CRDG Year in Review 2005
University of Hawai‘i at Mānoa “Committed to Quality” College of Education Curriculum Research & Development Group 1776 University Avenue Honolulu, Hawai‘i 96822
Phone: (808) 956-7961 Fax: (808) 956-9486 E-mail: [email protected] Website: www.hawaii.edu/crdg
Written and designed by Lori Ward and Wayne Shishido Cover photo: GK–12 fellow Toby Daly-Engel snorkeling in Jellyfish Lake, Palau Photo by Marty Meyer University of Hawai‘i at Mānoa An Equal Opportunity/Affirmative Action Institution University of Hawai‘i at Mānoa • College of Education • Curriculum Research & Development Group CRDG Mission Statement The Curriculum Research & Development Group (CRDG), with its Laboratory School, is an organized research unit in the College of Education at the University of Hawai‘i that conducts research and creates, evaluates, disseminates, and supports educational programs that serve students, teachers, parents, and other educators in grades preK–12. CRDG contributes to the body of professional knowledge and practice in teaching and learning, curriculum development, program dissemination and implementation, evaluation and assessment, and school improvement.
CRDG . . . providing quality educational programs and services for preschool through grade 12. “Committed to Quality”
CRDG and the University Laboratory School are pleased to present our 2005 Year in Review. We had another banner year, and this publication highlights some of the accomplishments of our dedicated Cteachers, researchers, evaluators, and support staff. This year’s theme is collaboration. In the following pages you will find examples of CRDG faculty working with schools throughout the state, and in some cases on the U.S. mainland and in other countries. We are proud of our nearly 40-year history in curriculum research, development, program evaluation, publication, dissemination, and professional development. Collaborations are essential to our work,
and we gratefully acknowledge our individual and organizational in Review 2005 Year CRDG Donald B. Young collaborators and funders who support our work at CRDG. Director, CRDG As in the past, the Laboratory School students continued to excel. Professor of Education For the fourth straight year, the Laboratory School ranked among the top performing public schools in Hawai‘i on the state assessments. Our students were honored with awards in writing, speech, art, music, science, mathematics, social studies, and athletics. We are proud of their accomplishments and of the dedicated faculty who consistently bring out the best in our Laboratory School students. In the words of William Butler Yeats, “Education is not the filling of a pail, but the lighting of a fire.” We are pleased to describe, in this Year in Review, some of the fires that CRDG faculty and staff are lighting here at CRDG and in other schools with whom we work to constantly improve education.
Research and Curriculum Development Curriculum Research & Development Group
The Curriculum Research & Development Group (CRDG) is an organized research unit in the College of Education at the University of Hawai‘i. Since 1966, CRDG has served the educational community locally, nationally, and internationally by conducting research and creating, evaluating, disseminating, and supporting educational programs that serve students, teachers, parents, and other educators in grades preK–12; and contributing to the body of professional knowledge and practice in teaching and learning, curriculum development, program dissemination and implementation, evaluation and assessment, and school improvement. CRDG operates the University Laboratory School (ULS), a public charter school as its R & D laboratory under an agreement with the local school board. ULS provides a K–12 student population in a controlled environment where CRDG faculty conducts its research
CRDG Year in Review 2005 Year CRDG and development work. Additionally, ULS serves as a demonstration site for improving K–12 education, while providing a high quality education for its approximately 420 students. The students, randomly selected from among applicants to represent a broad cross section of the state population, provide real-world data on ways all students can succeed. Since its founding, CRDG has been an integral part of the education community. A research model that combines cutting edge thinking with real-world application has continued to add to the body of professional knowledge while bringing a large cross-section of the education community into the research process.
Funding Agencies Bishop Museum Hawai‘i Department of Education Hawai‘i Department of Health Hawai‘i Department of Land and Natural Resources The Kamehameha Schools (PASE) National Science Foundation Texas Instruments U.S. Department of Education University of Hawai‘i Foundation
2 Research and Curriculum Development Research and Curriculum Development
Pihana Nā Mamo Participating schools 2005 marked the end of the third 5-year cycle for Pihana Nā Mamo: The Native Hawaiian Special Education Project. CRDG joined the Hawai‘i project in its latest cycle, beginning a collaborative effort with the Hawai‘i Hilo High Department of Education in 2000. Pihana Nā Mamo works with Hilo Intermediate Hawai‘i schools to identify, develop, and implement effective programs Kapi‘olani Elementary to meet the unique needs of Native Hawaiian students. Its mission Kea‘au Elementary Kea‘au High is to improve education outcomes of K–12 special needs students of Keaukaha Elementary Hawaiian or part-Hawaiian ancestry. To do this, the project has focused Kea‘au Middle on reading and culturally appropriate support systems, including parent Konawaena High and community participation and new curriculum materials. Mountain View Elementary Waiākea High This year the project published the first three titles in the Ka Wana series, a set of books on Native Hawaiian cultural practices and Kaua‘i traditions written by Malcolm Nāea Chun. (See page 23 for descriptions Kapa‘a Elementary Kapa‘a High of the series and the new titles.) in Review 2005 Year CRDG Kapa‘a Middle Heluhelu, the Pihana reading component, had excellent outcomes Kōloa Elementary in 2005, when thirteen out of sixteen Pihana elementary schools met Adequate Yearly Progress (AYP) standards for reading, and two other O‘ahu Castle High Pihana elementary schools met AYP in grade three or grade five. A recent Hale‘iwa Elementary newspaper article featured four formerly struggling schools that did well Hau‘ula Elementary in 2005, all of which were Pihana schools. Jarrett Middle Students in the Kāko‘o component of Pihana had a high school Kahalu‘u Elementary Kailua High graduation rate of 99%, far exceeding normative expectations. In Kaimukī High 2004–2005 the Makua Hānai component of Pihana worked with 1,075 Kamaile Elementary students and 577 families from thirteen schools. King Intermediate Mā‘ili Elementary As this grant cycle winds down, CRDG and the DOE will continue Nānāikapono Elementary their work with Native Hawaiian children and families under two new Nānākuli High & Intermediate Olomana Parker Elementary Pope Elementary Waiāhole Elementary Wai‘anae Intermediate Waimānalo Elementary & Intermediate
Maui Hālau Kū Māna PCS Hāna High & Elementary Kualapu‘u Elementary Moloka‘i High Waihe‘e Elementary Each year in October the Pihana Nā Mamo project participates in the Children and Youth Fair at the State Capitol. Research and Curriculum Development
grants awarded in 2005. Kāko‘o Piha, a three-year grant from the U.S. Department of Education through the Native Hawaiian Education Act, will address the needs of at-risk Native Hawaiian secondary students. Systematic mentoring and transition planning, intensive academic support, and pro-social skills training will be used to help students make a successful transition from middle school to high school and from high school to post-high school employment or higher education. Nā Lama Heluhelu, a second three-year grant, also from the U.S. Department of Education, continues work in the other major focus area of the project: helping beginning readers. Focusing on students in kindergarten through grade three in up to twelve beacon schools, the project will implement a number of strategies to help the school communities make reading a priority. This project will work with approximately 3,000 students, 300 teachers, and 1,000 parents.
GK–12 Project CRDG continued its work with the National Science Foundation- funded GK–12 project this year with twelve graduate fellows working in fourteen schools throughout the state. This partnership with the CRDG Year in Review 2005 Year CRDG Comments from teachers at Palau Environmental Education workshop
I wish this would continue every summer so we could follow up, especially in Jellyfish Lake with the invasive anemones. The activities are useful because I can apply them at my school.
Ecology, Evolution, and Conservation Biology (EECB) program at UH Mānoa works to upgrade fellows’ communication skills, provide teachers with content knowledge about cutting-edge research on Hawai‘i’s unique environment, and reduce the time between the generation of new scientific knowledge and its impact on student learning. CRDG provides the education component of the fellows’ preparation, teaching them how to engage students and teachers in inquiry investigations related to their research. This is the seventh year the CRDG has been involved in the GK–12 project, and the results are visible in the community. This GK–12 fellows and workshop participants visited year seven fellows, under the direction of Project Coordinator Erin a farm for giant clams as part of the Palau workshop. Baumgartner and former fellow Alex Handler, currently with the Center for Conservation, Research, and Training at UHM, used what they had learned in the program to plan and implement an 8- day workshop for approximately thirty teachers on Palau. Their goal was to introduce teaching science as inquiry to the Palau teachers as a way to help them improve the quality of their science teaching. Research and Curriculum Development
A second goal of the GK–12 program, and of the Palau workshop, was to create new partnerships by bringing teachers and researchers together Participating schools to infuse classroom teaching with current research. Seven researchers on Palau were recruited to participate in the workshop and have continued Baldwin High their collaborations with teachers. Castle High A second offshoot of the project is the expansion of the intertidal Farrington High biodiversity project started at ULS by former fellow Chela Zabin. As Island School Kahuku Intermediate a GK–12 fellow, Chela worked with ULS ninth-graders to survey and Kalama Intermediate catalog several coastal sites around Oahu and to start a database to catalog Kamehameha Middle the intertidal environment. Once the program was established at ULS, Kapa‘a Middle Chela expanded the project to Kahuku Intermediate and High School Mililani High Roosevelt High and Farrington High School on Oahu, and Kalama Intermediate School Saint Anthony on Maui. She also headed a team that developed an instructional guide Seabury Hall for teachers new to the project, a set of identification cards for coastal University Laboratory School organisms, and an online field guide also. This year, current fellows Jo Waimea High Philippoff and Erin Cox have taken over the project and are working to expand it statewide. Another new development this year was the transfer of the database to the National Oceanic and Atmospheric Administration (NOAA). We are excited about the continued growth and success of this project as more schools get involved and help to collect new data. Finally, one of the ongoing impacts of the project is a new course
in science teaching for graduate students in the sciences developed in Review 2005 Year CRDG by CRDG’s Erin Baumgartner. Feedback from fellows in the GK–12 program indicated that the education component had been especially valuable, and was something they thought all graduate students in the sciences could benefit from. As a result, Erin developed a one-credit seminar, taught for the first time in 2005 in the zoology department. The course filled and was so successful that it has been expanded to a two- credit course for 2006.
New East Asia Curriculum Materials Given Asia’s importance to the United States, economically, politically, and strategically, there is general agreement in America, at least in theory, that students “should learn about Asia.” World history texts frequently give short shrift to Asia, although Asian civilizations do receive more coverage in such textbooks than they did in the past. And while it is true that there are a myriad of curriculum packages about Asia now available on the Web, the historical quality of these materials is uneven. The Social Studies Section at CRDG has worked to provide teachers and students with historically accurate and pedagogically sound instructional materials about Asia for the past fifteen years. We began with a curriculum package entitled China: Understanding Its Past, which includes a student book, teacher’s manual, and a compact disc with Chinese music from different regions, genres, and time periods. We followed this with a similar curriculum package in 2004 entitled The Rise of Modern Japan. We were aware that our books on China and Japan did not address East Asia as a region and we were particularly concerned about the omission of Korea in this context. 5 Research and Curriculum Development
Thus, our latest project, begun in 2005, will be a thematically based text for high school students focused on Modern East Asia and, in particular, on the inter-relationships between China, including Taiwan and Hong Kong; Japan; and South and North Korea. These materials will help prepare students to meet the changing global demands of tomorrow by arming them with knowledge of one of the most economically and politically dynamic regions of the world today.
CRDG Part of Bishop Museum Collaboration Erin Baumgartner is part of a team working on an ECHO (Education through Cultural and Historical Organizations) grant at the Bishop Museum. Erin’s background which combines marine science, education, and museum research, made her ideal for this project. Her role is to develop modules and activities for students in a magnet school focused on environmental and cultural science. The modules will teach content and skills identified by museum researchers as critical to their work. She is currently working on the first two modules on taxonomy and scientific ethics.
Read Aloud Programs
CRDG Year in Review 2005 Year CRDG Jim Harstad, of the CRDG English Section, is one of the developers and co-authors of the Golden Triangle language arts materials. In addition to his work in the Laboratory School and in curriculum development, Jim has brought his passion for oral reading into the community as a board member of Read Aloud America. The program, which encourages literacy and greater family participation in the educational process by bringing families together to share in the joy of reading aloud, brings many of the concepts found in the Golden Triangle program to an extracurricular activity designed to bridge the gap between school and home. Serving as a liaison between the theoretical, academic community and the teachers/parents/students at individual public schools, Jim participated in Read Aloud programs at Nānāikapono Elementary, Wai‘anae Elementary, Waipahu Elementary, Waiau Elementary, and Pālolo Elementary in 2005.
Reading aloud is an integral part of the Golden Triangle language arts program developed by the CRDG English section and used in all ULS English classes in grades 6–12. Here, Jim Harstad reads aloud with his eighth grade English class. Research and Curriculum Development
Cross Currents www.crosscurrents.hawaii.edu Work continued in 2005 on Cross Currents, a multimedia website that explores the relationship between the United States and Japan throughout the past fifty years. This bilingual site contains pictures, videos, graphs, and a variety of primary documents that are easily accessible to teachers and students. The Cross Currents development team consists of content and design specialists from CRDG, the UH College of Social Sciences, the UH School of Communication, and Tokyo University. Local and international teachers provided positive feedback on the site’s content and usability during the 2005 workshops. The new scrapbook component, which allows teachers and students to create and manage interactive projects, is of particular interest to teachers. The project will continue with content development and classroom testing through 2006.
Here’s what local high school students have to say about Cross Currents: “I like the mini videos and charts, which were informative and useful.” in Review 2005 Year CRDG “[The site] is easy to navigate.” “I liked the variety of topics.”
A Daily Dose of Poetry The Golden Triangle English program developed by the CRDG English Section is based on the concept of small daily doses of learning over many years. Students in the program do journal writing, dictation sentence study, and oral reading every day. Over many years these small doses add up to consistently high scores on standardized tests and a high level of competence in writing once students go on to college or work. This year, program developers are experimenting with the same concept for teaching poetry. Cheryl Harstad’s eighth graders and Bill Teter’s twelfth graders have been getting small daily doses of poetry over much of the school year, rather than the traditional unit wherein exposure to poetry comes in blocks of the full class period, but for just a few days or weeks. As with the other components of the Performance English program, the English faculty believe this will result in a stronger long-term knowledge and appreciation of poetry by all students.
Measure Up Now in its fifth year, the Measure Up elementary mathematics research project focuses on developing algebraic thinking through measurement ideas in children as young as first grade. The project Research and Curriculum Development
is based on the work of Russian psychologists, mathematicians, and educators, and is being developed in collaborations with the Institute of Developmental Psychology and Pedagogy in Krasnyarsk, Russia as well as with other US institutions. The University Laboratory School and Connections Public Charter School in Hilo, Hawai‘i are the research sites for the teaching and learning components of the program which spans grades one through five. The project continues to attract much attention from teachers, school administrators, mathematics educators, and mathematicians. In 2005, Measure Up classes at University Laboratory School and Connections Public Charter hosted approximately one hundred observers from Hawai‘i DOE schools, national and international universities, and mathematics First grade students create volume measures education professional organizations. Kay Gilliland, past president of the to demonstrate eqiuality statements. National Council of Supervisors of Mathematics visited with Measure Up researchers and students and came away “very impressed” with our classes. A team of mathematics educators and mathematicians from the Show- Me Center at the University of Missouri spent a several days observing Measure Up classes and even got involved with the students by giving them challenging problems to solve. We have seen through hosting many visitors that when people actually see the lessons live, they become believers. When we go out to speak
CRDG Year in Review 2005 Year CRDG about Measure Up, audiences marvel at the video clips and slides showing student work. But once they’ve been in the classroom, they know that it’s possible for children to engage in algebraic reasoning in younger grades.
Technology in the Classroom Work began in 2005 on a research project that examines the effect of the Texas Instruments TI Navigator system on the teaching and learning of mathematics in an integrated high school curriculum. The TI-Navigator System provides wireless communication between students’ TI graphing calculators and the teacher’s PC, providing teachers with real-time feedback to instantly assess student understanding, and allowing students to contribute real-time to a shared workspace. Irene Mackay is using the system in the Laboratory School’s tenth grade classes, and studied the effects of the Navigator system on students’ understanding of matrix construction, operations, and interpretation; teachers’ assessment of student understanding; teachers’ instructional practices; students’ beliefs about mathematics; and student’s confidence in their mathematical ability. The project involved five weeks of observation and filming in the classroom, followed by ongoing analysis. Subsequent funding Laboratory School tenth graders using the for continuing the work with TI Navigator and links with formative TI-Navigator system gained understanding assessment is being sought. The proposal is based on preliminary findings of matrix concepts, operations, and from the current project. interpretation.
Studying Gender, Language, and Mathematics “The Role of Gender in Language Used by Children and Parents Working on Mathematical Tasks” (GSE) is a three-year study funded by the National Science Foundation. For this research, one hundred Research and Curriculum Development
parent-child pairs from Hawai‘i public schools will be studied to investigate gender-related differences in language and actions while working on tasks representing each of three content strands: number, algebra, and geometry. Families participating in the study are all of low socio-economic status and represent a diversity of ethnicity. Data will be gathered to determine gender-related differences in parents’ and children’s use of cognitively demanding language, and on children’s self-efficacy and parents’ competence beliefs for their children. The study will also look at how these behaviors vary among the four types of child-parent dyads: daughter-mother, son-mother, daughter-father, and son-father. The findings will be used to determine how parent materials and parent involvement programs might address differences in how parents interact with their children when working on mathematical tasks.
Staff of the GSE project gathered for an in Review 2005 Year CRDG advisory board meeting: ( left to right, back row) Char Morrow (Mount Holyoke College), Claire Okazaki, Thuy La (graduate assistant), Melfried Olson, Alice Taum, (front row) Judy Olson, Lesley Lee (PREL).
Biotechnology Comes to the Classroom CRDG took part in a joint effort sponsored by the Oregon State and University of Hawai‘i Sea Grant programs and the Hawai‘i Institute of Marine Biology to identify areas of marine biotechnology that could be targeted in high school science curricula. Erin Baumgartner, Tom Speitel, and Frank Pottenger represented CRDG. Following the planning workshop for teachers and researchers, a series of products were identified for development. Erin Baumgartner produced a set of activities combining sampling methodology with biotechnology to examine environmental problems such as pollution and invasive species. The activities will be included in the forthcoming Biotech Gets Wet: A Curriculum for Grades 9–12, a joint publication of the Hawai‘i and Oregon Sea Grant programs.
Physics, Physiology, and Technology Extends Inquiry Curriculum to Grade Ten Work on the latest inquiry science curriculum, Physics, Physiology, and Technology, has moved out of the Laboratory School to the next level of field testing and revision with the involvement of two cohorts of public school teachers. PP&T, as it is called, is designed for tenth grade, though it is being used in secondary schools in grades nine through Research and Curriculum Development
twelve. Following many years of design, redesign, and testing by Participating schools CRDG, the program is now in twenty public school classrooms. The teachers who attended training sessions in the summer of 2005 Academy of the Pacific have met monthly throughout the year to receive support as they Campbell High Castle High implement the programs and provide feedback to researchers. A No Farrington High Child Left Behind grant of $10,800 will allow expansion of the test Kaimukī High group to neighbor island teachers in 2006. Dr. Arnold Feldman of Kalani High the physics department of the University of Hawai‘i at Mānoa is the Leilehua High McKinley High principal investigator for these workshops. The physics department Mililani High has also provided the laboratory facilities and the assistance of Joe Moanalua High Laszlo. Course delivery has been carried out by David Kleinjans, Pearl City High Roosevelt High Stacey Carpenter, Jim Redmond, and Frank Pottenger of CRDG Waialua High with evaluation from Barbara Klemm of the College of Education, Wai‘anae High Institute for Teacher Education.
Invention Factory 2005 CRDG and the Archimedes project, under the guidance of Tom Speitel and Neil Scott, have begun work on the Invention Factory, a three-year, $900,000 project funded by the National Science Foundation. The program will teach information technology to teenagers by involving them in interactive hands-on projects CRDG Year in Review 2005 Year CRDG designed to improve human-computer interaction for individuals that are disabled or elderly. The project’s objectives include stimulating an interest in science and engineering careers among students currently under-represented in those fields; giving students the skills they need in mathematics and computer programming to allow them to participate in the needs analysis, design, fabrication, and evaluation of devices that meet the needs of the disabled; and demonstrating that students who create technology-based solutions that impact people have substantially greater motivation to pursue careers in engineering.
Students from Dole Middle School, Farrington High School, and Waipahu High School show off the results of their lamp circuit project at their first session of the Invention Factory. The exercise teaches them basic electrical concepts as well as how to solder and use hand tools. Students are so excited when they press the switch and their very own light bulb lights up. 0 Program Research and Evaluation Program Research and Evaluation
Arts Education in Windward Schools Faculty from CRDG’s Program Research and Evaluation (PRE) and Art Sections have teamed with the Hawai‘i Alliance for Arts Education to conduct a U.S. Department of Education funded project that uses Participating schools strategies from the visual and performing arts to teach reading, writing, and mathematics. Six windward schools are participating in the project, He‘eia Elementary three randomly assigned as experimental sites and three randomly Ka‘a‘awa Elementary assigned as control sites. The project provides extensive professional Kahuku Elementary development for teachers in how to use arts strategies in teaching basic Keolu Elementary skills and brings artists into the classroom to work directly with teachers. Lā‘ie Elementary Ben Parker Elementary 2005 is the second year of the three-year project. Paul Brandon and Brian Lawton from the Program Research and Evaluation Section designed the
“Hawa‘i Alliance for Arts Education could not be CRDG Year in Review 2005 Year CRDG more delighted with the opportunity to work with CRDG. We find the researchers of top quality. In fact, the CRDG research design was key to our success in receiving a grant from the U.S. DOE.”
research study and prepared data-collection instruments. They collected, analyzed, and reported evaluation results in both of the first two years of the study and will continue these tasks in the third year. Val Krohn- Ching, from CRDG’s Art Section, is documenting the training and working with project developers to prepare methods for using the visual arts to enhance student learning. The final results of the project will be reported not only to the Hawai‘i Alliance for Arts Education but also to evaluators and researchers nationwide in conference presentations and articles.
This group quilt, made from construction paper, was created by Ms. Neha Tupola's fifth Supporting Partnerships to Assure grade class at Laie Elementary School with Ready Kids (SPARK) the help of mentor-artist Noni Floyd. Laie As a partner in the SPARK (Supporting Partnerships to Assure Elementary is one of the schools participating Ready Kids) project, CRDG continued its work with early elementary in the ARTS FIRST Windward Research Project. children in the Wai‘anae and Keaukaha areas in 2005. In its second year, SPARK is an initiative of the W. K. Kellogg Foundation, and is implemented in Hawai‘i by INPEACE (Institute for Native Pacific Education and Culture). INPEACE’s partners include Kamehameha Program Research and Evaluation
Schools, The Good Beginnings Alliance, the Hawai‘i Department of Education, and CRDG. The project works with children ages three through seven and with elementary schools to improve the transition from home to school. Some of the activities are intended to help prepare children for school, while others focus on helping schools prepare for incoming kindergartners. CRDG’s role in the project is two-fold: First, as the internal evaluator, CRDG prepares annual reports evaluating the grant’s implementation. In addition, CRDG is conducting a longitudinal study of SPARK participants to see whether the interventions have a significant impact on children’s school readiness and subsequent success. The project will continue through 2008.
st 21 Century Community Learning Centers Participating schools The 21st Century Community Learning Centers program, as mandated in the No Child Left Behind Act of 2001, establishes Lā‘ie Elementary community centers in Hawai‘i schools that provide academic enrichment Hau‘ula Elementary and other services and activities designed to reinforce and complement Ka‘a‘awa Elementary the regular academic programs. Priority is given to complexes with a Kahuku Elementary high percentage of students coming from low-income families, and Sunset Beach Elementary with programs that serve the full preK–12 range. CRDG faculty have Kahuku High and Intermediate Kamaile Elementary worked as the external evaluators with many schools over the course of CRDG Year in Review 2005 Year CRDG st Leihōkū Elementary the project. In 2005, CRDG worked with the 21 Century Community Mā‘ili Elementary Learning Centers in twenty schools in the Kahuku, Wa‘ianae, and Mākaha Elementary Kekaulike complexes. Wai‘anae Elementary Wai‘anae Intermediate Wai‘anae High Transitions to Teaching Ha‘ikū Elementary The College of Education and CRDG have teamed up with the Kalama Intermediate College of Tropical Agriculture & Human Resources, and the Hawai‘i King Kekaulike High Department of Education to address the shortage of mathematics and Kula Elementary Makawao Elementary science teachers in Hawai‘i’s secondary schools. The five-year, federally- Pā‘ia Elementary funded Transitions to Teaching program provides support for mid-career Pukalani Elementary professionals and recent graduates in fields other than education to help them complete teacher training programs and attain teacher licensure. “CRDG’s role is to determine what kinds of support these students need to reach their goals, and to determine whether these needs are being met,” said evaluation principal investigator Terry Higa. The project’s goal is to produce 50 licensed science and mathematics teachers.
CRDG Contributes to Understanding of School Health Issues CRDG has continued its commitment to working with the Hawai‘i Departments of Education and Health to monitor health risk behaviors among Hawai‘i’s student population. Known collectively as the Hawai‘i School Health Surveys, the 2005 versions of the Centers for Disease Control and Prevention’s (CDC) Youth Risk Behavior Survey (YRBS) and Youth Tobacco Survey (YTS), with Hawai‘i-specific modifications, were conducted in twenty-three middle and twenty-three high schools 2 in Hawai‘i. This marks the third YTS and the seventh YRBS CRDG Program Research and Evaluation
has conducted. The results of the ongoing studies are used in a variety of ways by the Departments of Education and Health, the University of Hawai‘i, and other agencies. These include identifying focus areas for curriculum development and teacher training, and for prevention and treatment efforts and resources. Other uses include identifying risk behaviors of Hawai‘i public school students in grades six through twelve, informing health and safety curricula, program planning by the Department of Health and organizations, and applying for grants to address identified risky behaviors.
Hawai‘i Nutrition Education Needs Assessment Susan Saka, Morris Lai, and Sandy Shimabukuro led a four-year study on the nutritional habits and height and weight of fourth and tenth graders in Hawai‘i. This study is the third installment in a longitudinal study that has looked at similar issues every ten years. Collecting data on students’ diets, feelings about school lunch, levels of physical activity, and height and weight, the team was able to create a nutrition needs assessment report for Hawai‘i students. The study found a low mean energy intake by students in the current study as compared to the
previous studies. There was a low consumption of fruits and vegetables in Review 2005 Year CRDG and dairy products and a frequent consumption of sweetened beverages and candy. About one fifth of the students were classified as overweight and three fifths were in the healthy range.
Standards-Based Learning As schools and teachers work to implement the No Child Left Behind act, CRDG’s Program Research and Evaluation (PRE) Section is working behind the scenes to support their efforts. As the TOTAL (Transforming Our Teaching and Learning) professional development package works to further the understanding of standards- based education and its implementation, PRE is evaluating the staff development and training portions of the process, providing feedback as the cadre-training model (train-the-trainer model) is employed from the state level to the classroom level. CRDG attended state and district level training in 2005.
United for Learning: The Hawai‘i P–20 Initiative Promotes Life-long Learning The University of Hawai‘i, the Hawai‘i Department of Education, and the Good Beginnings Alliance have joined to lead a two-year strategic planning project funded by the W. K. Kellogg Foundation. Known as the Hawai‘i P–20 initiative, the project will identify existing life-long learning programs, coordinate current efforts, determine where additional funding is needed, and plan for ways to fill the gaps in services. CRDG’s Program Research and Evaluation Section is working with the partners is to evaluate the strategic planning process. Professional Development Professional Development
Leaving No Teacher Behind The Professional Development for Understanding project, headed by Linda Venenciano of CRDG’s Mathematics Section, is funded with $75,000 from the Improving Teacher Quality Higher Education Grants Participating schools program of the No Child Left Behind act. The project brings together a team consisting of CRDG, Connections Public Charter School, the Hilo Intermediate Hawai‘i Department of Education, and Hawai‘i Community College Hilo Union Elementary to work with teachers in the Hilo/Laupahoehoe/Waiakea complex. Kaūmana Elementary Calling on CRDG’s long experience in teacher professional development, Kea‘au Elementary this project uses an established teacher institute design focused on the Kamehameha Schools mathematical content knowledge teachers need for teaching to deepen (Hawai‘i campus) teachers’ understanding of familiar mathematical concepts, broaden Laupāhoehoe Elementary Waiākeawaena Elementary teachers’ pedagogical skills, and provide support for the practical application of new knowledge to participants’ existing mathematics CRDG Year in Review 2005 Year CRDG curricula.
Teachers engage in mathematical tasks from the Measure Up project to deepen their own content understanding (left), while instructor Clair Okazaki models effective teaching strategies (right).
Teaching Science as Inquiry Implementating the No Child Left Behind Act has resulted in great challenges for teachers, and by extension, a greater need for professional development, than ever before. CRDG’s Science Section has responded to this need by creating a series of two- and three-day workshops on teaching science through inquiry. Research has shown that learning through inquiry enhances students’ capacity to understand the concepts and skills of science. Our science faculty drew on their thirty-five years of experience supporting teachers and schools K–12 as they implemented inquiry strategies in their classrooms to create this series of workshops. The first session was held on Guam in the summer of 2005 where twenty-four elementary teachers from Guam and the Commonwealth of the Northern Mariana Islands (CNMI) focused on teaching astronomy through inquiry. Other modules Professional Development
developed in 2005 are Simple Machines (elementary), Why Do Things Sink and Float? (middle school), and Aquatic Science (high school).
Participating schools Partnerships and Grants Add to Professional Development Opportunities Connections PCS In addition to the many grant-funded projects that incorporated Hilo Elementary professional development for teachers in Hawai‘i and throughout the Island School Pacific, CRDG continued its commitment to quality professional Kamali‘i Elementary Kaua‘i High School development in 2005 with courses on Oahu, Maui, and the Big Island, Kaūmana Elementary and in Ohio and Illinois. A total of 107 teachers attended sessions in Lahaina Intermediate science, mathematics, English. A partnership with Connections Public Nā‘ālehu Elementary Charter School in Hilo provided grant funding for 63 teachers from Pearl Ridge Elementary Pukalani Elementary throughout Hawai‘i. Waiākea High Waiākeawaena Elementary Waipahu Intermediate DASH in the Pacific Islands West Hawai‘i Explorations 2005 saw CRDG’s Carol Brennan completing a four-year project in Academy the Republic of the Marshall Islands (RMI) and beginning work with the Commonwealth of the Mariana Islands (CNMI). The work in RMI began in 2001 with the implementation using a unique two-year professional development model that has elementary CRDG Year in Review 2005 Year CRDG
Comment from teacher on Saipan about the DASH Pacific workshop
“This is one of the best workshops I have ever attended. I can’t wait to apply the activities in my classroom.”
teachers train in the DASH program for the first year (upper or lower elementary) in order to build understanding of inquiry in science education and then continue their training for their particular grade level the second year. Carol, along with DASH Instructors Brooke Davis, Maria DaSilva, Craig Doyle, and Jim Hope, worked with 400 teachers in grades one through six while beginning to create a cadre of local trainers who will be able to provide continued training and support in RMI. A second part of the project was the adaptation and revision of the DASH materials along with the addition of activities to create a program relevant to Pacific natural and cultural environments and to address RMI science standards. Beginning in Saipan in 2005, Carol and Brooke began the Teachers use a gnomon to verify that the sun implementation of DASH in CNMI. The first summer’s sessions rises in the east. resulted in seventy teachers and seven new CNMI instructors trained in DASH grades K–3. Plans are to continue with expansion into the upper elementary grades. 5 Professional Development
STARnet STARnet: Casting a Broader Net Through Teaching and Technology began in 2005 with five schools in the Hilo area: Kea‘au Middle School, Pāhoa Intermediate School, Ka‘ū High & Pāhala Elementary, St. Joseph Middle and High School, and Connections Public Charter School. The project contributes to the implementation of Hawai‘i’s Act 51 by establishing and sustaining communities of learners through professional development for teachers and their principals. This year STARnet is developing a prototype for 8th grade teachers with the intent of expanding to other grades and schools in coming years. The professional development Participating schools course is designed to help teachers tie their science curriculum to the 8th grade HCPS III using CRDG’s FAST 3, Change Over Kea‘au Middle Time and Teaching Science as Inquiry: Astronomy. The project also Pāhoa Intermediate incorporates exhibits from ‘Imiloa Astronomy Center of Hawai‘i and Ka‘ū High & Pāhala Elementary other resources accessed through distance-learning technologies. The St. Joseph Middle and High four cornerstones of the project are standards-based earth and space Connections PCS science content knowledge; research-based teaching and learning; distance-learning enrichment, and parent and family involvement in standards-based education. Added to these are frequent collection of student data and inquiry to inform teaching and learning decisions.
CRDG Year in Review 2005 Year CRDG STARnet project partners include Department of Education Hawai‘i District’s Ka‘ū, Kea‘au and Pāhoa Complex; University of Hawai‘i at Hilo Department of Physics and Astronomy; ‘Imiloa Astronomy Center of Hawai‘i, and the Curriculum Research & Development Group.
Hawai‘i Interactive Television System (HITS) Participating schools Frank Pottenger and Sandra Shimabukuro continued to provide professional development in science to elementary teachers statewide Connections PCS in 2005 through the Hawai‘i Interactive Television System (HITS). Kamali‘i Elementary In addition to specific sessions focused on the DASH program, they Kaūmana Elementary expanded the content this year to include some of the material on inquiry Noelani Elementary strategies developed for the Teaching Science as Inquiry program. This Pearl Ridge Elementary Pukalani Elementary was the sixteenth year that weekly HITS sessions were offered several Waiākeawaena Elementary times each month to teachers throughout the state. With Sandy’s retirement the series will continue with other Science Section staff. Professional Development a Critical Need for Mathematics Teachers With the implementation of the No Child Left Behind legislation, professional development has become one of the most urgent needs of teachers. CRDG’s Mathematics Section has felt the impact of the emphasis on testing in mathematics as schools strive to comply with NCLB guidelines. In response to calls from schools requesting help, 2005 found CRDG faculty working on unique professional development programs throughout the state, each tailored to the specific needs of the schools and complexes that requested their help. Professional Development
Participating schools Hokulani School wanted help with standards focused on problem solving, reasoning, and communication. This request resulted in a series Kaua‘i of three sessions that engaged teachers in authentic problem solving Kaumuali‘i Elementary experiences, with CRDG professional developers modeling best practices Wilcox Elementary in instruction. This approach helped teachers develop awareness of Kalāheo Elementary problem solving strategies and to connect those strategies to the NCTM Waimea Canyon Elementary process standards. ‘Ele‘ele Elementary Kekaha Elementary Work with teachers at Waimanalo Elementary and Intermediate Kamakahelei Middle School involved a series of full-day institutes to support the O‘ahu implementation of their new mathematics program. The goals of the Hōkūlani Elementary institute were to (1) enhance teachers’ content knowledge in mathematics, Waimānalo Elementary and (2) model the teaching of problem-solving within mathematics curricula Intermediate rather than as a separate strand, (3) develop and practice instructional strategies related to communication and other process standards, and (4) provide support and guidance as teachers implement new mathematics learning in their classrooms. The Mathematics Section’s work on Kauai follows a successful project working with special education teachers that focused on algebraic content appropriate for all students, pedagogical strategies that support high student engagement and interaction, fundamental learning theories from which to build problem-solving abilities and
algebraic understandings, and multi-dimensional assessment techniques. in Review 2005 Year CRDG The current project, a three-year project funded by a Math Science Partnership grant the Kauai Central area complex received in 2004, seeks to enhance teachers’ content knowledge of mathematics in grades K–6, helping them to develop a repertoire of instructional strategies By engaging in authentic learning tasks, that promote the implementation of the HCPS in mathematics, teachers strengthen their mathematical and to develop performance assessment tasks and a standards-based knowledge as well as their ability to address the learning needs of their instructional plan. In 2004, the content focus was on number and students. operations; in 2005, the content focus was geometry and measurement.
Research Support Research Support
University Laboratory School The University Laboratory School is operated by CRDG as a K–12 laboratory for researching, designing, testing, and evaluating effective approaches to improving learning, teaching, and assessment. The student population is randomly selected from among applicants to represent a broad cross section reflecting the state population distribution of gender, school-level accomplishment, family income, and ethnicity. All students are in school for seven and one-half hours each day, and take a challenging comprehensive curriculum that includes English, mathematics, science, social studies, art, music, performing arts, and foreign languages, as well as electives each year. The school has no tracking of students. All students take the identical core program in non-segregated classes. All students graduate ready for CRDG Year in Review 2005 Year CRDG college, work, and responsible citizenship. The school curriculum is built on multi-year sequences of learning emphasizing creativity, inquiry, problem solving, and active learning. In most cases, students and teachers use CRDG-developed programs and approaches. The school serves as a demonstration site for these programs, hosting observers, researchers, and educators-in-training. The broad range of activities included in the school’s core curriculum allows its students to excel in state and national level programs in all areas. Approximately 80 percent of ULS students
ULS students participated in the following O‘ahu Band Directors’ Association High School programs: Solo & Ensemble Competition National Merit Scholarship Program Hawai‘i Youth Symphony 2004 National Scholastic Art Exhibition Hawai‘i All-State High School Honor Choir 2004 Hawai‘i Regional Scholastic Art Exhibition First annual State Spanish Poetry Contest Kaha Ki‘i Congressional Art Exhibition Hawai‘i History Day Hawai‘i Education Association Essay Contest University of Hawai‘i at Mānoa Outreach College Hawai‘i Speech League Speech and Debate Summer Scholars program Championship Tournament Interscholastic League of Honolulu Martin Luther King Speech Invitational Model United Nations Tournament Japan Bowl American Mathematics Competition Japan Wizards Competition Hawai‘i State Math Bowl WorldQuest Competition Oahu Mathematics League Pacific and Asian Affairs Council South Korea MathCounts Study Trip Hawai‘i Regional Ocean Science Bowl ULS Community Service Club O‘ahu Band Directors’ Association Select Band Hawai‘i High School Mock Trial Tournament Research Support
participate in activities outside of school in visual and performing arts, speech, mathematics, music, writing, and athletics. The University Laboratory School was honored in 2005 as one of Hawai‘i’s distinguished schools. The twenty public schools that received this designation showed significant achievement in the areas of language arts and mathematics and consistently performed well on standardized tests.
For over twenty years, ULS has maintained a sister school relationship with two Japanese high schools. This year, 155 students from Nishinippon High School visited ULS on December 1. Eight-eight students from CRDG Year in Review 2005 Year CRDG Sohseikan High School visited on December 5. Both schools were hosted by our seniors and were treated to performances by the ULS Funk Band, the Hula and Chant class, and the ULS Select Chorus.
While we are very proud of our students’ test scores, which continue to be among the highest in the state, we are equally proud of the many other indicators of success our students exhibit. A key statistic, often overlooked, but critical to so many other areas, is our 97 percent attendance rate and 100 percent graduation rate. Additionally, 97 percent of our graduates this year went on to some form of higher education.
University Laboratory School
State Average
B = Well below proficiency A = Approaches proficiency M = Meets proficiency E = Exceeds proficiency Research Support
Another set of statistics we feel demonstrates our student’s success is the high rate of participation in a wide range of activities. In addition to the standard ULS curriculum which includes award- winning programs in English, mathematics, science, social studies, music, art, and computer education, approximately 80 percent of our students participated in extra-curricular activities including academic programs, performing arts, and athletics.
University Laboratory School
State Average
B = Below average A = Average AA = Above average CRDG Year in Review 2005 Year CRDG
University Laboratory School
State Average
B = Below average A = Average AA = Above average
University Laboratory School
State Average
B = Well below proficiency A = Approaches proficiency M = Meets proficiency 20 E = Exceeds proficiency Research Support
CRDG Summer Programs Celebrating a thiry-fifth anniversary in 2005, Summer Programs continued the tradition of providing enrichment learning in science and technology to one hundred fifteen students from Hawai‘i and abroad. Students came from as far as Texas, California, and Korea to explore the natural environment as well as the virtual one, making discoveries about their observations and experiencing learning outside of traditional textbooks. Six weeks provided ample time for students in grades four through twelve to complete a comparative study of all four of O‘ahu’s coastlines: north (Shark’s Cove), south
Comment from a parent about the CRDG Summer Programs “My child was able to apply the lessons he learned to other aspects in his life (outside of the classroom). He maintained a journal that showed evidence of his learning.” “Our child would tell us what he had learned in class and explains how things work. Our dinner conversations were very educational.” CRDG Year in Review 2005 Year CRDG (Kuli‘ou‘ou Mudflats), east (Kaiona Beach), and west (Ma‘ili Tidepools); apply the principles of aerodynamics to construct various planes and rockets; or storyboard, film, and edit a stop-motion claymation movie. A staff of DOE teachers, private school teachers, and members of the research community helped Summer Programs with the community contacts to provide students with relevant and interesting field studies around the island. Staff members, who dutifully return to Summer Programs year after year, help provide a safe environment— whether in a classroom, laboratory, or out in the field—that is truly conducive to learning. Additional highlights of the summer 2005 included a visit by the researchers and administrators that were instrumental in the development of the FAST program: Lee and Will Kyselka, Art King, Frank Pottenger, Don Young, Tom Speitel, and Cecilia Fordham; and a feature article in the Ka Leo o Hawai‘i that helped increase the community’s awareness of the program.
Summer Programs students experience learning outside the classroom (counter-clockwise from top): 5th grade Sky & Space students at Air Soar in Mokuleia, 6th–8th grade Fish & Physics students at the fish auction at Pier 38, 6th–8th grade Physical & Environmental Science students gather soil and water data at Manoa Stream, 4th–5th grade Robotics students work on their Lego theme park rides.
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Marketing and Publications Services (MaPS) CRDG’s Marketing and Publications Services (MaPS) continued to grow in 2005. The challenges of offering a wider range of services to a larger group of customers throughout the university community was met by our talented group of marketers, designers, and printers. Designers Darrell Asato, Wayne Shishido, and Byron Inouye, and printer Bert Narimasu have been working behind the scenes for over twenty years, doing the kind of quality work that has resulted in the current reputation for excellence MaPS enjoys.
left to right: Darrell Asato, Wayne Shishido, Byron Inouye, Bert Narimasu
Long-time customers and newcomers alike appreciate the combination of commitment to quality and family feel that they find at MaPS. The addition of newcomers Aaron Lee (web graphic
CRDG Year in Review 2005 Year CRDG designer), Winnie So (marketing assisstant), and Jaret Leong (account associate) in 2005 have allowed MaPS to offer an even greater range of services along with a higher level of customer service.
MaPS produced a variety of publications this year. Pictured (top row, left to right) are Current Perspectives (Spring 05 and Fall 05), CRDG Year in Review 2004, (middle row) College of Education Research Retrospective 2000–2005, Teaching Science as Inquiry Astronomy Inquiry Lab Book, CRDG section brochures, (bottom row) Educational Perspectives (Spring 05 and Fall 05), Ka Wana series books A’o, Pono, and Ho‘oponopono, and Working ‘Round a Problem (WRAP) Mathematics Cards.
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New Products Ka Wana Series The Ka Wana series was developed through the Pihana Nā Mamo Native Hawaiian reading program. It offers new insight into the philosophy and way of life of Native Hawaiian culture. Those raised in these traditions will find memorable recollections, while those growing up without opportunities to know Native Hawaiian values and practices will find insights and guidance. The Ka Wana series consists of eleven short volumes covering a range of subjects including ethics and philosophy, leadership, education, health, management, protocol, and religious beliefs. Each volume is illustrated with historical documents accompanied by detailed cultural descriptions. A‘o, Educational Traditions There was a period in Hawaiian history when the literacy rates for Native Hawaiians, both children and adults, was higher than that of the United States. What happened and what can we learn from that situation in addressing the education needs of Native Hawaiians today? In A‘o, Educational Traditions, Malcolm Nāea Chun takes the reader through the fascinating story of how Native Hawaiians learn, why learning and knowledge were prized in traditional society, and how two systems, native and foreign, combined to achieve one of the highest in Review 2005 Year CRDG literacy rates in the world. Pono, The Way of Living When confronted with the question, what is the greatest Hawaiian value?, researcher and scholar Malcolm Nāea Chun, after a very long period of consideration, decided it has to be pono. What about lōkahi, aloha, ola, mahalo, or other buzz words used today to describe Native Hawaiian values? In Pono, The Way of Living Chun explores why pono is the core value for critical Native Hawaiian thinking and decision making. He uses traditional and historical accounts to describe what pono means, how it was valued in traditional society, and the key role it has in modern Native Hawaiian society. Pono, The Way of Living is the first volume in the Ka Wana series and as such, presents the worldview of Native Hawaiians. Ho‘oponopono, Traditional Ways of Healing to Make Things Right Again Pono is about the importance of living a life of goodness. But what happens when that struggle is knocked out of balance? The cultural practice of restoring this goodness to what it once was is called ho‘oponopono, now a widely known and respected part of Native Hawaiian culture. But without the advocacy of Mary Kawena Pukui and the Queen Lili‘uokalani Children’s Center ho‘oponopono might well have been forgotten. Malcolm Nāea Chun traces the practice of ho‘oponopono back to the earliest traditional accounts, taking the reader on a journey through the practice’s acceptance in academic circles, and its institutionalization into health and social practices in modern Hawai‘i. 2 Research Support
On ePortfolios In a project that breaks new ground in many ways, CRDG entered into a collaboration with the College of Education’s educational technology (ETEC) department to market their new product, On ePortfolios. The product is an interactive learning capsule that addresses faculty and student needs related to the development of electronic portfolios. The creation, marketing, and distribution of an original product is a first for ETEC. On ePortfolios is an exciting and engaging way for both faculty and students to tackle the challenges of developing program and course-based electronic portfolios, and creates electronic portfolios that showcase the dynamics of a graduate’s skill-set to future employers. The product sports its own slogan, “Your Passport to Career-path Success,” and as such, sets the standard for conceptualizing, producing, and distributing a unique electronic portfolio while providing a life-long professional development tool for the digital age.
Working ‘Round A Problem (WRAP) Working ‘Round A Problem (WRAP) is a new and exciting mathematics supplement for students in middle and high school. The WRAP box includes 250 problem cards that engage students CRDG Year in Review 2005 Year CRDG in solving problems from each of the NCTM content strands: number and operation; patterns, functions and algebra; geometry; measurement; and data analysis and probability. The thought provoking and non-traditional problems included in the set were created from years of research into how students learn mathematics.
2 Scholarship Scholarship
Peer Reviewed Journal Articles Dougherty, B. J., & Tunis, H. (March 2005). Equity Berg, K. F. & Giuli, C. (Eds.) (2005). Pacific Educational in school mathematics education: How can research Research Journal, 13(1). contribute?. Journal for Research in Mathematics Education 36(2), 92–100. Brandon, P. R. (2005). Using test standard-setting methods in educational program evaluation: Addressing the issue Menton, L. (Ed.) (2005). The Hawai‘ian Journal of History, of how good is good enough. Journal of Multidisciplinary vol 39. Evaluation, 3, 1–29. Quattro J.M., D.S. Stoner, W. B. Driggers, C.A. Anderson, Dougherty, B. J. (February 2005). Early algebra: Perspectives K.A. Priede, E.C. Hoppmann, N.H. Campbell, K.M. and assumptions. For the Learning of Mathematics, 24(2), Duncan, J. M. Grady. (2005). Genetic evidence of cryptic 29–31 speciation within hammerhead sharks (Genus Sphyrna). Marine Biology, Online First. DOI: 10.1007/s00227-005- Gutstein, E., Fey, J. T., Heid, M. K., DeLoach-Johnson, I., 0151-x. Middleton, J. Larson, M., CRDG Year in Review 2005 Year CRDG variety of subjects; illustrations; book reviews; notes and queries; and a bibliography of Hawaiiana titles of historical interest. Volume 13 of the Pacific Educational Research Journal (PERJ) was published this year under the stewardship of CRDG Associate Director Kathleen Berg and co-editor Chuck Guili. Following the publication of volume 7 and the retirement of its editor in 1991, PERJ ceased publication. In 1997, after several colleagues had expressed a need for a peer-reviewed research journal that addressed Linda Menton became the editor of the educational issues specifically relevant to the Pacific Hawaiian Journal of History in 2005 at the request region, Kathy and Morris Lai of CRDG’s Program of the Hawaiian Historical Society’s Board Research and Evaluation (PRE) Section revived of Trustees. She has served on the Society’s the journal. The two continued to co-edit the publication committee since 1994. She is the co- journal until this year when Chuck Guili of Pacific author of A History of Hawai‘i and has published Resources for Education and Learning (PREL) on the subject of nineteenth century Hawai‘i joined Kathy as co-editor. history, particularly on the history of education in The Pacific Educational Research Journal is Hawai‘i. published every other year under sponsorship of The Hawaiian Journal of History has been the Hawai‘i Educational Research Association and published by the Hawaiian Historical Society features theoretical, empirical, and applied research since 1967. It is a scholarly refereed journal with implications for and relevance to education in devoted to original articles on the history of the Pacific area. Besides Morris, Paul Brandon and Hawai’i, Polynesia, and the Pacific with world- Susan Saka from CRDG’s PRE Section are among wide circulation. Each issue includes articles on a the current PERJ volume’s contributing editors. 25 Scholarship
Books/Media Published Other Publications Brennan, Carol Ann and Pottenger, Francis M. (2005) Baumgartner, E. (2005). Results of OPIHI (Our Project Teaching Science as Inquiry: Astronomy. Honolulu: in Hawai‘i’s Intertidal) monitoring for intertidal invasives. University of Hawai‘i at Mānoa, Curriculum Research & Hawai‘i Invasive Species Committee. Development Group. Baumgartner, E. (2005). Summative Report on Zoology Brennan, Carol Ann and Pottenger, Francis M. (2005) RMI 691: Effective Science Instruction. Submitted to the DASH Teachers Guide Grade 1. Honolulu: University of University of Hawai‘i Department of Zoology, the Hawai‘i at Mānoa, Curriculum Research & Development Curriculum Research & Development Group, and the Group. Center for Conservation Research & Training. Brennan, Carol Ann and Pottenger, Francis M. (2005) RMI Brandon, P. R., Lawton, B., & Krohn-Ching, V. (2005). DASH Teachers Guide Grade 2. Honolulu: University of Evaluation of the second year of the ARTS FIRST Hawai‘i at Mānoa, Curriculum Research & Development Windward Research Project. Honolulu: University of Group. Hawai‘i at Mānoa, Curriculum Research & Development Group. Brennan, Carol Ann and Pottenger, Francis M. (2005) RMI DASH Teachers Guide Grade 3. Honolulu: University of Brandon, P. R., & Linke, L. H. (2005). Internal Evaluation Hawai‘i at Mānoa, Curriculum Research & Development of Education Laboratory School for School Year 2004–05. Group. Honolulu: University of Hawai‘i at Mānoa, Curriculum Research & Development Group. Chun, M. N. (2006). A‘o: Educational Traditions. Honolulu: University of Hawai‘i at Mānoa, Curriculum Research & Brennan, Carol Ann. (2005) Summary Report for Development Group. PREL: CNMI DASH Institute. Honolulu: University of Hawai‘i at Mānoa, Curriculum Research & Development Chun, M. N. (2006). Pono: The Way of Living. Honolulu: Group. University of Hawai‘i at Mānoa, Curriculum Research & Development Group. Higa, T. F. (2005). An Evaluation Report About the CRDG Year in Review 2005 Year CRDG Production of Multimedia Projects for Pihana Na Mamo. Chun, M. N. (2006). Ho‘oponopono: Traditional Ways Honolulu: University of Hawai‘i at Mānoa, Curriculum of Healing to Make Things Right Again. Honolulu: Research & Development Group. University of Hawai‘i at Mānoa, Curriculum Research & Development Group. Higa, T. F. (2005). A Year-4 Report of an Internal Dougherty, B. J., Burstein, J., McGregor, K., Plummer, Formative Evaluation of the Pihana Na Mamo Project’s Administration, Curricula and Materials, and Database R., Eggington, W., & Sjostrom, M. P. (2005). X-Power Management and Evaluation Components. Honolulu: interactive: Algebra I, A Cd-based algebra I course. Honolulu: University of Hawai‘i at Mānoa, Curriculum Research & University of Hawai‘i at Mānoa, Curriculum Research & Development Group. Development Group. Higa, T. F. (2005). Dougherty, B., & Slovin, H. (Project authors and co- A First-Year Evaluation Report on the chairs), Working Group: Irene McKay, Claire Okazaki, Transition to Teaching Program at the Univeristy of Hawai‘i . Melfried Olson, Wendy Torigoe, Linda Venenciano, Fay at Mānoa’s College of Education in School Year 2003-04 Honolulu: University of Hawai‘i at Mānoa, Curriculum Zenigami. (2006). Working ‘Round A Problem. Honolulu: Research & Development Group. University of Hawai‘i at Mānoa, Curriculum Research & Development Group. Higa, T. F. (2005). A Vygotskian Perspective Of A Hybrid Model of Participatory Evaluation and School Sandall, B. & Olson, M. (2005). Helping Students –Based Evaluation. A dissertation submitted to the Understand Geometry. Mark Twain Media, Inc. Quincy, IL. Graduate Division of the University of Hawai‘i in partial Sandall, B. & Olson, M. (2005). Helping Students fulfillment of the requirements for the degree of Doctor Understand Algebra II. Mark Twain Media, Inc. Quincy, IL. of Philosophy in Educational Psychology. Chapters in Books Higa, T. F., Kozuma, W. M., & Nakamura, A. D. H., (2005). Baumgartner, E., Speitel, T.W., and Pottenger, F.M. Ka Ipu Ka‘eo: An Evaluation of the King Kekaulike (2005, Draft). Using Biotechnology for Environmental Complex’s 21st Century Community Learning Centers Project in 2004-05. Honolulu: University of Hawai‘i at Monitoring. In Marine Biotechnology: Biotech Gets Wet. A Mānoa, Curriculum Research & Development Group. Curriculum for Grades 9-12. Oregon Sea Grant. Higa, T. F., Kozuma, W. M., & Nakamura, A. D. H. Teter, W. (2005). From the Edge of the New Land. Bamboo (2005). Project Hi ‘ kule ‘a: An Evaluation of the Wai ‘anae Ridge Journal, 87. Complex’s 21st Century Community Learning Centers Project in 2004-05. Honolulu:University of Hawai‘i at Mānoa, Curriculum Research & Development Group. 2 Scholarship
Higa, T. F., Kozuma. W. M., & Nakamura, A. D. H. Brandon, P., & Young, D. B. National Science (2005). The Ko ‘olauloa Learning Centers; An Evaluation of Foundation. Phase-I Study of the Effects of Professional the Kahuku Complex’s 21 st Century Community Learning Development and Long-Term Support on Curriculum Centers Project in 2004-05. Honolulu: University of Implementation and Scaling Up. $1,102,161. 2003– Hawai‘i at Mānoa, Curriculum Research & Development 2005. Group. Brandon, P. R. U. S. Department of Education (via Higa, T. F., & Nakamura, A. D. H. (2005). Final Report for a subcontract with the Hawai‘i Alliance for Arts the Kaneohe 21 st Century Community Learning Centers. Education). $345,000. 2003–2006. Honolulu: University of Hawai‘i at Mānoa, Curriculum Dougherty, B. J. Texas Instruments. The Effects of Research and Development Group. TI Navigator System on Student Achievement and Kaneshiro, K. Y., & Baumgartner, E. (2005). The GK–12 Discourse. $45,038. 2005. Program in Hawaii: Using the Native Biota for Science Dougherty, B. J. Texas Instruments. Research in Algebra Education: Annual Report. Submitted to the National I with technology. $33,000. 2005. Science Foundation. Duncan, K. M. PADI Foundation. Education Lawton, B. E., & Brandon, P. R. (2005). Descriptive cooperative program on Sphyrna lewini energetic statistics on student achievement data collected for the ARTS requirements. $1,700. 2005. FIRST Windward Research Project: Addendum to the report, “Evaluation of the Second Year of the ARTS FIRST Lai, M. K. U.S. Department of Education. Pihana Na Windward Research Project.” Honolulu: University of Mamo: The Native Hawaiian Special Education Project. Hawai‘i at Mānoa, Curriculum Research & Development $3,100,000. 10/1/04–9/30/05. Group. Lai, M. K. Kamehameha Schools. Evaluation Saka, S. M. & Bunao, V. (2005). Hawai‘ian Students coordination of the SPARK-Hawai`i project. $65,000. Compared With Non-Hawaiian Students on the 1997, 1999, 4/27/04 – 8/8/06. and 2001 Hawai‘i Youth Risk Behavior Surveys. Honolulu: Lai, M. K. U. S. Department of Education. Na Lama in Review 2005 Year CRDG University of Hawai‘i at Mānoa, Curriculum Research & Heluhelu: The Pihana Na Mamo Early Reading Development Group. Initiative. $938,378. 10/1/05–9/30/06 with Saka, S. M. & Bunao, V. (2005). Highlights of the continuation through 9/30/08. 2003 Hawai‘i Youth Risk Behavior Surveys. Honolulu: Lai, M. K. U. S. Department of Education. Kako‘o Piha: University of Hawai‘i at Mānoa, Curriculum Research & The Pihana Nā Mamo Project to Support At-risk Development Group. Native Hawaiian Youth. $1,081,586. 10/1/05–9/30/06 Saka, S., Lai, M., Shimabukuro, S., Afaga, L., Bunao, with continuation through 9/30/08. V., & Trundle, H. (2005). Hawai‘i Nutrition Education Olson, J., Okazaki, C. H., & Olson, M. National Science Needs Assessment 2000–2004 Final Report. Honolulu: Foundation. The Role of Gender in Language Used by University of Hawai‘i at Mānoa, Curriculum Research & Children and Parents Working on Mathematics Tasks. Development Group. $132,692. September 2005 – August 2006. Yamauchi, L. A., Wyatt, T. R., & Taum, A. K. H. (2005). Saka, S. M. Hawai‘i Department of Education. Making Meaning: Connecting school to Hawaiian students Evaluation of Transforming Our Teaching and Learning lives. Hūlili Pauahi Publications, 2, 1, 171–188. (TOTAL) Program, Yr 1. $98,400. 3/18/05–7/31/06. Young, D. B., Bigos, L., Kalbus, J., Hay, L., & Watson, Saka, S. M. Hawai‘i Department of Health. 2005 R. (2005). Engaging former ASCD leaders. Report of the Hawai‘i School Health Surveys. $100,000. 9/1/05– ASCD Review Council. Alexandria, VA: Association for 10/31/06. Supervision & Curriculum Development. Slovin, H. John and Sue Dean. Measure Up. initial Kalbus, J., Bigos, L., Hay, L., Watson, R., & Young, funding $25,00 with additional funding added D.B. (2005). Evaluating the efficacy of ASCD programs, periodically. Ongoing. products and services. Report of the ASCD Review Slovin, H. Harold K. L. Castle Foundation. Measure Up. Council. Alexandria, VA: Association for Supervision & $150,000. 8/04–5/07. Curriculum Development. Slovin, H. Texas Instruments. Effects of TI Navigator Grants and Contracts on Student Achievement, Formative Assessment, and Baumgartner, E. Bishop Museum. Education through Student Beliefs in Reform High School Mathematics Cultural & Historic Organizations. $18,000. August 2005. Classes. $38,472. Speitel, T. & Scott, N. National Science Foundation. Invention Factory. $900,000. 2005–2008. 2 Scholarship
Venenciano, L. (Principal investigator), Okazaki, C., Berg, S. R., Burke, B., & Berg, K. F. Making Student Slovin, H., & Zenigami, F. U.S. Department of Education Evaluations of Instructors a More Valid and Fair Process. (2005 No Child Left Behind Award for Improving Teacher Honolulu: Hawaii Educational Research Association. Quality in Higher Education). Professional Development March, 2005. for Understanding – Leaving No Teacher Behind. $75,657. Berg, S. R., Burke, B., & Berg, K. F. Student Course September 2005-August 2006. Evaluations: A Proposal for Change. Honolulu: Hawaii Young, D. B. Hawaii Department of Education. Education International Conference on Education. January, 2005. Laboratory School: A New Century Public Charter School. Brandon, P. R., & Taum, A. K. H. Development and $2,090,054. 2004–2005 school year. Validation of the Inquiry Science Teacher Log and Young, D. B. Hawaii Department of Education. Education the Inquiry Science Teacher Questionnaire. Toronto: Laboratory School: A New Century Public Charter School. American Evaluation Association. October, 2005. $2,460,013. 2005-2006 school year. Brandon, P. R., & Taum, A. K. H. Instrument Kaneshiro, K., Conant, S., Kinzie, R., Baumgartner, E. Development for a Study Comparing Two Versions of & Young, D. B. National Science Foundation (through Inquiry Science Professional Development. Montreal: UH Center for Conservation Research & Training). American Educational Research Association. April, 2005 The GK–12 Program in Hawai‘i: Using Native Biota for Brennan, C. DASH Awareness. Kaewai Elementary Science Education. $1.482,270. 2003–2006. School. January, 2005. Presentations Brennan, C. DASH Awareness. Ewa Elementary School. Acord, S. A. Cross Currents: A Bilingual Bi-national Web- February, 2005. Based Multimedia Resource. Kansas City, MO: National Brennan, C. Technology and Hands-On of Elementary Council for the Social Studies Conference. November, 2005. Science. Dallas, TX: NSTA. March, 2005. Acord, S. A. Cross Currents: A Bilingual Bi-national Brennan, C. Concept Mapping—A Successful
CRDG Year in Review 2005 Year CRDG Web-Based Multimedia Resource. Honolulu: Hawai`i Instructional Strategy for All Kinds of Learners. Dallas, International Conference on Education. January, 2005. TX: NSTA. March, 2005. Baumgartner, E., Burgess, S., Chao, D., & Young, D. Brennan, C. & Gray, M. Gyotaku—Using an Ancient B.. Filling a Professional Development Gap: Impact of Technique to Integrate Science, Art, and Literacy. Dallas, the National Science Foundation GK-12 Project on TX: NSTA. March 2005. Graduate Education. Honolulu, HI: Hawaii International Brennan, C. Germy Goo Puppets. Dallas: CESI Make Conference on Education. January, 2005. and Take/NSTA, March 2005. Baumgartner, E., & Zabin, C. J. Field Ecology Sampling Brennan, C. DASH and Inquiry. Honolulu: Charter Techniques. Kahului, Maui: National Marine Educators’ School Conference. May , 2005. Association. July, 2005. Chun, M. N. Seeing the World Through Different Baumgartner, E., & Zabin, C. J. Project-based Learning Eyes–The Reconstruction of an Indigenous World View. in Marine Science. Kahului, Maui: National Marine Honolulu: Research Conference on Hawaiian Well- Educators’ Association. July, 2005. being. October, 2005. Baumgartner, E., & Zabin, C. J. A Case Study of Project- Dougherty, B. J. Measure Up: Generalized Mathematics based Learning. Honolulu: Hawaii Educational Research for Young Children. Montreal, Canada: American Association. March, 2005. Education Research Association. April, 2005. Baumgartner, E., & Zabin, C. Project-based Learning in Dougherty, B. J. Measure Up: A Generalized Approach. Action. Honolulu: Hawaii International Conference on Anaheim, CA: Research Presession of the National Education. January, 2005. Council of Teachers of Mathematics. April, 2005. Berg, K. F. A Successful Partnership: Year One of a Dougherty, B. J. Algebra for All: Assessment Practices. Professional Development School. Sydney, Australia: Birmingham, AL: Southern Regional Conference, Pacific Circle Consortium Annual Conference. July, 2005. National Council of Teachers of Mathematics. October, Berg, K. F., & Pottenger, F. M. III. Authentic Natural 2005. Science in the Classroom Delivered through Ten Modes of Gray, M., & Baumgartner, E. The Fluid Earth and Inquiry. Sydney, Australia: 29th Annual Conference, Pacific the Living Ocean. Kahului, Maui: National Marine Circle Consortium. July, 2005. Educators’ Association. July, 2005. Berg, K. F. & Berg, S. R. A Distance Education Model Gray, M. E., Nguyen, T. T., & Speitel, T. W. Developing for In-service Training. Honolulu: Hawaii International and Implementing an Alternative Version of FAST Conference on Education. January, 2005. Professional Development. Montreal: American 2 Educational Research Association. April, 2005 Scholarship
Lai, M. K., Kawakami, A. J., Cram, F., Porima, L., & Olson, J. & Olson, M. Lending Students a Hand(held). Aton, K . Brackish Waters: Going With the Flow in Grand Rapids, MI: Michigan Council of Teachers the Space Between Indigenous Cultural Identities and of Mathematics Conference and T-Cubed Midwest Western Professional Evaluation Roles. Toronto: American Regional Conference. October, 2005. Evaluation Association. October, 2005. Olson, M., Olson, J., & Dougherty, B. Mathematics Kawakami, A. J., Aton, K., Cram, F., & Lai, M. K. Without Numbers: An Early Grades Approach. Decolonizing Evaluation Practice. Hamilton, Aotearoa Springfield, IL: ICTM Pre-Conference. October, 2005. New Zealand: World Indigenous Peoples. November, Olson, M., Olson, J., & Dougherty, B. How Would 2005. Your Students Measure Up with Measure Up. Lai, M. K., Kishi, G., Dunn, H., Hanohano, M., & York, S. Springfield, IL: ICTM Pre-Conference. October, 2005. Evaluating Reading Achievement Using Mo‘olelo (stories) Olson, J., Okazaki, C., & Olson, M. Gender Equity and Laden with Data. Honolulu: Hawai‘i Educational Research Mathematics: A Journey, Not a Destination. Anaheim: Association. March, 2005. 37th Annual National Council of Supervisors of Lawton, B. The Differential Effects of Two Versions of Mathematics Conference. April, 2005. Professional Development on Teachers Self-efficacy after Pottenger, F. M., Baumgartner, E., Berg, K., Brandon, One year of Program Implementation. Toronto: American P. Brennan, C., Gray, M., & Shimabukuro, S. Re- Evaluation Association. October, 2005. Envisioning Inquiry. Honolulu: Hawaii Educational Lee, L., Dougherty, B., & Slovin, H. Early Algebra Research Association. March, 2005. Research: An Overview of the Field. Honolulu: Hawai‘i Pottenger, F. M. III. A Model for an All-Subjects International Conference on Education. January, 2005. Articulated Preschool Through High School Lush, N. W. Cross Currents: A Bilingual Bi-national Curriculum. Sydney, Australia: 29th Annual Web-Based Multimedia Resource. Sydney, Australia: Conference, Pacific Circle Consortium. July, 2005. 29th Annual Conference, Pacific Circle Consortium. Pottenger, F. M. III. Special Workshop. Honolulu: CRDG Year in Review 2005 Year CRDG July, 2005. Hawaii International Conference on Education. January, Mackay, I. F. Research Methods Employed in 2005. Mentoring Research Projects. Aberdeen, UK: Aberdeen Pottenger, F. M. III. Inquiry, Socratic Questioning, University Post Graduate Conference. June, 2005. and Student Reflective Assessment in the Classroom. Madrazo, G. & Speitel, T. Hawaii Content & Sydney, Australia: 29th Annual Conference, Pacific Performance Standards III—Science. Honolulu: Hawaii Circle Consortium. July, 2005. Science Teachers Association Fall Conference. October, Pottenger, F. M. III. Authentic Natural Science in the 2005. Classroom Delivered Through Ten Modes of Inquiry. Menton, L. Teaching Democracy in Occupied Japan: Sydney, Australia: 29th Annual Conference, Pacific The 1947 Constitution. Honolulu: Hawaii Educational Circle Consortium. July, 2005. Research Association. March, 2005. Saka, S. M. (2005). If Sampling Is Good Enough, Menton, L. K. Developing Curriculum Materials on East How Can Resources Be Allocated To Maximize Asia for Seconday School Students. Sydney, Australia: Survey Response Rate? Toronto: American Evaluation 29th Annual Conference, Pacific Circle Consortium. Association. October, 2005. July, 2005. Sjostrom, M. P. & Olson, M. Use Journal Prompts Menton, L. K. Hawaii: The Island Edge of America. to Develop a “Write Way” for Mathematics Learning. Cheju, Korea: First International Conference for the Anaheim: National Council of Teachers of Mathematics. Globalization of Jeju. October, 2005. April, 2005. Nguyen, T. T. & Speitel, T. W. The School Web of Slovin, H., Zenigami, F., & Veneciano, L. All problems Instructional Media, Future Directions. Kahului, Maui: Are Not Created Equal: Worthwhile Mathematics Tasks National Marine Educators Association. July, 2005. for Every Student. Extended session at the Anaheim: Nguyen, T. T. & Speitel, T. W. Marine Biology Computer 37th Annual National Council of Supervisors of Simulations & Visualizations. Kahului, Maui: National Mathematics Conference. April, 2005. Marine Educators Association. July, 2005. Taum, A. K. H., & Brandon, P. R. The Development of Olson, J. Integrating Handheld Technology Across the the Inquiry Science Observation Code Sheet. Toronto: Elementary/Middle School Curriculum. Washington American Evaluation Association. October, 2005. DC: T3 International Conference. March, 2005. Taum, A. H. K., & Brandon, P. R. Coding Teachers in Inquiry Science Classrooms Using the Inquiry Science Observation Guide. Montreal: American Educational Research Association. April, 2005 2 Scholarship
Venenciano, L. Measure Up Mathematics. Honolulu: Awards and Recognitions Charter Schools 5th annual Conference. May, 2005 Suzanne A. Acord received a scholarship to participate Young, D. B. Inquiry-Based Learning. Honolulu: CSAO– in the United States Institute of Peace Summer HCSN Professional Development Conference. May, 2005. Institute on International Peace, Security and Conflict Young, D. B., Baumgartner, E., Gruner, D.S., Rodman- Management in Washington DC July–August, 2005. Bergman, L. M., Lutzow-Felling, C., & Adams, D.N. Morris K. Lai received the College of Education COE Developing Effective University-school Partnerships in Faculty Senate Impact Award. Science Education: The National Science Foundation’s Graduate Students in K–12 Education Program Impact in Morris K. Lai was one of five evaluators sponsored Hawai‘i. Sydney, Australia: Pacific Circle Consortium 29th by a grant from the W. K. Kellogg Foundation to Annual Conference. July, 2005. the Institute for Native Education and Culture (INPEACE) to make presentations on culturally Young, D. B., Shavelson, R., Ruiz-Primo, A., Yin, Y., Ayala, appropriate evaluation methodology at the American C., Brandon, P., Pottenger, F. M., Feldman, A., Tomita, Evaluation Association conference in Toronto and at the M., Scarlett, T., & Haynes, R. Embedding Assessments World Indigenous Peoples Conference on Education in in The FAST Curriculum: The Romance Between Hamilton, New Zealand. Curriculum and Assessment. Sydney, Australia: Pacific CircleConsortium 29th Annual Conference. July, 2005. Linda Menton was selected to participate in 2005 Fall Fellowship in Korean Studies by the Korea Society. Zenigami, F., Okazaki, C., Slovin, H., & Venenciano, The award included a 12 day docent-led study tour of L. Teaching Mathematics Without Numbers: What a Korea designed for textbook writers, editors, and other Concept! Anaheim: 83rd Annual Meeting of the National educational professionals. Council of Teachers of Mathematics. April, 2005. Bill Teter received a diamond award from the National Forensic League in May 2005. The award represents 15,000 competition points accumulated CRDG Year in Review 2005 Year CRDG by Lab School students in competition in the Hawaii Speech League.
0 Personnel Personnel
CRDG Organization College of Education Randy Hitz, Dean Curriculum Research & Development Group Donald B. Young, Director Jane Burke/Peter Estomago, ULS Principal Kathleen Berg, Associate Director Nancy Fujii, Secretary Helen Au, Assistant Director Sheryl Nohara/Russell Chun, Administrative Officer Research and Development Sections Art Social Studies Val Krohn-Ching, Section Head Linda Menton, Section Head English Systems Cheryl Harstad, Section Head Arthur R. King, Section Head CRDG Year in Review 2005 Year CRDG Learning Technology Research Support Thomas W. Speitel, Section Head Information Technology Mathematics Mark Yap Hannah Slovin, Section Head Laboratory School Program Research and Evaluation Jane Burke/Peter Estomago, Principal Paul Brandon, Section Head Keoni Jeremiah, Vice-Principal School Success Audrey Maedo, Secretary Carolyn Shea, Section Head Marketing and Publication Services (MaPS) Science Helen Au Francis M. Pottenger, Section Head
Staff
Acord, Suzanne Alvarado, Katherine Berg, Kathleen F. Social Studies Elementary Administration BA 1996, St. Edward’s; MA 2003, BA 1994, MEd 1998, Guam; MHR BEd 1973, PD 1973, MEd 1980, Hawai‘i 1999, Oklahoma PhD 1992, Hawai‘i Afaga, Lorna Asato, Darrell Bombeke, Kika Program Research and Evaluation Marketing and Publication Services Foreign Language BA 1977, MPH 1981, Hawai‘i BFA 1979, Hawai‘i BA 1992, Maryland at College Park, Aga, Anoilani Au, Helen MA 2001, Hawai‘i Foreign Language Marketing and Publication Services Brandon, Paul R. BA 2003, Hawai‘i BBA 1993, Hawai‘i Program Research and Evaluation Aki, Ty Baumgartner, Erin BS 1970, Portland State; MEd 1978, Athletics Science PhD 1983, Hawai‘i BBA 1983, Hawai‘i BA 1996, Kansas; PhD 2002, Hawai‘i Personnel
Brennan, Carol A. Doyle, Craig K. Harpstrite, James J. Science Elementary Social Studies BA 1965, Catholic University of BA 1972, PD 1989, MEd 2002, BA 1963, Colorado; MA 1967, America; MS 1984, Nebraska; EdD Hawai‘i Hawai‘i; PhD 1971, Michigan State 1996, Hawai‘i Drick, George R. Harstad, Cheryl A. Buchholz, Donald English English Science BA 1966, Yale; MAT 1971, Harvard; BA 1967, MA 1970, Hawai‘i BA 1968, MA 1970, UC Berkeley MBA 1978, Chicago Harstad, James Bugado, Brad Duncan, Kanesa English Athletics Science BA 1963, Washington; MA 1974, BA 2002, Hawai‘i BS 1999, Cal Poly State; MS 2004, Hawai‘i Bukes, James G. PhD 2005, Hawai‘i Hartle, Alison Athletics Dunn, Hugh English BEd 1974, MEd 1985, Hawai‘i Pihana Nā Mamo BA 1992, UC Berkeley; MA 1996, Burke, Jane BEd 1990, MEd 1999, Hawai‘i Hawai‘i ELS Administration Erbe, Piilani Hashimoto, Val BS 1968, Campbell U; MA 1977, Social Studies Science North Carolina at Chapel Hill BA 2001, Brigham Young BS 1993, HPU; MAEd 2003, U Carpenter, Stacey Estomago, Pete Phoenix Science Athletics Higa, Terry Ann BS 2002, Hawai‘i BA 1967, Chaminade; MEd 1998, Program Research and Evaluation Chan, Raymond Hawai‘i BEd 1977, MEd 1978, MEd 1994, Mathematics Fordham, Cecilia PhD 2005, Hawai‘i BS 2002, Hawai‘i Learning Technology Hoof, Jennifer Chang, Nancy BS 1959, SUNY Fredonia; MFA Science CRDG Year in Review 2005 Year CRDG Cafeteria 1976, Hawai‘i BS 2002, Washington; MS 2004, BS 1973, UC Berkeley Fujii, Alycia Hawai‘i Chun, Malcolm Marketing and Publication Services Inouye, Byron Pihana Na Mamo BA 1996, Hawai‘i Learning Technology BA 1976, MA 1981, Hawai‘i Fujii, Nancy BFA 1993, Hawai‘i Chun, Russell Administration Ishihara, Melanie Administration BA 1979, Hawai‘i Mathematics BBA 1982, Hawai‘i Gabrielli, Sandy BEd 1990, Hawai‘i Clark, Robin Learning Technology Jeremiah, Albert (Keoni) Pihana Nā Mamo BS 1990, Nevada, Reno ELS Administration BA 1994, Hawai‘i Gill, Kevin BA 1993, Hawai‘i; MA 2002, Clement, Denise Learning Technology San Francisco Mathematics 2000, California Regional Kaupp, Lauren AS 1973, Johnson & Wales College Occupational Programming Science Collins, Marie Information Technology Training BS 2003, Maryland-Baltimore Science Series County; MS 2005, Hawai‘i MS 1996, Massachusetts Gray, Mary E. Kelsey, Deborah Mary K. DaSilva, Maria Science Performing Arts Elementary BS 1986, Oregon; PD 1990, MEd BEd 1983, Hawai‘i BA 1990, Antioch 1991, Hawai‘i Kido, Lillian Davis, Rebecca Gusukuma, Chance Pihana Na Mamo Elementary Social Studies BA 1971, Hawai‘i BA 2005, Duke BA 1992, Occidental; MA 1999, King, Arthur Doi, Douglas M. Hawai‘i Administration Art Haberman, Martha BA 1946, Washington; MA 1950, BA, BFA 1976, MFA 1983, Hawai‘i Foreign Language EdD 1955, Stanford Dougherty, Barbara BA 1979, Guam; MA 1985, San Jose Kleinjans, David Mathematics Hamilton, Marybeth Science BSE 1982, MA 1985, Northeast English BA 1972, Hawai‘i Missouri State;PhD 1989, Missouri BA 2000, Seattle; MAT 2003, Kozuma, Wayne Portland Program Research and Evaluation 2 BEd 1971, PD 1995, Brigham Young Personnel
Krause, Loretta Krohn–Ching, Waldtraut L. Lai, Morris K. Administration Art Program Research and Evaluation BA 1960, Minnesota; MA 1961 BS 1968, MA 1969, Eastern BS 1965, Stanford; MA 1967, Nebraska; EdD 1969, South Dakota Michigan; MFA 1974, Hawai‘i Hawai‘i; PhD 1972, UC Berkeley Krohn-Ching, Tiana Kuroda, Kathleen Lawton, Brian Performing Arts Performing Arts Program Research and Evaluation BS 2004, Puget Sound BFA 1971, MFA 1983, Hawai‘i BA 2001, Nevada
Sandra Shimabukuro: A Retrospect on CRDG
Sandra Shimabukuro began her career at CRDG as part of a collaboration with the College of Tropical Agriculture and Human Resources (CTAHR). In the mid1970s, with a master’s degree in public health nutrition, Sandy was working with Audrey Maretzki of the then Department of Food Science and Human Nutrition on a food education research and curriculum development project.
CRDG and the Laboratory School became involved in Review 2005 Year CRDG in pilot testing the activities in the curriculum, and Sandy eventually moved her home base from CTHAR to CRDG with the science and evaluation learning through the Hawai‘i Interactive Television sections. She worked on nutrition education and System (HITS). And in her role as a member of the evaluation projects through the 1970s and into the research team, she took hours of video of teachers 1980s. That early work involved conducting needs using DASH in their classrooms and edited the assessments, developing a preschool to grade 12 food footage for use on HITS and other professional and nutrition education program, and providing development and evaluation activities. professional development for teachers and food Looking back over her years at CRDG, service managers. The nutrition needs assessment, Sandy recognizes that changes have occurred in which included a study of the eating habits of school the education landscape, but appreciates CRDG’s children in Hawai‘i, turned into a long-term project commitment to provide quality programs and with follow-up assessments every ten years. The teacher support. She has seen the stress of more latest results are described elsewhere in this issue. demands being made on teachers and admires The 1980s saw Sandy moving back and forth those who have taken on the challenge by creatively between CRDG and CTAHR, as well as taking integrating science with other instruction. She time off for her family. In 1989 Sandy returned to has been rewarded with the opportunity to be in CRDG to work with the Science Section on the classrooms of DASH teachers throughout the state Developmental Approaches in Science, Health witnessing first hand the student enjoyment and and Technology (DASH) program. In her role as authentic learning that occurs. the field support person for Hawai‘i, she quickly For herself, Sandy is grateful to those she became the face of DASH for Hawai‘i elementary worked with at CRDG. They created a lifelong teachers. Sandy coordinated and oversaw DASH learning environment that nurtured and supported teacher professional development institutes on all her as she grew professionally. The lessons learned islands and provided follow-up support throughout will help her take on different challenges in her the school year both in person and by distributed retirement. Personnel
Lee, Aaron Oda, Yukari Scott, Neil Marketing and Publication Services Foreign Language Learning Technologies BFA 1999, Hawai‘i BA 1985, Junshin Women’s College; BE 1970, Canterbury University, New Leong, Jaret BA 1997, Bryn Mawr; BA 1998, Zealand Marketing and Publication Services HPU Shea, Carolyn Lorenzana, Ricardo Okazaki, Claire School Success Summer Programs Mathematics BEd 1997, MEd 2004, Hawai‘i BA 2000, UC-Irvine; MBA 2004, BA 1970, Washington State at Shimabukuro, Erin Hawai‘i Pullman; MEd 2004, Hawai‘i Administration Lush, Noren Olafsson, Kevin BEd 2001, Hawai‘i Social Studies Performing Arts Shimabukuro, Sandra BEd 1974, Franklin College; MA BM 1986, British Columbia Science 1988, Hawai‘i Olson, Judith BS 1970, Hawai‘i; MPH 1973, Mackay, Irene Mathematics Michigan Mathematics BS 1968, Valley City State; MST Shiroma, Michael BSc 1973, MSc 1988, Strathclyde 1981, Wyoming; EdD 1985, Technolo g y (Glasglow, UK), Phd 2005, The Open Oklahoma State AS 2002, HCC Hawai‘i University (UK) Olson, Melfried Shishido, Wayne Maedo, Audrey Mathematics Marketing and Publication Services ELS Administration BS 1968, Valley City State; MA 1972, BFA 1972, Hawai‘i AS 1970, KCC Hawai‘i Arkansas; EdD 1975, Oklahoma Sjostrom, Mary Pat Marquez, Nicole State Mathematics School Success Pottenger, Francis M. BS 1972 Wright State; MA 1981, BA 2002, Wisconsin Science South Florida; PhD 2000, Georgia Menton, Linda K. BS 1951, Otterbein; MEd 1957, State CRDG Year in Review 2005 Year CRDG Social Studies Xavier; MS 1964, New Mexico Slovin, Hannah BA 1968, Chaminade; MLS 1972, Highlands; PhD 1969, Claremont Mathematics MA 1978, PhD 1982, Hawai‘i Graduate School BA 1966, Pennsylvania; MEd 1970, Miller, Matthew Pottenger, Larma Temple; EdD 1996, Hawai‘i Art Editorial So, Winnie BFA 1984, Hawai‘i; MFA 1991, BA 1950, Otterbein Marketing and Publication Services Oregon Quintan, Walter BA, BMus 2000, Hawai‘i; MM 2004, Murchison, Sally Athletics Boston Conservatory Art Ragonton, Jonalyn Solomon, John BFA 1955, UCLA; MFA 1966, Administration Athletics Hawai‘i BBA 2003, Hawai‘i BA 1998, Bluffton; MS 2004, Hawai‘i Narimasu, Bert Ramos, Rosemarie Southworth, John H. Marketing and Publication Services Clerical Science BA 1976, MFA 1993, Hawai‘i AS 1976, St. Ferdinand BA 1961, Pomona; MA 1971, Ng, Joranna Redmond, James Hawai‘i Marketing and Publication Services Science Speitel, Thomas W. BBBA 1995, Royal Melbourne BA 1968, SUNY; MEd 1979, Learning Technology Institute of Technology; Pepperdine BS 1967, Manhattan College; PhD MBA 2000, Hawai‘i Pacific Rivera, Grant 1975, Hawai‘i Nguyen, Thanh Truc T. Cafeteria Starko, Terry Learning Technology Saka, Susan Elementary BA 1996, MEd. 2000, Hawai‘i Program Research and Evaluation BS 1972, Pacific Nohara, Sheryl BS 1980, MEd 1994, Hawai‘i Subedi, Lillette Administration Sakihara, Jean Art BA 1977, MEd 1997, Hawai‘i Foreign Language BA, 1977, BFA 1977, MA 1989, Nunokawa, Shane BA 1958 Jissen Women’s University Hawai‘i Athletics Sand, Noriko Tassill, Kekoa BA 1995, Purdue; MPT 1997, Foreign Language Social Studies Northwestern BA 1973, MA 1975, Tama University BA 2002, Northern Colorado of Arts Tau, Leah Social Studies BA 2001, Hawai‘i Personnel
Taum, Alice Ward , Lori York, Susan Program Research and Evaluation Editorial Program Research and Evaluation BA 1997, Chaminade BA 1983, Hawai‘i; MNM 2002, BA 1992, MA 1994, MEd 2001, Teixeira, Tracy Lee Regis Hawai‘i ELS Administration Watson, Joshua Yoshioka, Darren BSW 1981, MSW 1983, Hawai‘i College & Career Counselor Athletics Teter, William C. BA 1996, Northern Iowa; MA 1999, BS 1993, Fresno State; MS 2004, English Colorado Hawai‘i BA 1976, San Francisco; MA 1983, Withy-Allen, Kira Young, Donald B., Jr. Hawai‘i Science Administration Tomei, Ivan BS 2005, UC-Santa Barbara BS 1968, MS 1969, SUNY; EdD Marketing and Publication Services Wong, Ira 1986, Hawai‘i Torigoe, Wendy Performing Arts Young, Stephen Mathematics BA 1988, Hawai‘i Cafeteria BA 2001, Northwestern; MEd 2003, Yamagata, Lynette Lehua Zenigami, Fay National Louis Univ Mathematics Mathematics Towata, Carolyn S. BS 2002, Brigham Young BEd 1974, PD 1975, MEd 1975, BEd 1967, 5-Yr Diploma 1968, MEd Yap, Mark Hawai‘i 1968, Hawai‘i Information Technology Zorn, Chris Venenciano, Linda BA 2001, Hawai‘i Performing Arts Mathematics Yim, Jonathan BS 1979, Appalachian State; MM BA 1993, MAT 1994, Pacific U Athletics 1996, Colorado BS 2000, Creighton CRDG Year in Review 2005 Year CRDG
5 Collaborations
Universities International Partners Carnegie Mellon University Japan Illinois State University Miami University of Ohio Nishinippon High School Ohio State University Sohseikan High and Middle School Oregon State University University of Tokyo Purdue University Shippensburg State University Korea Sonoma State University Korea Educational Development Institute Stanford University Korea Institute of Curriculum of Education Syracuse University Korea National University of Education University of Arizona University of California–Davis Pacific Islands Departments of Education University of Illinois American Samoa Western Illinois University Federated States of Micronesia (Chuuk, Kosrae, Schools Pohnpei, Yap) Connections Public Charter School Commonwealth of the Northern Mariana Islands Hawai‘i Department of Education Schools Guam Kamehameha Schools Republic of Palau Republic of the Marshall Islands Educational Research/Service Agencies ARTS First Partners Russia Center for Conservation Research and Training, Academy of Sciences, Scientific Council for University of Hawai‘i Cybernetics College of Tropical Agriculture and Human Russian Ministry of Education Resources, University of Hawai‘i Institute of Developmental Psychology and Pedagogy Ecology, Evolution & Conservation Biology, Krasnoyarsk State University University of Hawai‘i Krasnoyarsk Department of Education Education Development Center Eisenhower National Clearinghouse for Singapore Mathematics and Science Hawaii Alliance for Arts Education Ngee Ann Polytechnic Institute Institute for Native Pacific Education and Culture Pacific Circle Consortium Slovakia Pacific Regional Mathematics and Science Comenius University, Bratislava Consortium Pacific Resources for Education and Learning Research Corporation of the University of Hawai‘i University of Hawai‘i Foundation WestEd