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How Hawai'i Teachers' Perceptions and Behaviors

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How Hawai'i Teachers' Perceptions and Behaviors HOW HAWAI‘I TEACHERS’ PERCEPTIONS AND BEHAVIORS CALL FOR CHANGE IN PUBLIC EDUCATION: AN ACTION RESEARCH STUDY A DISSERTATION SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAI‘I AT MĀNOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN EDUCATION MAY 2012 By Lisa Maria Galloway Dissertation Committee: Robert Stodden, Chairperson Anne Freese Patricia Halagao Michael Salzman Steven Brown Keywords: teacher family collaboration, parent involvement, teacher action research, school community, change agent team Acknowledgements Thanks are sincerely given to the five participants, unfortunately whom must remain anonymous, for helping me conduct this study and sharing with me their encouragement, trust and dazzling ideas. Mahalo, you amazing women! The students and families who privileged me and my participants with their support and opinions are also most appreciated, and my thanks are given to them for this, as well as for the impetus all students and families inspire in us to conduct educational research. My long suffering husband, who is sure my doctoral studies were harder on him than me, is also deserving of much thanks for his support. Likewise, my family and friends, all still awaiting birthday cards from me – I am grateful for your patience. Ultimately, the five university committee members who supported me, and in particular my committee chair, Dr. Stodden, are most keenly appreciated. Not only could I not have completed this study without you, I simply would not have! Mahalo nui loa, doctors! ii Abstract This multiple-case qualitative study involved six teachers in Hawai‘i public schools who participated in a three credit course focused on increasing teacher-family collaboration. Five self-selected participants engaged in action research conducted over ten months in 2010-11, led by the principal investigator as co-participant. The research question was: (1) In what ways do Hawai‘i public school teachers’ perceptions of, and behaviors toward, family collaboration change given participation in a for-credit professional development (PD) course on family collaboration? The sub-questions were: (a) Do demographic characteristics of the PD teachers and their students influence any changes in the teachers’ perceptions and behaviors? and; (b) Do specific PD teacher driven strategies result in changes in the teachers’ perceptions of, and behaviors toward, family collaboration? Results show: (1) all six teachers’ perceptions of family collaboration were positive and persisted or deepened as a result of their PD coursework, especially their increased efforts to collaborate, 75% of which teachers perceived were effective; (a) links between teacher and student demographics elicited no clear findings, but raised questions about how cultural mismatches between home and school, as well as gender, influence collaboration; (b) teacher driven strategies resulted in some changes in teachers’ perceptions and behaviors – strategies used were both traditional and new and teachers’ perceptions of their effectiveness depended on individual preferences. Notable hindrances to family collaboration identified were lack of attention to students as mediators of communications between teachers and parents/guardians, and excessive demands on families’ time to engage in school-related activities. Teaching students to adopt mediator and activist roles and empowering families through positive and meaningful school-community activities are offered as ways to ameliorate this. Results also suggest teachers should pursue collaboration activities that build authentic relationships over time, which may be achieved simultaneously with other teachers, families, students and community members who explore and adopt new roles and learn and take action together in school-community change agent teams. These recommendations may also help stakeholders address other educational issues in which teachers, students and families currently lack a voice and power to influence public schooling. iii Table of Contents Acknowledgements ............................................................................................................ ii Abstract ............................................................................................................................. iii Abbreviations .................................................................................................................... ix Chapter 1 ............................................................................................................................ 1 What are the Issues? The study in context – teacher morale in 2010-11.................................................. 1 The study in context – implications for collaboration............................................ 2 Opportunities for change – family, culture and place-based learning connections..............................................................................................................3 Opportunities for change – negotiating teacher and learner roles to empower school level stakeholders........................................................................................ 4 Purpose and Goals of the Study.......................................................................................... 5 Anticipated teacher participant outcomes............................................................... 5 Participatory action research goals......................................................................... 5 Chapter 2: Literature Related to the Study.......................................................................... 7 Overview and Purpose........................................................................................................ 7 Definition of Terms............................................................................................................. 7 What is family collaboration?................................................................................. 7 Promises and Hindrances to Teacher-Family Collaboration .............................................. 8 Can family collaboration be effective?................................................................... 8 How is the school system influencing family collaboration?............................... 10 What is Hawai‘i doing to influence family collaboration?................................... 10 What are the influences of demographic characteristics on collaboration?.......... 11 What are the influences of legislated collaboration?............................................ 12 What Influences Teachers’ Perceptions and Behaviors?................................................... 13 Influences on student achievement linked to teacher-family collaboration.......... 14 Cultural bias – effects on student achievement and teacher perceptions................................................................................................ 15 Hawai‘i’s major populations – effects on student achievement and teacher perceptions................................................................................................ 16 Hawaiians..................................................................................... 16 Other Pacific Islanders................................................................. 17 Filipinos........................................................................................ 17 Asians and Caucasians................................................................. 18 Mixed Ethnicities.......................................................................... 18 Acculturation patterns effecting students, families and teachers’ perceptions................................................................................................ 19 Influences on student well-being linked to teacher-family collaboration............. 19 Intergenerational and Indigenous Learning............................................. 20 Group vs. Individual Achievement............................................................ 20 Social and Emotional Learning................................................................ 21 iv Promising Collaboration Practices for Teachers................................................... 22 Suitability and Purpose of Theories Informing the Study................................................. 23 Overview............................................................................................................... 23 Learning by Doing – Experiential Education............................................23 Learning by Doing – Sociocultural Learning Theory............................... 24 Situated Learning Theory.......................................................................... 24 Cultural Modeling..................................................................................... 24 Researching by Doing – Participation and Social Transformation.......... 25 Researching by Doing – Involving and ‘Evolving’ the Researcher........... 26 Suitability of Theory to Participants......................................................... 27 Purpose of Theory..................................................................................... 27 Conclusion of Literature Review ..................................................................................... 27 Exploratory Research Questions....................................................................................... 27 Central research question.....................................................................................
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