMMERSION IN A HAWAIIAN COMMUNITY." In GSA Annual Meeting in Indianapolis, Indiana, USA - 2018. Geological Society of America, 2018. http://dx.doi.org/10.1130/abs/2018am-319561.

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Waipara, Zak. "Ka mua, ka muri: Navigating the future of design education by drawing upon indigenous frameworks." In Link Symposium 2020 Practice-oriented research in Design. AUT Faculty of Design and Creative Technologies, 2020. http://dx.doi.org/10.24135/lsa.4.

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We have not yet emerged into a post-COVID world. The future is fluid and unknown. As the Academy morphs under pressure, as design practitioners and educators attempt to respond to the shifting world – in the M?ori language, Te Ao Hurihuri – how might we manage such changes? There is an indigenous precedent of drawing upon the past to assist with present and future states – as the proverb ka mua ka muri indicates, ‘travelling backwards into the future,’ viewing the past spread out behind us, as we move into the unknown. Indigenous academics often draw inspiration from extant traditional viewpoints, reframing them as methodologies, and drawing on metaphor to shape solutions. Some of these frameworks, such as Te Whare Tapa Wh?, developed as a health-based model, have been adapted for educational purposes. Many examples of metaphor drawn from indigenous ways of thinking have also been adapted as design or designrelated methodologies. What is it about the power of metaphor, particularly indigenous ways of seeing, that might offer solutions for both student and teacher? One developing propositional model uses the Pacific voyager as exemplar for the student. Hohl cites Polynesian navigation an inspirational metaphor, where “navigating the vast Pacific Ocean without instruments, only using the sun, moon, stars, swells, clouds and birds as orienting cues to travel vast distances between Polynesian islands.”1 However, in these uncertain times, it becomes just as relevant for the academic staff member. As Reilly notes, using this analogy to situate two cultures working as one: “like two canoes, lashed together to achieve greater stability in the open seas … we must work together to ensure our ship keeps pointing towards calmer waters and to a future that benefits subsequent generations.”2 The goal in formulating this framework has been to extract guiding principles and construct a useful, applicable structure by drawing from research on two existing models based in Samoan and Hawaiian worldviews, synthesised via related M?ori concepts. Just as we expect our students to stretch their imaginations and challenge themselves, we the educators might also find courage in the face of the unknown, drawing strength from indigenous storytelling. Hohl describes the advantages of examining this approach: “People living on islands are highly aware of the limitedness of their resources, the precarious balance of their natural environment and the long wearing negative effects of unsustainable actions … from experience and observing the consequences of actions in a limited and confined environment necessarily lead to a sustainable culture in order for such a society to survive.”3 Calculated risks must be undertaken to navigate this space, as shown in this waka-navigator framework, adapted for potential use in a collaborative, studio-style classroom model. 1 Michael Hohl, “Living in Cybernetics: Polynesian Voyaging and Ecological Literacy as Models for design education, Kybernetes 44, 8/9 (October 2015). https://doi.org/ 10.1108/K-11-2014-0236. 2 Michael P.J Reilly, “A Stranger to the Islands: Voice, Place and the Self in Indigenous Studies” (Inaugural Professorial Lecture, University of Otago, Dunedin, New Zealand, 2009). http://hdl.handle.net/10523/5183 3 Hohl, “Living in Cybernetics”.
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