Educators’ Perspectives on the Nā Hopena A’o Framework’s Affect on Native Hawaiian Learning
Date of Conferral
11-3-2023
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Lynne Orr
Abstract
The Nā Hopena A’o framework includes interconnected outcomes grounded in Hawaii’s unique culture to strengthen student learning and success. It is unknown how educators perceive the effectiveness of the Nā Hopena A’o framework in supporting culturally appropriate learning for Native Hawaiian students. The purpose of this basic qualitative study was to explore educators’ perceptions and experiences of how the Nā Hopena A’o framework supports culturally appropriate learning for Native Hawaiian students. The conceptual framework for this study was comprised of elements from Ladson-Billings’ culturally relevant pedagogy (CRP) and Gay’s culturally responsive teaching (CRT). The research questions explored educator perceptions of how the Nā Hopena A’o framework supports Native Hawaiian student learning and their experiences with incorporating the framework into the instruction and learning environment. Semistructured interviews were used to gather data from nine educators working with students in Kindergarten through sixth-grade from one school. The data were transcribed, open coded, and analyzed through the lens of CRP and CRT. The coding process yielded themes of culturally appropriate learning, beneficial experiences, and shortcomings and recommendations. This study contributes to positive social change for Native Hawaiian students by providing educators and educational leaders findings that indicate the potential the Nā Hopena A’o framework has in supporting Native Hawaiian students’ learning, thus creating an opportunity to enhance student learning and success.
Recommended Citation
Leslie, Gina, "Educators’ Perspectives on the Nā Hopena A’o Framework’s Affect on Native Hawaiian Learning" (2023). Walden Dissertations and Doctoral Studies. 15082.
https://scholarworks.waldenu.edu/dissertations/15082
