Review Journal
| Tittle
|
Culture-based education and its relationship to student outcomes |
| Journal | Kamehameha university |
| Download | www.ksbe.edu/_assets/spi/pdfs/CBE_relationship_to_student_outcomes.pdf |
| Volume and Page | September 2010, Hlm: 1-30 |
| Years | 2010 |
| Writter | Shawn Kana‘iaupuni, Brandon Ledward, ‘Umi Jensen |
| Reviewer | Andi Harmiawan |
| Date | 30th Mei, 2017 |
| Purpose of Research | The findings are consistent with prior qualitative studies, indicating that culture-based educational strategies positively impact student outcomes, particularly Native Hawaiian student outcomes. This research underscores the benefits of culturally responsive pedagogy and practice. The implications of this study are valuable for education practitioners, programs, and policymakers seeking ways to eliminate achievement gaps for indigenous and other students. |
| Subject of Research | Hawaian- students enrolled in school around hawaian at the Kamehameha school |
| Data Source | The Research uses several ways :
1. Demographic Questionnaire 2. Interview 3. Data Analysis |
| Method of Research | The Research Use two Methods:
1. Quantitative Component |
| Stage of Result | The Research is divided into several stages :
1. Language: use of heritage language in teaching 2. Ohana and community involved 3. Determine The Steps and Scoring 4. Preparing the Materials which will be used for Research to support heritage of language inflict education |
| Result of Research | The teacher data reveal three main findings. First, the data show evidence that CBE is being implemented to varying degrees in classrooms across the state. As expected, Hawaiian culture- and language-based schools are quick to adopt CBE. However, results indicate strong CBE users teaching in mainstream settings as well. Second, CBE is not limited to Hawaiian teachers. Although Hawaiians subscribe to culture-based pedagogy more often, these approaches also are embraced by non-Hawaiian teachers, especially those in school settings that prioritize cultural relevance in education. Third, across all school types, including culturally grounded schools, teachers report regular use of the strategies that are generally considered best practice in teaching and instruction. Rather than CBE being divergent from best practices, the data suggest a “double win” for children in culture-based environments. Specifically, the data suggest that in culture-rich environments, teachers go above and beyond conventional best practice to achieve relevance and rigor, delivering highly relevant education via culture-based strategies in addition to the research-based body of teaching strategies known as best practices. In effect, principles such as contextualization and joint productive activity are most often achieved by teachers using culturally relevant strategies. |
| Strength ofResearch | 1. The Theoretical Basis is Right
2. Using many of The Analysis Methods |
| Weakness ofResearch | There are several materials which can be enhanced, namely:
A. Methodelogy 1. Quantitative Component – Nothing treatment foundation for use it, it have to include references from books or articles about the use of treatment. “(a) without access to annotations, (b) with only verbal annotations available, (c) with only visual annotations available, and (d) with both visual and verbal annotations available” – Detail about the pretest and post-testwas not included, so it does not convince the reader that strategy was carried out or not. 2. Quantitative – No attachments on what is being asked to students at the time in interview takes place.
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| Conclusion | 1. This research is still in need of repair, so it needs for criticism and suggestions.
2. The strategy used to be very helpful in this research. 3. In this journal can help the student to the face listening comprehension. |