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Hawaiian-Focused Charter School Hōʻike: a Demonstration of Student Achievement of the Hawaiian-Focused Charter School Vision of the Graduate

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Hawaiian-Focused Charter School Hōʻike: a Demonstration of Student Achievement of the Hawaiian-Focused Charter School Vision of the Graduate HAWAIIAN-FOCUSED CHARTER SCHOOL HŌʻIKE: A DEMONSTRATION OF STUDENT ACHIEVEMENT OF THE HAWAIIAN-FOCUSED CHARTER SCHOOL VISION OF THE GRADUATE A DISSERTATION SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAI‘I AT MĀNOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION IN PROFESSIONAL EDUCATIONAL PRACTICE JUNE 2017 By Chelsea Nicole Kiele Keehne Dissertation Committee: Lori Ideta, Chairperson Alice Kawakami Walter Kahumoku III ii DEDICATION To my mother Yolanda Faith Martin Keehne, for teaching me the power of education. iii ACKNOWLEDGEMENTS I’d like to extend a heartfelt mahalo to the poʻokula and poʻokumu of the four Hawaiian- focused Charter Schools that participated in this study. Thank you Dr. Meahilahila Kelling, Ke Kula ʻo Samuel M. Kamakau; Olani Lilly, Ka ʻUmeke Kāʻeo; Susie Osborne, Kua o ka Lā; Pilimai Traub, Kua o ka Lā, and Kamehaililani Waiau, Ke Kula ʻo Samuel M. Kamakau for sharing your school ʻohana with me. It is because of your faith in this research that the participants trusted me and I was able to elicit powerful interview responses from stakeholders. I wish there was a more effective way I could convey how much students and families truly appreciate all you do. The four schools featured in this study represent a portion of the 17 Hawaiian-focused Charter Schools. I have the pleasure of working with a powerhouse of inspirational, dedicated leaders and when I grow up I hope to be just like them. Their tenacity, intelligence, and sense of humor continue to inspire me. I am always impressed by their ability to consistently make decisions that are in the best interests of Native Hawaiian children. Mahalo piha to the following poʻokula and poʻokumu for demonstrating true servant leadership: Brandon Bunag, Hālau Kū Māna; Dr. Denise Espania, Mālama Honua; Kamaka Gunderson, Ke Ana Laʻahana; Kaleihōkū Kalaʻi, Ke Kula ʻO Nāwahīokalaniʻōpuʻu; Kaleimakamae Kaʻauwai, Kawaikini; Amy Kendziorski, Waimea Middle School; Tia Koerte, Ke Kula Niʻihau O Kekaha; Mahina Paishon Duarte, Kanu o ka ʻĀina; Alvin Parker, Ka Waihona o ka Naʻauao; Michael Sarmiento, Ka Waihona o ka Naʻauao; Hedy Sullivan, Kula Aupuni Niʻihau a Kahelelani Aloha; Allyson Tamura, Kanu o ka ʻĀina; Ipo Torio, Kanuikapono; Lydia Trinidad, Kualapuʻu Elementary; ʻAlohilani Rogers, Kawaikini; Anna Winslow, Kamaile Learning Academy. I was blessed with the best dissertation committee a girl could ever ask for. Dr. Lori iv Ideta, Dr. Alice Kawakami, and Dr. Walter Kahumoku III possess vast amounts of expertise individually; however their collective wisdom was invaluable to the successful completion of this dissertation. Thank you for helping me navigate my dissertation journey and for fostering my researcher debut. You value pilina and always knew the perfect time to either reassure me that things were going to work out, validate my research ideas, or nudge me to embrace a bolder writing stance. I am forever indebted to each of you and I hope our paths continue to cross both professionally and personally. I have been blessed with many family and friends who supported me throughout the dissertation process. Mahalo nui loa Lauliʻa Ah Wong for attending our weekly writing retreats and for helping me laugh when all I wanted to do was cry. Thank you Dr. Kimo Armitage, Dr. Konia Freitas, Paige Gabel, and Ulalia Woodside for reminding me to ignore the imposter syndrome that often accompanies first generation doctoral candidates and for helping me find the harmony in this process. The Hoʻolako Like bullpen is comprised of three of the most supportive colleagues I have ever had the pleasure of working with. Thank you Nohea Len-Wai, Kelly Broadus, and Dr. Lisa Takatsugi for reminding me that when life gives us lemons, we play a tambourine and make lemonade. My sister Hilarie Alomar provided words of wisdom, encouragement, and a space for me to write. I would also like to thank my mother and editor Yolanda Faith Martin Keehne. Not only did she take the time to read my dissertation multiple times, she was my biggest cheerleader. She truly understood my experience never questioned my decisions. I have always respected her strength; however I have a deeper understanding of what may have been like for her to be the first in her family to graduate from college. I look forward to my niece Camryn and nephews Julian and Matteo following in our footsteps and pursuing their college education. v ABSTRACT Native Hawaiians have always used hōʻike to demonstrate understanding and readiness for the next level of training and education (Chun, 2011; Emerson, 1906; Kamakau, 1961; Kamakau, 1964; Kuykendall, 2017) and historians describe an array of hōʻike used to communicate proficiency in leadership, hula, medicine, literacy, and international policy. Yet, it was not until the 1990s that mainstream education recognized the benefits of performance assessments. Hawaiian-focused Charter Schools (HFCS) value ʻike kupuna and are grounded in Hawaiian history, language, and values. In 2013, leaders from all HFCS collaboratively crafted the HFCS Vision of the Graduate which articulates common goals grounded in cultural commitment, a variety of assessments that communicate student progress, and adequately preparing students for community, college, and careers. HFCS students demonstrate cultural and academic understanding through a variety of hōʻike throughout the school year. This study explored how HFCS Senior Capstone Project Hōʻike and Graduation Ceremony Hōʻike encapsulate components of the HFCS Vision of the Graduate for students, families, and schools. Over 50 interviews were conducted with HFCS principals, teachers, families, students, hōʻike coordinators, and alumni. System Vision and School Mission Data Analyses were conducted and data was organized into four themes, 1) Manifest Cultural Knowledge, 2) Synthesize Academic Knowledge, 3) Demonstrate College, Career, Community Readiness, and 4) HFCS Context: Fostering the attainment of the HFCS Vision of the Graduate. Research findings from this mixed method study focus on Hawaiian-focused Charter School hōʻike as a demonstration of students’ cultural competence and readiness for college, career, and community. vi TABLE OF CONTENTS ACKNOWLEDGEMENTS .......................................................................................................... iii ABSTRACT .................................................................................................................................. v LIST OF TABLES ........................................................................................................................ x LIST OF FIGURES ...................................................................................................................... xii HAWAIIAN GLOSSARY…………………………………………………………………….........................xiv CHAPTER 1: Introduction ........................................................................................................... 1 Hawaiian-focused Charter Schools Vision of the Graduate ............................................. 3 Hawaiian-focused Charter School Hōʻike ........................................................................ 4 CHAPTER 2: Literature Review .................................................................................................. 8 Hawaiian-focused Charter School Movement .................................................................. 13 Hawaiian Culture-based Education and Assessments ...................................................... 14 21st Century Learning Skills and Assessments ................................................................. 18 Authentic Assessment ....................................................................................................... 20 Hawaiian Hōʻike ............................................................................................................... 28 CHAPTER 3: Methodology .......................................................................................................... 33 Research Design................................................................................................................ 33 Methodological Frameworks ............................................................................................ 34 Role of the Indigenous Researcher ................................................................................... 38 Study Sites ........................................................................................................................ 42 Data Analysis Process ....................................................................................................... 46 Instruments ........................................................................................................................ 52 vii CHAPTER 4: Qualitative Findings .............................................................................................. 55 Hawaiian-focused Charter School Senior Hōʻike ............................................................. 55 Vision and Mission Driven Data Analyses ....................................................................... 57 Qualitative Themes and Evidence .................................................................................... 62 Theme 1: Manifest Cultural Knowledge Interview Data ..................................... 62 Theme Definition and Key Quote ........................................................... 62 Theme Description and Vision of the Graduate Connections ...............
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