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Calculus Reform: Increasing STEM Retention and Post-Requisite Course Success While Closing the Retention Gap for Women and Underrepresented Minority Students
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In: Mathematics Faculty Publications and Presentations (2017)
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| 62 |
Developing collaborative partnerships with culturally and linguistically diverse families during the IEP process
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| 63 |
Bells for Books Community Service
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In: International Journal of Undergraduate Community Engagement (2017)
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| 64 |
Reflecting on a Social Studies-Mathematics Day: Integrating Content Using Multicultural Perspectives
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In: Educational Technology Faculty Publications and Presentations (2017)
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| 65 |
The Use of Visual Arts in World Language Instruction to Increase Student Motivation and Attitude
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In: Boise State University Theses and Dissertations (2017)
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| 66 |
Instructional Strategies for High School ELL Refugee Students in Mathematics
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In: Boise State University Theses and Dissertations (2017)
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| 67 |
Higher Education: The Impact on Bosnian Women Who Came as Refugees to the United States
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In: Boise State University Theses and Dissertations (2017)
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| 68 |
Form, Function, and Relevance of Contemporary Language Resource Centers
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In: Boise State University Theses and Dissertations (2017)
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| 71 |
No'oloto: Exploring the Epistemological Significance of No’oloto to the Academic Achievements of Tongan Tertiary Students in New Zealand
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Abstract:
New Zealand statistics indicate that Pacific students’ academic performance has been low at both secondary and tertiary level. These are significant concerns given that Pacific students are deemed capable of great potential. While there are undoubtedly many factors contributing to educational achievement, this research focussed on whether and how a culturally grounded motivation approach might be applied to increase the educational engagement and achievement of students who do not live in the homeland. One of the most successful Tongan motivation systems is no’oloto. No’oloto is used explicitly by Punake (composers and choreographers) in the Tongan art of fa’u ta’anga (poetry composition), hiva (music). This thesis asks, could no’oloto be used as a tool to motivate Tongan students? It is an honour being a Punake and my experience in no’oloto initiated in me the irresistible urge to explore no’oloto in educational motivation. Questions for this exploratory study were: what motivates Tongan tertiary students to engage and achieve in tertiary education in New Zealand today? What are Tongan tertiary students’ understandings of no’oloto? Moreover, finally, and looking to the future, how could no’oloto be utilised as a motivating system for Tongan tertiary students in New Zealand? Using the Kakala framework, individual and group talanoa were carried out with tertiary level students comprising postgraduate and undergraduate. A focus group talanoa was held with community groups, which comprised of Punake, cultural experts, tui kakala practitioners, Community and Church leaders and community members. Findings from student interviews were that their motivation to study was irregular, characterised by highs and lows. Few students knew about the no’oloto, but when this concept was introduced, all agreed to the potential of no’oloto as a motivational tool generally and for Tongan students. The major focus of the community talanoa was to seek their knowledge, understandings and experiences of the no’oloto generally and as a motivational tool. Findings were that almost three-quarters of the community focus group strongly believed, the no’oloto concept should be reviewed, reclaimed and used as a strategic tool to enhance the advancement of tertiary students in New Zealand today. Community groups identified the main motivation factors integral to no’oloto to be fakakouna (feeling compelled), faka’amanaki (opportunity/ aspiration/inspiration), tauhi vā (honouring relationships), and fakamā and ngalivale (shame & disgrace). Furthermore, no’oloto encompasses four lalava/ha’i (ties/lashes): tukuloto’i (stored/harbour in mind/heart), poletaki (commitment & challenge), tauleva (pride in ownership) and matu’uekina (resiliency). Findings suggest there is great potential in using traditional cultural models, such as no’oloto, as motivational tools for Tongan students in New Zealand and need to test these in a learning situation. As part of the study, the Kakala Research Framework (KRF) was critiqued and refined. The new redefined and proposed tui kakala process consist of ten (10) stages instead of six (6) as per the original framework for this study.
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Keyword:
Education; Kakala Research Framework; Motivation; No'oloto; Punake; Talanoa; Tongan peoples
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URL: http://hdl.handle.net/10292/11040
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| 72 |
Toward a Spirit of Interprofessional Practice: A Hermeneutic Phenomenological Study
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| 73 |
Variations on the Theme of Integration in the "Israeli Democracy"
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In: Senior Projects Spring 2017 (2017)
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| 74 |
The Book of Embraces: A New Translation
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In: Senior Projects Spring 2017 (2017)
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| 75 |
It Takes Two: Compatibility of Perspectives between Students and Teachers and the Effects Effort has on Student Academic Achievement and Subjective Well-being
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In: Senior Projects Spring 2017 (2017)
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| 76 |
The Erasure of Culture through Education: Richard Henry Pratt's Pedagogy and the Figure of the 'Displaced Indian' in American Indian Literature
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In: Senior Projects Spring 2017 (2017)
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| 78 |
Perspectives on poetry : a writing workshop for deaf students
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| 79 |
Raymond Baesler, Veterans Heritage Project (Maricopa Community Colleges)
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| 80 |
Examining Oral Passage Reading Rate Across Three Curriculum-Based Measurement Tools for Predicting Grade-Level Proficiency
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In: Early and Special Education Faculty Publications and Presentations (2017)
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