Thematische Bibliographien / Pacific Island teachers

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Auswahl der wissenschaftlichen Literatur zum Thema „Pacific Island teachers“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 1. Februar 2022

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Zeitschriftenartikel zum Thema "Pacific Island teachers"

Stoicovy, Catherine E., und Matilda Naputi Rivera. „Digital Storytelling as a Culturally Responsive Instructional Strategy for Pacific Islanders in Guam and Micronesia“. International Journal of Online Pedagogy and Course Design 9, Nr. 2 (April 2019): 33–43. http://dx.doi.org/10.4018/ijopcd.2019040103.

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This article explores the use of digital storytelling as a culturally responsive instructional strategy for Pacific Island students on the islands of Guam and Micronesia in the Western Pacific. A major feature of Pacific Island cultures is their orality; therefore, building on the oral tradition through digital storytelling might be one way to optimize language and literacy learning for Pacific Island students in Guam classrooms. The article also describes an accessible and easy-to-use model for digital storytelling using PowerPoint that teachers can use to implement digital storytelling in the classroom.

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Kaspar, Annette, Sione Pifeleti und Carlie Driscoll. „Knowledge and attitudes of schoolteachers in the Pacific Islands to childhood hearing loss and hearing services: A national survey protocol for Samoa“. SAGE Open Medicine 9 (Januar 2021): 205031212110415. http://dx.doi.org/10.1177/20503121211041518.

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Objectives: The Pacific Island region is estimated to have among the highest rates of childhood ear disease and hearing loss in the world. The adverse effects of childhood hearing loss include delayed speech/language development, learning difficulties, and reduced social-emotional well-being. Schoolteachers and early childhood educators are among the first professionals who may suspect hearing loss in their young students, and they are well-placed to initiate referrals to appropriate health services. Given the current efforts to implement Inclusive Education in the Pacific Islands, teachers are also uniquely positioned to positively influence, support, and advocate for a child with hearing loss in their classroom. There are no previous studies on this topic from the Pacific Island region. Methods: The study will use a national survey and convenience sampling design. Teachers attending the Annual Teachers Conference in Samoa will be invited to independently and anonymously completed a 23-item questionnaire on childhood hearing loss and hearing services. Questions are in English, with a Samoan translation provided. The participating teachers will be required to respond with “yes,” “no,” or “unsure,” and to mark their response on the questionnaire. The questions assess knowledge of biomedical etiology of hearing impairment, knowledge of the adverse impacts of hearing loss on childhood development, knowledge of hearing loss identification and intervention, and attitudes toward children with a hearing impairment. Results: Not applicable for a study protocol. Conclusion: We publish these protocols to facilitate similar studies in other low- and middle-income countries, and especially among our Pacific Island neighbors.

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Kerr, JoNita Q., Donald J. Hess, Celia M. Smith und Michael G. Hadfield. „Recognizing and Reducing Barriers to Science and Math Education and STEM Careers for Native Hawaiians and Pacific Islanders“. CBE—Life Sciences Education 17, Nr. 4 (Dezember 2018): mr1. http://dx.doi.org/10.1187/cbe.18-06-0091.

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Climate change is impacting the Pacific Islands first and most drastically, yet few native islanders are trained to recognize, analyze, or mitigate the impacts in these islands. To understand the reasons why low numbers of Native Hawaiians and Pacific Islanders enter colleges, enroll in science, technology, engineering, and mathematics (STEM) courses, or undertake life sciences/STEM careers, 25 representatives from colleges and schools in seven U.S.-affiliated states and countries across the Pacific participated in a 2-day workshop. Fourteen were indigenous peoples of their islands. Participants revealed that: 1) cultural barriers, including strong family obligations and traditional and/or religious restrictions, work against students leaving home or entering STEM careers; 2) geographic barriers confront isolated small island communities without secondary schools, requiring students to relocate to a distant island for high school; 3) in many areas, teachers are undertrained in STEM, school science facilities are lacking, and most island colleges lack STEM majors and modern labs; and 4) financial barriers arise, because many islanders must relocate from their home islands to attend high school and college, especially, the costs for moving to Guam, Hawai’i, or the U.S. mainland. Most solutions depend on financial input, but mechanisms to increase awareness of the value of STEM training are also important.

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DeCoursey, C. A. „Behavioural intention of Pacific Island pre-service teachers to use digital portfolios“. International Journal of Technology Enhanced Learning 1, Nr. 1 (2019): 1. http://dx.doi.org/10.1504/ijtel.2019.10022786.

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DeCoursey, C. A. „Behavioural intention of Pacific Island pre-service teachers to use digital portfolios“. International Journal of Technology Enhanced Learning 12, Nr. 2 (2020): 161. http://dx.doi.org/10.1504/ijtel.2020.106284.

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Elleray, Michelle. „LITTLE BUILDERS: CORAL INSECTS, MISSIONARY CULTURE, AND THE VICTORIAN CHILD“. Victorian Literature and Culture 39, Nr. 1 (06.12.2010): 223–38. http://dx.doi.org/10.1017/s1060150310000367.

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In his Preface to R. M. Ballantyne's most famous novel, J. M. Barrie writes that “[t]o be born is to be wrecked on an island,” and so the British boy “wonder[s] how other flotsam and jetsam have made the best of it in the same circumstances. He wants a guide: in short, The Coral Island” (v). While for Barrie the island is a convenient shorthand for masculine self-actualization, the question pursued here is the relevance of a coral island, or more specifically the coral that forms the island, to the child reader. Published in 1857 and widely recommended for boys in the latter half of the nineteenth century, The Coral Island presents three boys, shipwrecked in the South Pacific, who in the first half of the novel demonstrate their resourcefulness in forming an idyllic community. Their pre-lapsarian paradise is then disrupted, first by Pacific Island cannibals and then by European pirates, the juxtaposition implicitly presenting civility as a quality that must be actively maintained by the European reader, rather than assumed as inherent in ethnicity. The second half of the novel sees the boy narrator, and eventually all the boys, implicated in key Western activities in the South Pacific: piracy, trade, and missionary activity. The latter is important to Ballantyne, a staunch Christian himself, and is focused through the historical phenomenon of Pacific Island “teachers,” that is, converted Pacific Islanders who preceded or accompanied European missionaries in the effort to spread Christianity across the South Pacific. The missionary work highlighted in the novel, as this essay will show, is also integrally connected to the coral featured prominently in its title.

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Inoue-Smith, Yukiko. „Perceived Ease in Using Technology Predicts Teacher Candidates' Preferences for Online Resources“. International Journal of Online Pedagogy and Course Design 7, Nr. 3 (Juli 2017): 17–28. http://dx.doi.org/10.4018/ijopcd.2017070102.

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This study provides a preliminary analysis of teacher candidates' attitudes toward information technology as they predict receptivity to an online resource-based learning. The participants of the current questionnaire-based study were randomly selected teacher candidates (N = 101) at an American Pacific island university. The questionnaire focused on the relationship between the candidates' levels of comfort with technology and the degrees to which they consider the Internet useful in doing coursework. Results from this study may guide teacher education programs, as they seek to optimize teacher candidates' receptivity to course-appropriate online resources. This is because these teachers will shape their own students' attitudes toward online learning environments, promoting their students' tendencies to access resources maintaining lifelong learning perspectives.

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Langridge, Fiona, Malakai 'Ofanoa, Toakase Fakakovikaetau, Teuila Percival, Laura Wilkinson-Meyers und Cameron Grant. „Developing a child health survey for a Pacific Island nation. Integrating the Delphi method with Pacific methodologies“. Pacific Health Dialog 21, Nr. 6 (30.11.2020): 319–34. http://dx.doi.org/10.26635/phd.2020.638.

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Introduction: There is minimal information available that describes the health of children of primary school age (5-12 years) living in the Pacific. Current tools that exist for measurement of health have not been developed with Pacific paradigms in mind. Our objective was to describe the development of a culturally and contextually appropriate health survey to enable measurement of the health status of 5-12 year olds living in a Pacific Island Nation. Methods: Integrating a Delphi method with Pacific methodologies, two rounds of online questionnaires involving 33 panel members reviewed what to include in a health survey for primary school-aged children living in Tonga. The panel consisted of paediatric clinicians and academics, teachers and parents from Tonga, New Zealand, USA, and the UK. Results: Panel consensus was met on a range of domains to be included in the survey including: general demographics (80%), environment (80%), resilience and risk (88%), household economics (80%), psychological functioning (92%), social functioning (92%), physical functioning (88%), cognitive functioning (92%) and individual health conditions (84%). Particular importance was placed on including questions that described exposure of children to violence and abuse (93%). Conclusions: Based upon the consensus of a diverse expert panel, the domains that are necessary for the measurement of health in primary school-aged children living in Tonga were identified. The Delphi method proved a valid and useful technique to assist with the development of such a health survey and enabled the incorporation of a Pacific lens – a Tongan understanding of measuring children’s health.

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Dayal, Hem Chand, und Lavinia Tiko. „When are we going to have the real school? A case study of early childhood education and care teachers’ experiences surrounding education during the COVID-19 pandemic“. Australasian Journal of Early Childhood 45, Nr. 4 (22.10.2020): 336–47. http://dx.doi.org/10.1177/1836939120966085.

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In this study, we set out to explore how two private, early childhood education and care centres in a small island developing state in the Pacific are coping with schooling during the COVID-19 lockdown period. In particular, we used a case-study research approach to explore teachers’ feelings about the situation and what actions or strategies the centres have devised to continue to support education of young children. We also report on the challenges and opportunities that teachers have experienced in teaching remotely. The case studies suggest that teachers feel worried not only about their personal lives, but also about their professional lives as teachers. The findings also reveal how the two early childhood education and care centres innovate in delivering education in a time of severe crisis. Glimpses of success are visible in terms of making teaching and learning possible and meaningful even with very young children. These findings provide useful insights into teaching and learning during a pandemic.

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Inoue-Smith, Yukiko. „Pre-service teachers’ perceptions of the Internet and online courses: the case of an American Pacific Island University“. Asia-Pacific Journal of Teacher Education 42, Nr. 2 (26.03.2014): 119–31. http://dx.doi.org/10.1080/1359866x.2014.892057.

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Dissertationen zum Thema "Pacific Island teachers"

Oto, Mari N. „Ethnic Identity and School Belonging Among Pacific Islander High School Students“. BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6766.

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Pacific Islander high school students in the state of Utah specifically, but across the United States generally, face significant challenges such as high levels of high school dropout and low levels of academic attainment. The purpose of this study was to examine if components of an achieved ethnic identity (exploration and commitment) are positively related to high levels of school belonging among Pacific Islander high school students in Utah. I further investigated whether self-esteem was a mediating factor in any observed relationship between ethnic identity and school belonging. Participants in this study were Pacific Islander youth between the ages of 13-19 years old and attending high school in the state of Utah. The Multigroup Ethnic Identity Measure—Revised, Rosenberg Self-Esteem Inventory, Simple School Belonging Scale, and demographic questions were combined in a survey and taken by 111 participants. Results indicate a significantly positive relationship between school belonging and self-esteem (r = .39, p < .001). However, no relationship was observed between ethnic identity and school belonging. Results also suggests that self-esteem is not a mediating factor, nor is it related to ethnic identity individually for these students. Another purpose of this study was to better understand Pacific Islander students in our public education system, and especially in the state of Utah. Results revealed that ethnic identity may not operate in the same way for students in this study as has been suggested in the literature for other ethnic minorities. Specifically, ethnic identity, as measured by the MEIM-R may not represent the same construct, which leads to questions about how this sample was different than other national samples. The context of Utah may have been a determining factor and may play a role in the formation of ethnic identity for Pacific Islander students who live in Utah, especially for those who are also Latter-day Saint. Future research should look closely at the relationship between religiosity and ethnic identity for Pacific Islander students in Utah schools. The findings from this study also highlight the role of self-esteem in school belonging. They suggest a need to move beyond generalizations of this group of students as "minorities" to understanding how to increase their self-esteem in hopes of boosting their sense of belonging in our schools, thus leading to greater high school retention and academic achievement for this population.

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Buchteile zum Thema "Pacific Island teachers"

Dorovolomo, Jeremy, und Billy Fito’o. „Student Teachers’ Perception of Citizenship Education at a Fiji Teachers’ College“. In Leadership, Community Partnerships and Schools in the Pacific Islands, 65–75. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-6483-3_6.

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Lingam, Govinda Ishwar, und Narsamma Lingam. „Teachers’ Perspectives on Leadership Model in Practice: The Case of Niuean School Leaders“. In Leadership, Community Partnerships and Schools in the Pacific Islands, 13–26. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-6483-3_2.

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Dayal, Hem Chand, und Govinda Ishwar Lingam. „Fijian Secondary Mathematics Teachers’ Beliefs About the Nature of Mathematics and Their Self-Reported Teaching Practices“. In Leadership, Community Partnerships and Schools in the Pacific Islands, 77–90. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-6483-3_7.

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Townsend, Philip. „Aboriginal and Torres Strait Islander Pre-service Teachers’ Views on Using Mobile Devices for Tertiary Study in Very Remote Communities“. In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 495–522. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4944-6_24.

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Stoicovy, Catherine E., und Matilda Naputi Rivera. „Digital Storytelling as a Culturally Responsive Instructional Strategy for Pacific Islanders in Guam and Micronesia“. In Research Anthology on Culturally Responsive Teaching and Learning, 226–37. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-9026-3.ch014.

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Inoue-Smith, Yukiko. „Attitudes Toward Technology Predict Teacher Candidates' Use of E-Resources“. In Advancing Online Course Design and Pedagogy for the 21st Century Learning Environment, 45–61. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5598-9.ch003.

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Facility and ease in using computer technology increase the value that students attach to online learning environments. The current study provides an analysis of teacher candidates' attitudes toward information technology as they predict receptivity to electronic resources (known as e-resources). This questionnaire-based study recruited a representative sample of teacher candidates (N = 101) at an American Pacific Island university as participants. Questions addressed the relationship between teacher candidates' levels of comfort with technology and the Internet, and their preferences for e-resources. Information literacy skills strongly predicted successful use of resource-based approaches to teacher education, which, in turn, predicted positive attitudes toward online learning environments. The results may guide teacher education programs, as they seek to optimize pre-service teachers' receptivity to course-appropriate resources. Working with future teachers affords an opportunity to promote their use of information technology, and their view of learning as a lifelong enterprise.

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Nish, Ian. „William Gerald Beasley 1919–2006“. In Proceedings of the British Academy, Volume 153 Biographical Memoirs of Fellows, VII. British Academy, 2008. http://dx.doi.org/10.5871/bacad/9780197264348.003.0003.

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William Gerald Beasley (1919–2006), a Fellow of the British Academy, was the pioneer in introducing Japanese history into British academic circles as teacher, researcher, and author. He was born in Hanwell, Middlesex on December 22, 1919, and moved to Brackley, Northamptonshire, where he was educated at Magdalen College School. In 1937, Beasley registered for a degree in history at University College London. In the last weeks of World War II, he was in the Pacific Islands interrogating Japanese naval prisoners who were few in number and ‘never seemed to possess important information’. Late in June 1945, Beasley was ordered to join the flagship of the British Pacific Fleet, the HMS King George V, so as to be ‘available for duty in Japan, if needed’. In 1947, he began to teach at the School of Oriental and African Studies, which was the beneficiary of financial help under the recommendations of the Scarbrough Commission. In his great book Japanese Imperialism, 1894–1945 (Oxford, 1987), Beasley re-examined the nature of Japan's imperialism.

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Konferenzberichte zum Thema "Pacific Island teachers"

Waipara, Zak. „Ka mua, ka muri: Navigating the future of design education by drawing upon indigenous frameworks“. In Link Symposium 2020 Practice-oriented research in Design. AUT Faculty of Design and Creative Technologies, 2020. http://dx.doi.org/10.24135/lsa.4.

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We have not yet emerged into a post-COVID world. The future is fluid and unknown. As the Academy morphs under pressure, as design practitioners and educators attempt to respond to the shifting world – in the M?ori language, Te Ao Hurihuri – how might we manage such changes? There is an indigenous precedent of drawing upon the past to assist with present and future states – as the proverb ka mua ka muri indicates, ‘travelling backwards into the future,’ viewing the past spread out behind us, as we move into the unknown. Indigenous academics often draw inspiration from extant traditional viewpoints, reframing them as methodologies, and drawing on metaphor to shape solutions. Some of these frameworks, such as Te Whare Tapa Wh?, developed as a health-based model, have been adapted for educational purposes. Many examples of metaphor drawn from indigenous ways of thinking have also been adapted as design or designrelated methodologies. What is it about the power of metaphor, particularly indigenous ways of seeing, that might offer solutions for both student and teacher? One developing propositional model uses the Pacific voyager as exemplar for the student. Hohl cites Polynesian navigation an inspirational metaphor, where “navigating the vast Pacific Ocean without instruments, only using the sun, moon, stars, swells, clouds and birds as orienting cues to travel vast distances between Polynesian islands.”1 However, in these uncertain times, it becomes just as relevant for the academic staff member. As Reilly notes, using this analogy to situate two cultures working as one: “like two canoes, lashed together to achieve greater stability in the open seas … we must work together to ensure our ship keeps pointing towards calmer waters and to a future that benefits subsequent generations.”2 The goal in formulating this framework has been to extract guiding principles and construct a useful, applicable structure by drawing from research on two existing models based in Samoan and Hawaiian worldviews, synthesised via related M?ori concepts. Just as we expect our students to stretch their imaginations and challenge themselves, we the educators might also find courage in the face of the unknown, drawing strength from indigenous storytelling. Hohl describes the advantages of examining this approach: “People living on islands are highly aware of the limitedness of their resources, the precarious balance of their natural environment and the long wearing negative effects of unsustainable actions … from experience and observing the consequences of actions in a limited and confined environment necessarily lead to a sustainable culture in order for such a society to survive.”3 Calculated risks must be undertaken to navigate this space, as shown in this waka-navigator framework, adapted for potential use in a collaborative, studio-style classroom model. 1 Michael Hohl, “Living in Cybernetics: Polynesian Voyaging and Ecological Literacy as Models for design education, Kybernetes 44, 8/9 (October 2015). https://doi.org/ 10.1108/K-11-2014-0236. 2 Michael P.J Reilly, “A Stranger to the Islands: Voice, Place and the Self in Indigenous Studies” (Inaugural Professorial Lecture, University of Otago, Dunedin, New Zealand, 2009). http://hdl.handle.net/10523/5183 3 Hohl, “Living in Cybernetics”.

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