the PCC Conference Program Booklet

Transcription

th
pacific circle consortium
Navigating Global Trends of Education
Within the Pacific Region
of
o
the n rthern
an
a isl ds
common w
m
ia n
ea
h
ar
lt
commonwealth of the northern mariana islands
Founded
19 47
Autonomy
Jan. 11, 1988
ic
em
pu
bl
school sy
st
CO
PA
C
IFIC
CIRC
40
NS
O RT I U M
LE
th
of
o
the n rthern
an
a isl ds
common w
m
ia n
ea
h
ar
lt
Saipan, Commonwealth of the Northern Mariana Islands
Founded
1 9 47
Autonomy
Jan. 11, 1988
ic
em
pu
bl
school sy
st
i n t e r n at i o n a l
With support from the following:
At the Park
Offfice of the
cnmi governor’s office
2015-2016
Executive Committee
About
The Pacific Circle Consortium (PCC) was established in 1977 as an initiative
in international co-operation between educational research and development
institutions in the Pacific Region initially drawn from Organisation
Officers
chair Cresantia F. Koya Vakaùta
chair-elect Alexis Siteine
past chair Shiowlan Doong
secretary Marcia Rouen
treasurer Lori Ward
for Economic Co-operation and Development (OECD) countries. The
Consortium is now independent from the OECD.
The PCC now draws members from Australia, New Zealand, several Pacific
Islands, China, Hong Kong SAR, Japan, South Korea, Malaysia, Taiwan,
Executive Members
Thailand, Sri Lanka, several states of the United States, Vietnam, Canada,
Laura Elena Ortiz Camargo
Rosilyn Carroll
Jennifer Curtis
Niusila Faàmanatu-Eteuati
Manutai Leaupepe
Masashi Urabe
Latvia, and México. Conference attendees have also come from Europe, the
United Kingdom, Russia, Nepal and Ecuador.
The purpose of the Pacific Circle Consortium is to promote international
and intercultural understanding and cooperation among the peoples and
Ex-Officio
Rita Sablan (2016 Conference)
Thanh Truc T. Nguyen (PCC Secretariat)
Journal Editor
Elizabeth Rata and Alexis Siteine
countries in and around the Pacific Ocean. The Consortium fulfils this
purpose through school-related international, cooperative, programs and
activities in educational research, curriculum development and professional
development. The Consortium shares ideas, resources, information,
materials and personnel among Pacific countries and institutions.
The Pacific Circle Consortium is committed to principles of equity. It seeks to
reflect this commitment in its participation, programs and materials.
www.pacificcircleconsortium.org
2
40 th Pacific Circle Consortium : Navigating Global Trends of Education Within the Pacific Region
40th Pacific Circle Consortium
Committee Members
Overall Conference Chair
Dr. Rita A. Sablan, Ed.D, CNMI Public School System
Contents
David J. Attao, Interim President, Northern Marianas College
Dr. Richard Seder, RTI International
Marketing, Sponsorships & Communications
Frankie Elipitico & Jacqueline Che
Raynard Travilla, Lorenzo Attao
Onsite Registration
Paulette Sablan, James Sablan, Carla Sablan, Emelinda Cabrera
Anna Guerrero, Derwin Johnson, Elia Odoshi-Santos
Ronna Eriich, JP Indalecio, Liela Yumul, Mary Anne P. Borja, Reo Arriola
Logistics
Glenn Muna, Martha Kintol
2
About the Pacific Circle Consortium
5
At-a-Glance Calendar
6
Conference Venue Map
7
Conference Site Information
8
Saipan Map
10
Welcome Letters
Jonathan Aguon, Mercedes Deleon Guerrero, Emelinda Cabrera
Albert Camacho, Ashley Richards, Edward Sablan, Evonne Cabrera
Ferdie Ngirmekur, Franz Decena, Jonathan Liwag, Jordan Scott
Joseph Torres, Pedro Baquilles, Ruth Calvo
Shawn Deleon Guerrero, JP Indalecio
Finance
Derek Sasamoto, Perlie Santos
Hospitality, Entertainment, Banquet
Charlotte Cepeda, Lucretia Borja, Emelinda Cabrera
Cynthia Deleon Guerrero, Erlynn Sakisat, Mele’Ani Cepeda, Patty Aguon-Cruz
Strictland Persinger, Brandon Nicholas, Charlene Quitano, Keane Palacios
Sessions
21
Tuesday, July 5, 2016
33
Wednesday, July 6, 2016
45
Thursday, July 7, 2016
48
Friday, July 8, 2016 - Post Conference
JP Indalecio
Transportation & Lodging
Kimo Rosario, Jacqueline Che
Augustin Aldan, Greg Perez, Manny Sablan
Abraham Quitugua, Melvin Camacho, Mariano Palacios
Leonardo Aveina, Gerard Muna, Jack Quitugua
40
Exhibit
Jackie Quitugua, Tammy Ada, Farah Younis
Crystal Pangelinan, Jessica Taylor, Lizabeth Hofschneider
Giselle Butalig, Patricia Sablan
th
Publishing - PCC Presentation Booklet
Dr. Richard Seder, Frankie Eliptico, Emelinda Cabrera, Paulette Sablan
Publishing - Awards & Banquet Booklet
Charlotte Cepeda, Lucretia Borja
Emelinda Cabrera, JP Indalecio
July 4 - 7, 2016 • saipan southern high school • saipan, cnmi
3
2 016 N EI L BAUMGA RT LE CTURE
In memory of Emeritus Professor Neil Baumgart, former chair of the Pacific Circle Consortium
(PCC), and distinguished educator, scholar and mentor, the PCC has established a memorial
lecture to be presented at its annual conference. The 2016 Neil Baumgart Lecture is delievered by
Dr. Patrick Tellei, President of Palau Community College.
The title of this year’s Neil Baumgart Lecture is “Sustainable Development Goals: The Whole World
Knows, What About Us?”.
Patrick Ubal Tellei, Ed.D.
president
palau community college
Having served as the president of Palau Community College since 1999, Dr. Patrick U. Tellei also
worked as Associate Commissioner for Curriculum, Instruction and Assessment and Vocational
Education Coordinator for the CNMI Public School System. He also served as a delegate to Palau’s
Second Constitutional Convention and served two terms as a commissioner for the Accrediting
Commission for Community and Junior Colleges.
2 016 PETER BRICE AWA RD
The Peter Brice Award is presented annually by the conference host country to an individual
who best exemplifies the aims of the Pacific Circle Consortium (PCC). Peter Brice represented
New Zealand in the early days of the PCC when it was under the auspices of the OECD. He
was an officer in the New Zealand Ministry of Education at the time. Upon his passing, his wife
graciously worked with the PCC to develop an award in his honor. Mr. Brice is best remembered
for his wisdom his humanity and his lifelong commitment to educational ideals.
The 2016 recipient of the Peter Brice Award is Dr. Rita A. Sablan, current Commissioner of
Education for the Commonwealth of the Northern Mariana Islands Public School System.
Rita A. Sablan, Ed.D.
commissioner of education
cnmi public school system
Dr. Rita A. Sablan is an experienced educational leader in public education in early childhood,
elementary and secondary, including special education and special programs.
Dr. Sablan received her Bachelor in Science in Elementary Education from the College of Saint
Mary in Omaha, Nebraska and proceeded to San Jose State University in San Jose, California
where she received her Master’s Degree in Education Administration and Supervision in 1983.
In 2008, she received her Doctoral in Educational Leadership with emphasis in Curriculum,
Instruction and Assessment from the University of Phoenix: School of Advanced Studies.
Having been with the Public School System (PSS) for more than 25 years, Dr. Rita A. Sablan has
worked in just about every sector of PSS. Her journey began as a teacher at Garapan Elementary
School in 1982 and after 2 years of classroom instruction she then became a principal for the next
7 years.
Dr. Sablan was an instrumental part of the development of PSS’s Youth Advisory Panel and the
Parent Advisory Panel. In 2008, the Commissioner established the Comprehensive Systems for
Building Local Capacity which was made to develop a pool of local teachers and personnel.
In August of 2008, Dr. Sablan became the Commissioner of Education and became the Chief
State School Officer for the CNMI Public School System.
4
At-a-Glance Calendar
Monday, July 4, 2016
1:00 pm to 5:00 pm
PCC Executive Committee Meeting
Giovanni’s Conference Room, Hyatt Regency Saipan
Tuesday, July 5, 2016 at Saipan Southern High School
7:30 am to 8:30 am
Registration
12:15 pm to 1:30 pm
Lunch Break
8:30 am to 9:00 am
Welcoming (General Assembly Building)
1:30 pm to 2:15 pm
Presentation Sessions
9:00 am to 10:00 am
Neil Baumgart Lecture by
Dr. Patrick Tellei
2:30 pm to 4:00 pm
Island Tour
10:00 am to 10:30 am
Tea Break
(across the Oleai Sports
Complex/Baseball Field)
“Sustainable Development Goals:
The Whole World Knows, What
About Us?”
5:30 pm to 9:00 pm
Sunset Welcome Dinner
Minatchom Atdao,
Kilili Beach, Susupe
Thursday July 7, 2016 at Saipan Southern High School
8:30 am to 9:00 am
Registration & Housekeeping Announcements
(General Assembly Building)
9:00 am to 10:00 am
Connection Between Malama Honua
& Micronesian Navigation by Sesario Sewralur
10:00 am to 10:30 am
Tea Break
10:30 am to 11:15 am
11:15 am to 11:30 am
Session Transition
11:30 am to 12:30 pm
Northern Marianas College:
Resilience in the face of Typhoon Soudelor
12:30 pm
Conference Concludes
10:30 am to 11:15 am
5:30 pm to 9:00 pm
Peter Brice Award Dinner
Hibiscus Hall at the Fiesta Resort & Spa, Garapan
11:15 am to 11:30 am
Session Transition
11:30 am to 12:15 pm
Wednesday, July 6, 2016 at Saipan Southern High School
8:00 am to 8:30 am
Registration &
Housekeeping
Announcements
8:30 am to 9:15 am
9:15 am to 9:30 am
Session Transition
9:30 am to 10:30 am
Plenary Session:
Dr. Robert Underwood
“Cultural Heritage in Pacific 21st
Century Schools: What is the
Point?”
10:30 am to 11:15 am
Tea Break
11:15 am to 12:00 pm
12:00 pm to 1:30 pm
Lunch Break
1:30 pm to 2:15 pm
2:30 pm to 4:00 pm
PCC General Membership
Meeting
Friday, July 8, 2016 at Saipan Southern High School
(pre-registration required)
8:30 am to 12:00 pm
Improvement Science:
An Introductory Workshop
5
RN HI
GH
OL
S A I PA
HO
N
S
THE
SC
OU
MANT
THE
A
R
A
H
101
101
103
102
104
computer labs
G
101
I
102
101
library
F
E
101
gate 3
OF
Y
2002
E
general parking
S
FOUNDED
M
general parking
H
O
JROTC
Exibit Room
RM 5
RM 3
D
2
Exibit Room
1
RM 7
RM 2
RM 1
5
10 4
10
Hanam
Supermarket
co
ion
rat
mm
ist
itt
reg
3
10 2
10
1
10
ee
5
10 4
10
1
10
2
10
3
10
A
general parking
7
10 6
10
B
3
Exibit Room
general assembly
RM 4
Exibit Room
general parking
C
4
RM 6
TO SAIPAN SOUTHERN HIGH SCHOOL
pad
Committee
Parking Area
gate 2
C
gate 1
exhibit
room 1
Room 6
Room 5
exhibit
room 2
D
Work Session Rooms/ General Assembly
Committee Building Head Quarters
Registration/Payment Building
Restrooms/ Toilets
School Campus Classrooms
exhibit
room 3
Room 4
exhibit
room 4
Room 3
Room 7
40
th
Room 2
Room 1
6
Conference Site Information
Presenters Assistance
General Assembly
Presenters who may need help or assistance regarding their
workshop location, materials, or technology equipment
should visit the conference registration office.
The General Assembly is located at the Saipan
Southern High School Cafeteria.
Social Media
Emergency & Group Safety
All attendees are encouraged to share their experiences and
impression of the conference on social media by using the
hashtag #PCC2016CNMI. You may even be stopped and
invited to participate in our daily “ask an attendee” feature to
share what you’re learning at the conference.
In the unlikely event of an emergency while at the
conference, please check with the event and facility
personnel for assistance or visit the conference registration
office for assistance or dial the numbers : 911.
Should you need help in learning how to “share” on social
media please feel free to visit the conference registration office.
Lost & Found
Before each morning session all are to proceed to
the General Assembly (School Cafeteria) location.
If you Lost an Item
Please check to see if anyone has turned it in to the
conference registration office.
Internet Access
Internet access is available throughout the campus.
If You Find an Item
Please bring it to the conference registration office.
Discounts
Promotional
Offers for PCC
Participants!
Must present your
conference badge to the
following establishments
to receive discounted
rates!
10%
10%
5%
10%
10%
10%
25%
10%
5%
5%
10%
10%
10%
10%
10%
All Star Sporting Goods
Boarderline Surf & Skate Shop
Café at the Park Restaurant
Cappricciosa Restaurant
Caravan Restaurant
Hard Rock Café Restaurant
Islander Car Rental
Joeten Department Store
Joeten Grocery Store
Joeten Super Store
KFC Restaurant
Taco Bell Restaurant
The Athlete’s Foot
Tony Roma’s Restaurant
Truong Restaurant
7
SAIPAN
Marpi
COMMONWEALTH OF THE NORTHERN MARIANA ISLANDS
San Roque
Managaha Island
Tanapag
Puerto Rico
Capital Hill
Garapan
Navy Hill
As Teo
Gualo Rai
Papago
Oleai
Kagman
Chalan Kiya
Susupe
Chalan
Kanoa
San Vicente
Fina Sisu
Chalan Piao
Aslito
Dandan
San Antonio
Koblerville
Saipan
International
Airport
Main Road
Coral Reef
Obyan
2 mi
2 km
40th Pacific Circle Consortium
Main Conference Site
8
n at
Pavchom
i l l i At
on da
o
Mi
Joeten Supermarket & Department Store
Joeten-Kiyu Public Library
Department of Public Safety
Susupe Fire Station
Truongs Vietnamese Restaurant
360 Revolving Restaurant
Gentlebrook Restaurant
Zoom Cafe Restaurant
Oleai
Su
n
H o Pa l
te l a ce
San Roque
ad
Wo Sa
rl ip
Ho d Re an
Be
te l s o r
ach
t
Ro
Hig Mari
h S ana
cho s
ol
Ole
ComSpor t ai
p s
Marpi lex
Tanapag
Ka
Resonoa
Ho te r t
l
Winchell’s Donut Shop
Shirley’s Coffee Shop
Payless Supermarket
Town House Store
Taco Bell & KFC Restaurant
Shell Gas Station
Marge’s Kitchen
Our Lady Mt. Carmel Cathedral
Puerto Rico
Capital Hill
Navy Hill
Susupe
Susupe
Lake
As Teo
Subway
Bank of Guam
Gold Ribbon (Bakery)
Yummy Land Restaurant
Papago
Chalan
Kanoa
Beach Road
Kagman
San Vicente
Cha
lan
Tun
Dandan
Joa
qui
nD
oi
Saipan
International
Airport
Beac
h Ro
ad
Hop
Jr. Hwood
Scho igh
ol
Obyan
As
Pe
rd
Main Road
Main Road Inside Roads
ido
Inside Roads
Ro
a
Coral Reef
d
Chalan
Piao
1000 ft
2 mi 500 m
2 km
9
governor ralph dlg. torres
Håfa Adai yan Tirow!
lt. governor victor b. hocog
On behalf of the people of the Commonwealth, we welcome all of you who traveled from
near and far to participate in the annual Pacific Circle Consortium Conference here on Saipan.
This is a special moment because we celebrate the 40th occasion this conference has been held,
and because this is the first time it has been held in our region.
Since 1977, the conference has brought together educators and policymakers from all over to
share ideas and promote intercultural understanding and cooperation among the countries of
our region.
As we face an ever-changing modern society, it is paramount that we come together and
bring fresh concepts to the table to share with each other
We thank the Research Triangle Institute for collaborating with the Public School System
and the Northern Marianas College in putting together this two-day event. We hope that in the
spirit of the 40th PCC, we can celebrate in the enrichment of knowledge sharing.
We wish you a successful conference.
Si Yu’us Ma’åse yan Ghilisou!
Ralph Dlg. Torres
governor
10
Victor B. Hocog
lt. governor
11
SENATE
1 9 th Northern Marianas Commonwealth Legislature
Office of the Senate President
Håfa Adai and Welcome!
On behalf of the Members of the Senate of the 19th Northern Marianas Commonwealth Legislature
and the people of the Commonwealth of the Northern Mariana Islands, it is an honor to welcome you
to our beautiful shores as we host the 40th Annual Conference of the Pacific Circle Consortium (PCC).
Since the inception of the PCC in 1977, countries throughout the Asia-Pacific Region have committed
valuable time and resources in ensuring that the initiative of PCC in developing an international cooperation between educational research and development institutions sails through future generations
by the Pacific tides that unite us all.
As inhabitants of the Asia-Pacific Region, we have faced the wraths of natural disasters, struggle
with high cost in essential commodities, witness the detrimental effects of global warming and echo
our sentiments for equality and advancement in our education system. However, despite the many
natural or human caused scenarios designed to break us down, our passion for educating our children
overpowers all the negative aspects in the world, which is evident by your presence here today. Through
organizations, like the Pacific Circle Consortium, countries are able to grasp onto innovative techniques
accommodating to the educational needs of our communities, while instilling the pride and heritage of
the Asia-Pacific Region.
In closing, I would like toextend our heartfelt appreciation to allof you present today, most
especially to the organizers for spending countless hours putting this event together. May we all
continue to enlighten one another and recognize the various facets that have contributed to the growing
success of our educational system.
Respectfully,
Francisco M. Borja
senate president
12
HOUSE of REPRESENTATIVES
1 9 th Northern Marianas Commonwealth Legislature
Office of the Speaker
Håfa Adai!
Hafa Adai! This year the Pacific Circle Consortium (PCC) celebrates 40 years of fostering
intercultural understanding and cooperation. This remarkable feat reflects hard work, sacrifice,
and significant financial commitment and we are reminded of a quote by Erasmus: “When I have a
little money, I buy books. If any is left over, I buy food and clothes.” Like the scholars, researchers,
administrators, and policy makers gathering for the PCC, we value education and we honor your
commitment to improve the quality of education in our respective schools and institutions of higher
learning.
On behalf of the 19th CNMI House of Representatives, we welcome the participants of the 40th
Annual Conference of the Pacific Circle Consortium and we also congratulate both the Research
Triangle Institute, the Northern Marianas College, and the CNMI Public School System for partnering
up to host such a prestigious event.
Respectfully,
Rafael S. Demapan
speaker, 19th northern marianas commonwealth legislature
13
COMMONWEALTH OF THE NORTHERN MARIANA ISLANDS
OFFICE OF THE MAYOR
MUNICIPALITY OF SAIPAN
Ladera Center Building, Beach Road, Oleai
P.O. Box 501457Saipan, MP 96950
Tel: (670) 234-6208 • Fax: (670) 234-1190 • Email: saipanmayorsoffice@gmail
MU NICIPA LIT Y of SA IPA N
Ladera Center Building, Beach Road, Oleai
P.O. Box 501457 Saipan, MP 96950
Tel: (670) 234-6208 • Fax: (670) 234-1190
• e-mail: Pacific
[email protected]
40th Annual
Circle Consortium
Message from the Mayor of Saipan
We want to welcome all participants in this very important gathering for the 40th Ann
40th Annual Pacific Circle Consortium
Circle Consortium to our very beautiful island of Saipan. Hafa adai and Tirow from o
Message from the Mayor of Saipan
The constant search for growth, development, and guidance has never stopped people
We want to welcome all participants in corners
this veryof
important
gathering
for the together
40th Annual
Pacific
the world
from coming
to share
experiences, visions, paradigms, c
discoveries
development
in technology,
human resource, education, and so many
Circle Consortium to our very beautiful island
of Saipan.and
Hafa
adai and Tirow
from our island.
things. Our inherent inquisitiveness that we are, we unconsciously sense a duty to ma
to others what we know, what we think, what we believe, what we observe, what we l
The constant search for growth, development, and guidance has never stopped people from all
what we want. In this sometimes complex process of association, we seek feedback, a
corners of the world from coming togethersupport,
to share experiences,
paradigms,
cuttingsome
edge of us fear even the faintest criticism
agreement, visions,
and criticism,
although
discoveries and development in technology,work
human
resource,
education,
and
so
many
other
things.
here at the 40th Annual Pacific Circle Consortium is geared for today’s needs an
are meant to
fill athe
gaps
of yesterday’s
puzzle and, at the same time, as a steppin
Our inherent inquisitiveness that we are, wethat
unconsciously
sense
duty
to make
known to others
nextwhat
year’s.
Good luck
hope
your
presence here will be a model for other
what we know, what we think, what we believe,
we observe,
whatand
wewe
learn,
andthat
what
we want.
to do what you are doing.
In this sometimes complex process of association, we seek feedback, assurance, support, agreement,
and criticism, although some of us fear evenPlease
the faintest
here
at the 40th
Annual
enjoycriticism.
your stayYour
herework
in our
beautiful
island
of Saipan, and if you have a chanc
Pacific Circle Consortium is geared for today’s
needs
and
demands
that are
to fill
the gaps
of
away
after
the
conclusion
of meant
the 40th
Annual
Pacific
Circle Consortium, please vis
islands
of year’s.
TinianGood
and Rota.
yesterday’s puzzle and, at the same time, as magnificent
a stepping stone
to next
luck and we hope that
your presence here will be a model for others to aspire to do what you are doing.
Please enjoy your stay here in our beautiful island of Saipan, and if you have a chance to wander
away after the conclusion of the 40th Annual Pacific Circle Consortium, please visit our other
magnificent islands of Tinian and Rota.
______________________________________________
DAVID M. APATANG, Mayor, Municipality of Saipan
David M. Apatang
mayor, municipality of saipan
14
Message from the Executive Committee Chair
Dear Members and Friends of the Pacific Circle Consortium:
Hafa Adai, Ni Sa Bula Vinaka, Talofa Lava, Kia Ora and Warm Pacific Greetings to you all.
It gives me great pleasure to welcome you all, on behalf of the Pacific Circle Consortium Executive Committee,
to the 40th Annual Conference.
The 40th Pacific Circle Consortium Conference Navigating Global Trends of Education Within the Pacific Region is
a milestone event for the organization. 2016 is a year in which we celebrate four decades of dedicated efforts towards the
promotion of international and intercultural understanding and cooperation among the peoples and countries in and
around the Pacific Ocean. This is also the first conference to be hosted in the Northern Pacific region.
We thank the Commonwealth of the Northern Mariana Islands Public School System, Northern Marianas College,
and RTI International and everyone in the CNMI for their hospitality in welcoming us to their shores and for the
commitment to ensuring a memorable conference experience in one of the most beautiful parts of the Pacific region.
The conference themes of: Curriculum; Instruction (methods, model, and theories); Learning and Outcome Standards;
Assessment; Teacher Education; Indigenous Education; Workforce Development; College Readiness; and, Marginalized
Students (for example, special education, ethnicity and language), provide a wide scope for intellectual scholarly debate
and deliberations.
Given the diversity of our membership, the ensuing rich dialogue characteristic of the PCC community gatherings,
will be prompted by presentations from across the Pacific region, including Palau, Australia, New Zealand, Fiji, Mexico,
South Korea, Taiwan, Japan, the CNMI, and The United States of America. We are committed to increasing networks and
collaborative research and professional activities and programs which foster partnerships among our membership and we
encourage participants to seek out and engage with existing and new PCC working groups and projects.
We invite you all to attend the PCC annual membership meeting for a discussion about the future of PCC
and upcoming meeting venues. We look forward to a week of thoughtful reflections and the growing of new, and
strengthening of existing collaborations within the PCC family network.
Vinaka Vakalevu (Thank you very much) and warmest regards.
Cresantia F. Koya Vakaùta
pacific circle consortium executive
committee chair
15
Commonwealth of the Northern Mariana Islands
State Board of Education and the Public School System
P.O. Box 501370, Saipan, MP 96950
Tel: (670) 237-3061 • Fax: (670) 664-3798 • www.cnmipss.org
Herman T. Guerrero
Rita A. Sablan, Ed.D.
Joint Message
from the
State Board of Education Chairman &
Public School System Commissioner of Education
Hafa Adai yan Bien Binidu
It is with great pleasure that we welcome you to the beautiful island of Saipan and the Commonwealth of
the Northern Mariana Islands for the 40th Annual Conference of the Pacific Circle Consortium.
The CNMI Public School System is proud to host this historic conference that brings participants from
various places in the pacific region such as Australia, Fiji, New Zealand, Hawaii, the Micronesian region,
Guam, the Asian region and the United States mainland. In addition, we welcome the participants that consist
of researchers, practitioners, and experts from educational institutions in both the public and private sectors,
including various stakeholders who are vested in improving the education of our children.
It is our hope that this historic conference will bring us closer together to provide a forum on educational
global trends and to bring new ideas while ensuring that we sustain our culture and traditions in our respective
communities.
The theme for this year’s conference is “Navigating Global Trends of Education in the Pacific Region”
that includes key aspects within the field of education from preschool to post-secondary education. We are
confident that the exchange of ideas at this conference will drive further discussions as you return back to your
communities to continually improve the quality of education for all children.
We are most grateful to have you and certainly would like for you to know that we honor all of you for the
work that you do for our children in our pacific region.
The State Board of Education and the Public School System family wishes to extend their congratulations on
the occasion of your 40th year anniversary.
of
o
the n rthern
common w
Founded
1 9 47
Autonomy
bl
Jan. 11, 1988
ic
Rita A. Sablan, Ed. D.
commissioner of education
cnmi public school system
em
pu
chairman
state board of education
n
a isl a ds
Herman T. Guerrero
m
ia n
ea
h
ar
lt
Best wishes,
school sy
st
Students First
16
Northern Marianas College
P.O. Box 501250, Saipan, MP 96950
Tel: (670) 234-5498/237-6899 • Fax: (670) 234-1270 • www.marianas.edu
Frank M. Rabauliman
David J. Attao
Joint Message
from the
Board of Regents Chairperson & Interim President
On behalf of all Northern Marianas College students, staff, faculty, and Board of Regents, we welcome all of
the participants of the 40th Conference of the Pacific Circle Consortium.
We are extremely honored to have partnered with the CNMI Public School System and RTI International
to host this momentous gathering of educational leaders and visionaries from all across the Pacific. We have
no doubt that the presentations, discussions, and networking that will take place over the next few days will
contribute to the advancement of educational research and development in our region. And as such, we look
forward to meeting with all of you individually and are eagerly anticipating the opportunity to engage in an
exciting exchange of ideas.
The 40th Conference of the Pacific Circle Consortium would not have been possible without the generosity
and support of many volunteers, governments agencies, private sectors companies, and the planning committee
members who have been working hard these past few weeks to organize the event. We want to express our deep
appreciation and thanks for their contributions.
While on Saipan, we invite all visiting participants to enjoy the beauty of our islands and the myriad number
of activities that are offered here in the Marianas. If there is anything we can do to make your visit more enjoyable,
please let our us or our team know.
Again, welcome to the Northern Mariana Islands!
Frank M. Rabauliman
chairman
board of regents
David J. Attao
interim president
northern marianas college
17
Tuesday, July 5, 2016 • 10:30 AM – 11:15 AM
Schedule
7:30 am to 8:30 am
Registration
12:15 pm to 1:30 pm
Lunch Break
8:30 am to 9:00 am
Welcoming (General Assembly Building)
1:30 pm to 2:15 pm
9:00 am to 10:00 am
Neil Baumgart Lecture by
Dr. Patrick Tellei
2:30 pm to 4:00 pm
Island Tour
“Sustainable Development Goals:
The Whole World Knows, What
About Us?”
10:00 am to 10:30 am
Tea Break
5:30 pm to 9:00 pm
Sunset Welcome Dinner
Minatchom Atdao,
Kilili Beach, Susupe
(across the Oleai Sports
Complex/Baseball Field)
10:30 am to 11:15 am
11:15 am to 11:30 am
Session Transition
11:30 am to 12:15 pm
high school students. Specifically, the effect of background variables,
national image and national identity on the variables of global
citizenship was explored. 3400 students in total were randomly
stratified sampled and the 3101 of them responded effectively with
91.2% response rate. Descriptive statistics, T-test, one way ANOVA,
regression analysis, canonical correlation analysis and path analysis
were employed to analyze the data.
The main findings of the study positively supported the two
propositions above. First of all, the global citizenship of the students
was indeed affected by their national identity, especially in the
variables of “cultural identity” and “ethnic identity”. Secondly,
the national identity of the students was affected by their national
image, especially in the variables of “industry and life”, “culture”
and “civic society.” Besides, it was found that the national image
and national identity of the students significantly impacted on their
global citizenship. The global citizenship of the students could be
significantly predicted by the variables of students’ attitude toward
“culture”, “cultural identity”, “history”, “ecological resources”,
“institutional identity”, “ethnic identity”, “industry and life” and “the
ability to communicate in foreign languages.”
Room 2
Room 1
Impact of the National Image and National Identity
of Taiwan’s Secondary School Students on Their
Global Citizenship
Presenters: Chen, Li-hua & Yeh, Wei-ling
Abstract: Taiwan’s Ministry of Education (MOE) published “A White
Paper on International Education for Primary and Secondary Schools
(IEPS)” in 2011. The White Paper aimed to cultivate 21st global
citizens with the goals of four dimensions: national identity, global
awareness, global competitiveness and global responsibility. The
White Paper declared that “It is our goal, through the exposure of
international education that our youth will be able to further develop
a strong national identity. Securely grounded in their own cultural
history,…our young people…becoming more aware of Taiwan’s place
in history and within the international community.” Furthermore, it
stated that “international education should be gradually implemented
by making students learning foreign language, culture and then
global related issues. During the process, students’ international
consciousness with national identity is hopefully shaped. Finally,
students will be guided to become world citizen with the global
competition ability and global responsibility.” The policy statement
above implies a proposition that building up student’s national identity
should contribute to their global citizenship. However, it hasn’t been
proved yet by any empirical research. This study aimed to examine
this proposition.
Ming Ruan (2004), a famous China’s exile and politics analyst, analyzed
Taiwan’s people on their China identity and Taiwan Identity. He
pointed out national identity was an abstract and vague concept, and
it was necessary to focus on concrete national image to depict and
interpret the meanings of distinct national identities. Based on the
proposition of Ruan’s analysis, this study also aimed to explore the
relationship between national image and national identity.
In sum, this study employed questionnaires to explore the current
situation and the relationship among national image, national identity
and global citizenship of Taiwan’s senior high school and vocational
Mentoring Beginning Teachers
Presenter: Pilch, Judy
Abstract: This presentation builds on the latest research for mentoring
beginning teachers based on a standards based accreditation system
in NSW in Australia. It reviews best practice teaching and learning
strategies for effective learning, leadership opportunities for teachers
introducing mentoring for early career teachers and presents a model
for mentoring beginning teachers.
This presentation introduces the latest research on mentoring
and offers a review of mentoring relationships and mentoring
program components in schools. It offers program components
to induct beginning teachers, options in choosing an appropriate
mentor, operation of a mentoring program at a Sydney school, and
possibilities for mentoring in other schools. It introduces a best
practice mentoring model including observation, modelling and
feedback. It is underpinned by community of practice theory and
uses latest research literature. It builds on current doctoral research at
Central Queensland University and a paper presented at the inaugural
AITSL Highly Accomplished and Lead Teacher Conference in Adelaide
South Australia in March 2016.
It reviews mentoring as opposed to coaching and professional
development. A comparison is made of mentoring in education,
medicine and business and it explores the purpose of mentoring.
It examines mentor roles and relationships between mentors and
mentees and unravels mentoring practices designed to enhance
quality teaching in a secondary school. It includes discussion on
how characteristics of mentoring relationships can be shaped by
factors which include personal characteristic of mentors and novices,
induction program policies, implementation, supports and culture of
teaching in the school context where the relationships are situated.
The presentation explores the effects of mentoring on easing
preservice teachers into the teaching profession, effects of mentoring
on instructional practice, on reducing teacher attrition and enhancing
achievement of student learning outcomes. It identifies the need for
mentor and mentee training, and outlines benefits for both parties.
21
Tuesday, July 5, 2016 • 10:30 AM – 11:15 AM
The need for joint lesson planning and standards achievement
is stressed as is identifying teacher strengths in planning their
teaching. It reviews how the novice then starts to engage in practical
theorizing and evaluating their teaching against criteria by observing
the mentor’s modelling and eventually the novice asking relevant
questions and using the mentor as a research assistant. It reviews
conflict between mentors as assessors and assistants and offers
suggestions as to implement a practical mentoring model.
It reviews mentoring over time including developmental relationship
stages –initiation, cultivation, separation and redefinition based on
Kram’s (1983) seminal studies on mentoring. The political realities
and logistics of a mentoring program and legislative requirements are
addressed.
Room 4
The Relationship Between Federal Funding and Student
Performance on Standardized Test Scores
Presenter: Eliptico, Frankie
Abstract: Many U.S. affiliated islands receive millions of dollar
every year in funds provided by the U.S. federal government. This
presentation looks at the what impact federal funding has had on
student performance on standardized test scores in the Pacific,
particularly in the CNMI, RMI, and FSM, over the past few years. The
presentation is not based on a doctoral thesis, but rather on research
conducted over a one year period by a cohort of students (from
these areas) who were part of the Executive Leadership Development
Program.
Room 3
Re-Conceptualizing/Vitalizing/Imagining Global Trends of
Play Eithin Teacher Education
Presenter: Leaupepe, Manutai
Abstract: This paper presents research that has explored play – its
concepts, interpretations, complexities and multiple meanings.
It is interested in the ways in which play has been understood,
experienced and practiced that draws particular attention to cultural
perspectives within the Pacific region. In early childhood education
(ECE) settings, the notions of social justice, gender, equity and
fairness are global trends that have to some extent, called for
reconceptualizing the nature and purpose of play within the context
of teaching and learning for young children. Play has the potential to
address the aforementioned notions that can be both liberating and
challenging. Teachers are in a powerful position to influence childrens’
understandings of such issues and can advocate for responsive ways
to be inclusive. Teacher education programmes are challenged with
preparing teachers for a world that appears to place less emphasis
on play. The need for revitalizing play comes with an understanding
of how diverse and changing the world is becoming. For it seems not
so long ago that what was considered as valuable learning could only
occur when teachers themselves were the instigators, directors and
who were immediately involved with children. The reimagining of play
lends itself to the endless possibilities and opportunities for children
to lead learning, with teachers in support. This involves viewing
children as competent learners, confident in their abilities and capable
of directing their own learning.
Discussions from this paper invite participates’ to think about their
personal childhood play memories and consider these in light of
what children experience and are exposed too. The following posing
questions seek to generate further robust discussions. To what extent
do my views of play hinder or enhance childrens’ learning? Who are
the real players when it comes to play and what is my role? How
can I encourage play for young children? What concerns do I have
as a teacher when it comes to children’s play and why? In addition,
teachers would need to critically reflect on their approach to these
questions and consider the impact.
22
Room 5
PCC Project —Digital Citizenship Education:
Development of an Internet Safety and Ethics Program for
Elementary School cChildren in Hawaii (Part 1)
Presenter: Nguyen, Thanh Truc T.
Abstract: Digital technology and Internet access in U.S. schools are
growing as evidenced by increased 1-to-1 computing case studies.
The rapid adoption of digital-communication technologies has
changed society (David-Ferdon & Hertz, 2009), most notably enabling
more collaboration, creativity, and exploration. However, access
has also increased exposure to and engagement in Internet misuse,
such as online piracy, copyright infringement, impersonation, and
cyber victimization to name a few. Additionally, digital access and
affordability inequities have grown between the haves and have-nots
(Hoffman, Novak, & Schlosser, 2000), thus revealing large learning
gaps for those who cannot afford or have access to digital tools.
And, with such a diverse population of technology users, there is
also a generational divide, where both young and old, digital natives
and immigrants (Prensky, 2001) have differing experiences with and
perspectives of the Internet, safety and security, information sharing,
and the various skills and knowledge needed to navigate the uses
of technology ethically, safely, and responsibly. Schools in Hawaii
recognize the need for online ethical and responsible behavior
strategies not just for children, but also for adults to support and
integrate these approaches into existing policies and practices. An
online learning module series was created in a previous initiative
to provide a Digital Citizenship curriculum for children in grades 4
and 5. Through a mixed-method design, we will share students’ and
adults’ perceptions of Internet safety and ethics, and gain constructive
feedback to be used to enhance the modules for future use.
An online learning module series focused on digital citizenship with
a strong emphasis on adult support and participation was created
to bring together a collaborative cadre of researchers and field
experts to develop technologies and strategies for increasing home
and school Internet safety. The overall purpose of this study is to
investigate the effects of the online learning module curriculum.
Digital citizenship education incorporates the tenets of ethics, digital
etiquette, and character development that can empower technology
users with ethical decision-making skills, knowledge of how to behave
10:30 AM – 11:15 AM • Tuesday, July 5, 2016
appropriately in a cyber community, and an understanding of the
cascading consequences of actions. The main objective of the online
learning modules is to increase the knowledge and skills of young
technology users to ethical decision making strategies online. The
work is grounded in character education delivered in cartoon form
through learning activities and age-appropriate content assessments.
This study will examine students’ and adults’ thoughts and perceptions
of Internet safety and ethics, and provide feedback on the online
learning modules that will be used to enhance the program for
future use. The main research question is as follows: To what extent
will an online digital citizenship curriculum that encourages adult
participation influence students’ and adults’ perceptions of Internet
safety and ethics?
Because digital citizenship and Internet safety education are relatively
new concepts with few empirically researched best practices, the
online learning module series was created using reoccurring themes
and ideas from well-cited digital citizenship and Internet safety
research and curricula (Patchin & Hinduja, 2012; Willard, 2002; Ribble
& Bailey, 2007). The Six Pillars of Character (Josephson, 2015) were
also interwoven into the stories and ethical dilemmas within each
module. The six pillars that laid the foundation for the module content
are trustworthiness, respect, responsibility, fairness, caring, and
citizenship.
Though we do not yet have complete results, we do expect to have
preliminary analysis completed prior to the conference. We do know
from informal previews with teachers that they are excited to see
the final version of the module series and how it will work in their
classrooms. Educators have expressed strong recognition that Internet
safety and Digital Citizenship education need to be focused priorities
of all members of a learning community. While educators are crucial
conduits to engaging children in ongoing Internet safety discussions,
modeling appropriate behaviors themselves, and guiding youth
through their online exploration and discoveries (Baum, 2005), parents
and community members are very important as well. Our future
studies will include the experiences and perspectives of parents and
community members using this online learning module series outside
of school contexts and environments.
Room 6
PCC Project: Women, Equity, & Culture (Part 1)
Presenters: Curtis, Jenny & Carroll, Rosilyn
Abstract: Violence against female adults and children: Why haven’t
we stopped it?
Every culture of our world has sayings about the importance of the
home and community; the provision of ‘home’ for shelter, security and
happiness and the community for protection, education and extended
family. However, for many the ‘home’ and ‘community’ is a place of
sadness, pain, abuse and violation.
Violence against women by an intimate partner, or against children
by a caregiver is a major concern in 2016. The World Health
Organisation, in 2005– over a decade ago, published results of study
that analysed data from ten countries on the prevalence of violence
against women where few data were previously available.
What the report hasn’t done is:
1.
progress the findings to countries of the Asia-Pacific Rim,
the membership countries of the Pacific Circle Consortium,
especially by way of a culturally inclusive literature review
2.
determine the degree to which domestic violence is
culturally engrained, or derived from culturally-based
gender roles in the Asia-Pacific Rim
3.
suggest programs, who’s outcome were positive for women
and children in preventing and/or stopping the abuse.
The aim of this research is to have a mixed-methods, action-oriented,
ethically based culturally comparative study, which will increase our
understanding of this problem in our membership countries, from a
cultural point of view; analyse the programs that are already in place,
in particular the degree to which culture and tradition plays a part; and
draw similarities and differences as to what the ‘picture’ looks like in
our ‘neck of the woods’.
It is hoped that this report will draw culturally-based conclusions and
suggest what investments could be made to help protect women and
children in the countries of the Asia-Pacific Rim.
We are at the embryonic stage of this study, and are keen to prepare a
plan for project implementation so if you are interested in joining our
sub-committee to progress this discussion.
23
10:30 AM – 11:15 AM • Tuesday, July 5, 2016
Room 7
PCC Project: Fishing in the Pacific (Part 1)
Presenter: Ward, Lori
Abstract: Fishing in the Pacific is based on a previous project of the
Pacific Circle Consortium that was created in the late 1980s under
the same name and published in a series of four books. The new
project will start from this base and build on it through an international
collaboration that will create an interactive curriculum appropriate for
the twenty-first century. These foundational concepts of the original
project are still relevant and will guide the development of the new
curriculum:
•
The Pacific Ocean represents a shared environment that
both binds and separates Pacific peoples.
•
Pacific peoples must share in the decisions about the uses of
the ocean.
•
Cross-cultural collaboration can empower students to
understand and empathize with the concerns, needs, and
ways of life of other Pacific peoples.
We have established the following goals for the work session to be
held at the PCC Conference 2016 in Saipan:
•
Commitment to participate (as an author of the curriculum)
•
General agreement on form and creation of an outline
•
Statement of objectives/vision
•
Articulation of processes/skills that are covered in inquiry
project process
•
General agreement on delivery vehicle
•
Buy-in (or not) to ECM approach
•
Discussion of advisory committee(s)
•
Develop a lesson template
•
Decisions about style issues
•
Decide on a platform for communication/collaboration
•
Set goals for the following year
To this foundation, the new curriculum will add elements that reflect
twenty-first century issues, concerns, and sensibilities as well as the
opportunities created by current technologies:
•
Stewardship: students as local and global citizens
•
Synthesis of topics across the curriculum
•
Project-based format
•
Students as educators within the community
•
Hybrid delivery of curriculum and research products
Fishing in the Pacific is based on a constructivist philosophy of
learning. Among the constructivist assumptions are the beliefs that all
learners construct their own knowledge and understanding from their
experiences, that this knowledge development is incremental, and
that the knowledge we hold in common is developed and clarified
through interactions with others. Within this framework, the curriculum
uses integrated units that connect the learning taking place in school
to students’ community and everyday life outside of school. The
curriculum uses a research team model. In this model, the teacher will
serve as a facilitator of group interaction as students work in research
teams to plan and execute investigations, discuss and validate
hypotheses, summarize data and draw conclusions, and plan strategies
to educate their communities about their chosen topic.
One of the highlights, and one of the great challenges, of this
curriculum is that it is truly interdisciplinary, not in the sense that it
includes aspects of many different subject areas, but in the sense
that it integrates them organically in the types of inquiry projects
students may undertake. As such, this program will not be appropriate
for use as the basic curriculum for any one subject, but should be
able to supplement the basic curriculum in many subject areas. It is
understood that, depending on the project chosen, students may
need to do further research to provide background information before
starting their project.
24
11:30 AM – 12:15 PM • Tuesday, July 5, 2016
Room 1
Room 2
Identity Directives in the Curricula of
Three Pacific Nations: New Zealand, The Republic of
Nauru, and The Cook Islands
Transforming Teacher Practice in Early Grade
Reading Instruction
Presenter: Siteine, Alexis
Abstract: This paper outlines a study that examines the inclusion of
student identity affirmation in the national curricula of three Pacific
nations with educational, political, and economic ties: New Zealand,
The Republic of Nauru, and The Cook Islands. In each nation’s
curriculum, the study questions why it has appeared and how is to
be understood? In particular, the study sets out to problematise the
inclusion of identity in curriculum and to investigate fundamental
questions around two central concepts: identity and knowledge. How
is identity understood? What knowledge should students develop
about identity? How are the concepts of identity and knowledge
encoded in curriculum policy for teachers to enact? The study seeks to
explain and critique the changes that have accompanied the inclusion
of the term identity as well as the directive that teachers should affirm
their students’ identity.
A three-part methodological approach is used to examine these
questions: the development of conceptual tools, policy analysis, and
an empirical study. The concept of knowledge differentiation is used
to analyse and to distinguish between epistemic and social knowledge
in order to explain why teachers are given the task of affirming
identity as a curricular requirement, a task that draws on the teacher’s
social knowledge, which is based on their beliefs and experiences.
Curriculum statements and policy documents from New Zealand,
The Republic of Nauru, and the Cook Islands are analysed using the
conceptual tools of knowledge differentiation and culturalism in order
to understand the ideas, values, and aspirations that are encoded
in the curriculum. The final part of the study focuses on teachers’
beliefs, understandings, experiences and classroom practice related
to identity, knowledge, and curriculum. It examines teachers’ beliefs
and practices as they decode the national curriculum with respect to
affirming their students’ identities.
An initial review of each nation’s curriculum suggests that the inclusion
of the concept of identity is positioned as being integral to achieving
the stated goals a 21st century education system. Furthermore, the
inclusion of identity emphasises social knowledge and is viewed
as a means for addressing student underachievement. I argue that
the appearance of the term identity in national curricula has been
relatively swift and unproblematised and has a two-fold deleterious
effect. First, a focus on developing dispositions related to identity
changes the nature of curriculum because it has the potential to
displace subject knowledge in the curriculum. The displacement of
knowledge undermines the central purpose of schooling, namely
to provide equitable access to knowledge. Those students who do
not have access to such knowledge in other spheres of their lives
are disadvantaged as a result of the curriculum provided at school.
Secondly, I acknowledge that the inclusion of identity as a way of
ensuring that marginalised groups are recognised and affirmed in
the context of school is an important pedagogical practice. However,
the conflation of culturally responsive pedagogy with the content
of curriculum does not provide opportunities for students to move
beyond their social identities. It has the potential effect of trapping
them within their experiences and limiting their learning to that which
they already know or have access to elsewhere. As such, the study
draws attention to the symbolic violence that identity in the curriculum
can engender.
Presenter: Bulat, Jennae
Abstract: There is broad consensus in the educational community that
reading is the fundamental skill that children must master to succeed
in their academic and professional careers. The importance of
providing high-quality early grade reading instruction is beginning to
be reflected in global educational discourse, and increasing numbers
of ministries and departments of education are regularly monitoring
early grade reading outcomes on a regional or national scale.
Many teachers, however, for a variety of reasons, still struggle to
implement instructional routines that research suggests are the most
likely to help children learn to read. Teachers may be ill at ease
teaching in their system’s prescribed language of instruction, may
hold beliefs about how reading competency is acquired that induce
them to implement ineffective classroom practices, may never have
received formal training in the teaching of reading, and/or may not
have the skills or materials to apply what they have been taught about
reading instruction. The result is that, although we are approaching
the year 2015, millions of children around the world are still unable to
read by grade four (UNESCO, 2014). This unpleasant reality militates
against the creation of school systems that are truly rooted in inclusive
and relativist philosophies, since low achievement in reading deprives
generations of children of equal opportunities to learn, discover, and
grow.
For student outcomes in reading to improve worldwide, thereby
creating opportunities for the development and institutionalization
of high-quality reading-oriented instruction, we must catalyze
positive changes in teaching practices in early grade reading on a
global scale. Working toward this goal, many programs in diverse
contexts already supply teachers with materials, resources, training,
and coaching. Often these programs go so far as scripting lesson
plans linked to carefully-sequenced student texts, using cell phone
and other technologies to create continuous feedback channels that
teachers can activate for support, and initiating intensive classroombased coaching routines meant to guide early grade reading teachers
in using new material and routines in a familiar environment. In
each case, the programs strive to provide inputs and structure that
are sufficiently simple that they can influence hundreds, or even
thousands, of teachers permanently to change their professional
habits.
This presentation offers an investigation of teachers’ adoption,
assimilation, and integration of new early grade reading instructional
practices, even in the cases where the materials and routines provided
have been highly standardized. Framed from the perspective of
teachers as the primary agents of classroom change (rather than as
the passive beneficiaries of programs designed to galvanize that
change), the presentation explores concepts related to the desirability,
feasibility, and pace of renewing and revitalizing instruction in early
grade reading. At the conclusion of the presentation, participants
will have an opportunity to reflect on how teachers’ unique attitudes,
beliefs, and fears influence and calibrate the pace of instructional
change, and to envision how the application of innovative and
responsive models and best practices pave the way for the
transformation of teacher practice necessary for a future where
humanist education is the norm.
25
Room 3
Ka Pilina: Approaching Math Through a Cultural Lens
Presenters: Siscon, Samantha, Takahashi, Kiriko & Toyofuku, Justin
Abstract: Ka Pilina: AIM Together is a 3-year project funded by the
U.S. Department of Education, Native Hawaiian Education Program,
to improve mathematics outcomes of 7-12th grade students (Award
# S362A120030). The specific goals of Ka Pilina are: (1) to strengthen
students’ interests and skills in Algebra; (2) to encourage and improve
the application of math skills; and, (3) to help students become more
successful in math as they transition from middle school to high school
and into college.
To achieve these goals, the project staff utilize culturally responsive
innovative, blended learning intervention. The project also capitalizes
on local resources to make math meaningful to students. In addition,
the project incorporates: teacher Professional Development (PD), math
camps, math community days, mentoring sessions, and Intelligent
Tutoring Systems in Math.
Over the 3 years, 41 teachers and 279 students have participated in
some aspects of the project. The presentation will share our approach
and results and impacts of the project.
Room 4
This paper will present the ways in which the developmental English
courses are being re-envisioned at NMC. The new model, to be
implemented in the Fall 2016 semester, will make comprehensive
improvements across the entire curriculum as well as to its attendant
processes, resulting in changes to both courses and the placement
mechanism. The changes include an evidence-based evaluation of
placement results to determine the best method to place students.
The proposed changes to the courses will also be discussed in
relation to improved student outcomes.
_____________________________________________________________
Noted work in this arena includes Everett Rogers’ Diffusion of Innovations (Simon and
Schuster, 2003), which codified language to describe successive groups of consumers of an
innovation as: innovators, early adopters, early majority, late majority, and laggards. Rather
than objectifying teachers as consumers in this manner, this presentation attempts to present
their experiences from a more emic point of view, providing insight as to the process of
1
joining one or another of these groups.
Room 5
Improving Developmental English at
Presenters: Hammond, Brady & Burrell, Ajani
Abstract: Developmental education in tertiary institutions around the
world is currently in flux. Government-supported initiatives such as
Complete College America have spearheaded a movement to reform
the field in an effort to improve student outcomes. Even as these
changes are being implemented, researchers studying developmental
education have started to argue that many assumptions underlying
those changes need to be reevaluated (Goudas and Boylan, 2012;
Mangan, 2015). Others have refuted these claims, leaving the field
in a curious and precarious position (Baily, Jaggers, & Scott-Clayton,
2013). The result is that while experts agree that developmental
education is in need of reform, there is no clear consensus as to what
that reformation should entail.
The developmental education system for Languages and Humanities
at Northern Marianas College has not had substantial changes in many
years. In an effort to ensure students are receiving the highest-quality
education, the department has started to change the developmental
curriculum for all English language skills. The current model at the
college has kept the learning skills mostly discrete. This means that
reading and writing are offered as separate courses. Listening and
speaking, however, are a single course. In addition, the previous
model placed ESL learners into the same courses as developmental
learners in an effort to create a hybrid learning system. While some
students excelled in this system, it was not ideal for all students,
especially given the wide-range of language experiences and
academic abilities found in the student population of the CNMI.
In changing the Languages & Humanities program, NMC faculty and
staff have reviewed the existing research surrounding the movements
in developmental English education ranging from integrated skills
26
approaches to Accelerated Learning Program models such as the
one pioneered by the Community College of Baltimore County.
The goal is to develop a system that addresses the needs of NMC
students. Accomplishing this, however, requires that the research and
models that have been utilized and deployed around the world be
adapted to the Pacific Island context before any program changes are
implemented.
PCC Project—Digital Citizenship Education:
Development of an Internet Safety and Ethics Program for
Elementary School Children in Hawaii (Part 2)
Presenter: Nguyen, Thanh Truc T.
Abstract: Digital technology and Internet access in U.S. schools are
growing as evidenced by increased 1-to-1 computing case studies.
The rapid adoption of digital-communication technologies has
changed society (David-Ferdon & Hertz, 2009), most notably enabling
more collaboration, creativity, and exploration. However, access
has also increased exposure to and engagement in Internet misuse,
such as online piracy, copyright infringement, impersonation, and
cyber victimization to name a few. Additionally, digital access and
affordability inequities have grown between the haves and have-nots
(Hoffman, Novak, & Schlosser, 2000), thus revealing large learning
gaps for those who cannot afford or have access to digital tools.
And, with such a diverse population of technology users, there is
also a generational divide, where both young and old, digital natives
and immigrants (Prensky, 2001) have differing experiences with and
perspectives of the Internet, safety and security, information sharing,
and the various skills and knowledge needed to navigate the uses
of technology ethically, safely, and responsibly. Schools in Hawaii
recognize the need for online ethical and responsible behavior
strategies not just for children, but also for adults to support and
integrate these approaches into existing policies and practices. An
online learning module series was created in a previous initiative
to provide a Digital Citizenship curriculum for children in grades 4
and 5. Through a mixed-method design, we will share students’ and
adults’ perceptions of Internet safety and ethics, and gain constructive
feedback to be used to enhance the modules for future use.
An online learning module series focused on digital citizenship with
a strong emphasis on adult support and participation was created
to bring together a collaborative cadre of researchers and field
experts to develop technologies and strategies for increasing home
and school Internet safety. The overall purpose of this study is to
investigate the effects of the online learning module curriculum.
Digital citizenship education incorporates the tenets of ethics, digital
etiquette, and character development that can empower technology
users with ethical decision-making skills, knowledge of how to behave
appropriately in a cyber community, and an understanding of the
cascading consequences of actions. The main objective of the online
learning modules is to increase the knowledge and skills of young
technology users to ethical decision making strategies online. The
work is grounded in character education delivered in cartoon form
through learning activities and age-appropriate content assessments.
This study will examine students’ and adults’ thoughts and perceptions
of Internet safety and ethics, and provide feedback on the online
learning modules that will be used to enhance the program for
future use. The main research question is as follows: To what extent
will an online digital citizenship curriculum that encourages adult
participation influence students’ and adults’ perceptions of Internet
safety and ethics?
Because digital citizenship and Internet safety education are relatively
new concepts with few empirically researched best practices, the
online learning module series was created using reoccurring themes
and ideas from well-cited digital citizenship and Internet safety
research and curricula (Patchin & Hinduja, 2012; Willard, 2002; Ribble
& Bailey, 2007). The Six Pillars of Character (Josephson, 2015) were
also interwoven into the stories and ethical dilemmas within each
module. The six pillars that laid the foundation for the module content
are trustworthiness, respect, responsibility, fairness, caring, and
citizenship.
Though we do not yet have complete results, we do expect to have
preliminary analysis completed prior to the conference. We do know
from informal previews with teachers that they are excited to see
the final version of the module series and how it will work in their
classrooms. Educators have expressed strong recognition that Internet
safety and Digital Citizenship education need to be focused priorities
of all members of a learning community. While educators are crucial
conduits to engaging children in ongoing Internet safety discussions,
modeling appropriate behaviors themselves, and guiding youth
through their online exploration and discoveries (Baum, 2005), parents
and community members are very important as well. Our future
studies will include the experiences and perspectives of parents and
community members using this online learning module series outside
of school contexts and environments.
Room 6
PCC Project: Women, Equity, & Culture (Part 2)
Presenters: Curtis, Jenny & Carroll, Rosilyn
Abstract: Violence against female adults and children: Why haven’t
we stopped it?
Every culture of our world has sayings about the importance of the
home and community; the provision of ‘home’ for shelter, security and
happiness and the community for protection, education and extended
family. However, for many the ‘home’ and ‘community’ is a place of
sadness, pain, abuse and violation.
Violence against women by an intimate partner, or against children
by a caregiver is a major concern in 2016. The World Health
Organisation, in 2005– over a decade ago, published results of study
that analysed data from ten countries on the prevalence of violence
against women where few data were previously available.
What the report hasn’t done is:
4.
progress the findings to countries of the Asia-Pacific Rim,
the membership countries of the Pacific Circle Consortium,
especially by way of a culturally inclusive literature review
5.
determine the degree to which domestic violence is
culturally engrained, or derived from culturally-based
gender roles in the Asia-Pacific Rim
6.
suggest programs, who’s outcome were positive for women
and children in preventing and/or stopping the abuse.
The aim of this research is to have a mixed-methods, action-oriented,
ethically based culturally comparative study, which will increase our
understanding of this problem in our membership countries, from a
cultural point of view; analyse the programs that are already in place,
in particular the degree to which culture and tradition plays a part; and
draw similarities and differences as to what the ‘picture’ looks like in
our ‘neck of the woods’.
It is hoped that this report will draw culturally-based conclusions and
suggest what investments could be made to help protect women and
children in the countries of the Asia-Pacific Rim.
We are at the embryonic stage of this study, and are keen to prepare a
plan for project implementation so if you are interested in joining our
sub-committee to progress this discussion.
27
Room 7
PCC Project: Fishing in the Pacific (Part 2)
Presenter: Ward, Lori
Abstract: Fishing in the Pacific is based on a previous project of the
Pacific Circle Consortium that was created in the late 1980s under
the same name and published in a series of four books. The new
project will start from this base and build on it through an international
collaboration that will create an interactive curriculum appropriate for
the twenty-first century. These foundational concepts of the original
project are still relevant and will guide the development of the new
curriculum:
•
The Pacific Ocean represents a shared environment that
both binds and separates Pacific peoples.
•
Pacific peoples must share in the decisions about the uses
of the ocean.
•
Cross-cultural collaboration can empower students to
understand and empathize with the concerns, needs, and
ways of life of other Pacific peoples.
We have established the following goals for the work session to be
held at the PCC Conference 2016 in Saipan:
•
Commitment to participate (as an author of the
curriculum)
•
General agreement on form and creation of an outline
•
Statement of objectives/vision
•
Articulation of processes/skills that are covered in inquiry
project process
•
General agreement on delivery vehicle
•
Buy-in (or not) to ECM approach
•
Discussion of advisory committee(s)
•
Develop a lesson template
•
Decisions about style issues
•
Decide on a platform for communication/collaboration
•
Set goals for the following year
To this foundation, the new curriculum will add elements that reflect
twenty-first century issues, concerns, and sensibilities as well as the
opportunities created by current technologies:
•
Stewardship: students as local and global citizens
•
Synthesis of topics across the curriculum
•
Project-based format
•
Students as educators within the community
•
Hybrid delivery of curriculum and research products
Fishing in the Pacific is based on a constructivist philosophy of
learning. Among the constructivist assumptions are the beliefs that
all learners construct their own knowledge and understanding from
their experiences, that this knowledge development is incremental,
and that the knowledge we hold in common is developed and
clarified through interactions with others. Within this framework, the
curriculum uses integrated units that connect the learning taking
place in school to students’ community and everyday life outside of
school. The curriculum uses a research team model. In this model,
the teacher will serve as a facilitator of group interaction as students
work in research teams to plan and execute investigations, discuss and
validate hypotheses, summarize data and draw conclusions, and plan
strategies to educate their communities about their chosen topic.
One of the highlights, and one of the great challenges, of this
curriculum is that it is truly interdisciplinary, not in the sense that it
includes aspects of many different subject areas, but in the sense
that it integrates them organically in the types of inquiry projects
students may undertake. As such, this program will not be appropriate
for use as the basic curriculum for any one subject, but should be
able to supplement the basic curriculum in many subject areas. It is
understood that, depending on the project chosen, students may
need to do further research to provide background information before
starting their project.
28
1:30 PM – 2:15 PM • Tuesday, July 5, 2016
Room 1
Education for Active Citizenship? The Ideal and the Real
of Taiwan’s Citizenship Education
Presenter: Doong, Shiowlan
Abstract: Citizenship education in Taiwan is not only about
democracy. It is also regarded as a part of statecraft, as a means to
serve the ideological needs of the regime, maintain national security,
(re)shape national identity, as well as transmit desirable moral values.
Thus, it has two functional facets: the democratic and the moral.
On the democratic facet, it aims to support and strengthen the
democracy by transmitting ideas and values/attitudes of constitutional
government, sovereignty to the people, rule of law, equal and
inclusive citizenship, and protection of human rights. It also focuses on
developing participation skills of conflict resolution, informed decisionmaking, ability to influence society and policy, communication,
debating skills, problem solving, coping with ambiguity, working
with others, assessing risk and the like. On the moral aspect, its
foci are to cultivate citizens with moral consciousness and behavior.
It is concerned with developing moral virtues (e.g. law-abidance,
loyalty, filial piety, harmony, and peacefulness) of “good” citizens and
promoting cooperative relationships with the government so as to
create a “harmonious and democratic” society. Thus, is citizenship
education in Taiwan really about “education for active citizenship” by
its very nature? It remains questioned.
In this paper, I will first introduce the concepts and contested
underlying rationales of Taiwan’s citizenship education, followed
by a historical review of the curriculum development at the high
school level. Second, I will present some key findings on aspects of
active citizenship from the IEA ICCS study. According to the result
of the ICCS, Taiwanese students’ achievement in civic knowledge is
significantly higher than the ICCS average and ranks fourth out of the
38 participating countries. However, in the civic engagement domain,
Taiwanese students’ averages are mostly significantly below or even
more than 3 score points or 10 percentage points below the ICCS
average. Taiwan’s students possess relatively low interest in political
and social issues, undervalue their efficacy as citizens, have rather
limited participation in civic activities, as well as expect low political
participation in the future. Finally, I will analyze the pedagogy and the
practice of citizenship education in schools to set out key challenges
concerning education for active citizenship in Taiwan.
Room 2
21st Century Teacher Preparation for
Multicultural Learners
in support of the mission of Northern Marianas College with
understanding of regional and global diversity in a changing world.”
The NMC program is designed to engage education learners in a
developmental process of acquiring the knowledge, attitudes, and
skills necessary to promote educational excellence and equity in
the classroom, and to collaborate with others in supporting learners
and families with special needs. The program offers course work and
student teaching field experiences, which is cohesively designed, wellcoordinated, and based on sound theoretical principles and practices.
The teacher preparation program prepares professionals to work
directly with learners from diverse ethnic, socioeconomic, linguistic,
and cultural backgrounds and to integrate appropriate modifications
to meet the needs of learners with exceptional needs. As a key
component of the Bachelor of Science in Education, Student Teaching
plays a major role in degree completion as the capstone course.
The student teaching experience is the culminating experience in the
School of Education Program at NMC. The experience provides a
sturdy bridge connecting educational theory with practice. It is NOT a
traditional class, but the beginning of professional development. Each
experience is designed for individual needs and strengths.
The student teaching experience is performance-oriented, that
is, the student teacher is evaluated on the basis of demonstrated
competency acquisition. Student teaching demands a commitment to
flexible problem solving. Successful teaching occurs when one initiates
and implements a variety of instructional strategies that address the
individual needs of the learners.
Supports in place by way of Cooperating teachers, supervisors, and
faculty at Northern Marianas College School of Education collaborate
to guide and support learners in developing proficiencies in the
following four goal areas:
1.
Methods and materials.
2.
Models for instruction, technology, classroom management
and discipline.
3.
Interpersonal communication skills.
4.
Professional attitudes and conduct.
The School of Education integrates a plethora of approaches and
collaborative efforts with agencies to create career-ready education
professionals who are able and willing; who are confidently prepared
to provide essential services for a wonderfully rich multicultural,
multilingual population. This study delves into the correlation in
approaches and results in response to quality and effective career
readiness. This presentation will include results from key indicators
such as employer outcomes and teacher/employer feedback.
Presenters: Angel-Diaz, Amanda & Cepeda, Charlotte
Abstract: The Northern Marianas College (NMC) School of
Education’s Teacher Preparatory Program has continued to evolve
in 21st Century teaching and learning. As the sole teacher and
counselor preparatory program for the Commonwealth of the
Northern Mariana Islands, the “purpose of the School of Education
is to promote excellence in the art and science of teaching through
research-based pedagogy and assessment so as to assist in the
improvement of the quality of life within the Commonwealth by
providing superior education programs for aspiring and veteran
professional in the fields of Education and Human Services whilst
29
Room 3
Room 5
AAPI’s Achievement Gaps: What Do We Do with the
Washington State’s Disaggregated Data?
Educate, Relate, and Cultivate:
Seeing our Pacific Selves in our Classroom Curricula
Presenter: Leon Guerrero, Roslyn
Presenter: Borja-Quichocho, Kisha
Abstract: This session will highlight the result of a study in WA
state that utilized disaggregated data for AAPI students. It will also
provide the venue for discussion and rally support and actions on
how to enhance efforts in addressing opportunity gaps among AAPIs
students.
Abstract: Culturally relevant teaching is defined “as using the cultural
knowledge, prior experiences, and performance styles of diverse
students to make learning more appropriate and effective for them”
(Gay, 2000). On Guam and throughout other islands in Micronesia, the
genre of Pacific literature (to include creative works—poetry, novels,
and short stories—and academic works—academic journal articles
and textbooks) has yet to be taught as a full-fledged course, unlike its
American literature and British literature counterparts. However, the
genre of Pacific literature has proven to be effective in many other
parts of Oceania and yet, the peoples of the Micronesian region
(more specifically Guam) have not formally created curricula which
employs the genre. This paper seeks to discuss the importance of
culturally relevant teaching in terms of incorporating Pacific literature
into classroom curricula; the effects of Pacific literature on student
populations on Guam; and its overall impacts on the Guam and
greater Micronesian and Oceanic communities (including identifying
the need for published Pacific literature—such as Micronesian
literature). This presentation would cater to secondary and postsecondary educators.
Room 4
Increasing Twice Exceptional Students in Science
Presenters: Siscon, Samantha, Takahashi, Kiriko & Park, Hye Jin
Abstract: Individuals with disabilities have been underrepresented
in gifted education and science, technology, engineering, and
mathematics (STEM) fields although fast growing STEM fields call for
national talents and unique contributions of individuals with disabilities
(Committee on Equal Opportunities in Science and Engineering,
2006).
Project TEAMS is a research project implemented to identify and
increase the number of twice-exceptional high school students who
have disabilities and potential in science. The project is implemented
across five regions (Hawaii, American Samoa, Saipan, Iowa and New
York) in 24 high schools.
The presenters will introduce the two-step process used to identify
twice-exceptional high school students who have disabilities and
potential in science. The presenters will also share the three-pronged
intervention model, built upon two evidence-based models: academic
enrichment in science, mentoring to understand their own disability
and build STEM interest, and college transition.
Current progress, implementation success and challenges, as well as
students, mentors and teacher input will be shared and discussed.
Room 6
Establishment and Issues of National Competency
Standard System in Korea
Presenters: Kwak, B.S., Moon, Y.R., Na, S.I., & Kim, J.C.
Abstract: The purpose of this paper is to provide the background
and the implemented result in constructing the National Competency
Standard (NCS) system and the main issues that were encountered
during the process. NCS is the standard on competencies consisting
of necessary knowledge, skills, and attitudes, that have to be
met for employees to successfully carry out their given jobs. The
establishment of the system will provide as a fruitful resource for
Pacific Circle Consortium nations to start and explore the possibility of
collaboration.
The background of constructing the NCS system is based on the
need to migrate from the current society – focused on academic
background, academic clique, and specifications– and to create an
ability-centered society. NCS can be utilized as the cornerstone in
creating the mutual, systematic linkage of workplace/occupation,
education training, and qualifications.
The main content of establishing NCS system is about the NCS
development, the development of NCS learning modules, the
curriculum revision, the restructure of qualification system, NCScentered hiring process, National Qualification Framework (NQF), and
etc.
Ministry of Employment and Labor (MOEL) and Human Resource
Services of Korea are in charge of the NCS development. Through
government contract, the actual developers of NCS are Industry
Sector Council (ISC) and institutions/organizations that are considered
the best representatives in the field of industry and occupation.
30
NCS is composed of the definition of job, unit of competency,
elements (knowledge, skills, attitudes), performance criteria,
assessment guidelines, and etc. Developed NCS’s are classified
according to Korean Employment Classification of Occupation.
The first goal of developing 800 NCS’s was fulfilled during 20132015. Meanwhile, the development project of learning modules is
handled by Ministry of Education (MOE) and Korea Research Institute
for Vocational Education &Training. Learning modules have been
developed as many as the number of units of competency that are
included in one NCS. The development project of learning modules
that also started in 2013 will be finished in 2016.
NCS can be used to the curriculum revision for education and training
conducive to the social need, qualification system restructures, the
restructure of life-long education, the change from the recruitment
that prefer academic cliques to NCS-centered recruitment, the
establishment of NQF system, and etc. In 2015, National Curriculum
Revision determined the NCS as the standard curriculum for
specialized vocational high schools and Meister high schools. A variety
of teacher trainings, fund for teaching materials, and teacher license
revisions are worked on, so that NCS’s can be introduced grade-bygrade starting from 2016. Junior colleges use NCS as a standard in
order to revise the field-oriented curriculum and ultimately, to produce
more competent workforce via government financial grant that was
given to colleges to reform (2013-2018).
Room 7
Introduction to Improvement Science:
A Framework for Getting Better at Getting Better
Presenters: Seder, Richard C. & Nguyen, Thanh Truc T.
Abstract: As a field, education has largely failed to learn from
experience. Time after time, promising education reforms fall short
of their goals and are abandoned as other promising ideas take
their place. Improvement science is explicitly designed to accelerate
learning-by-doing. It’s a more user-centered and problem-centered
approach to improving teaching and learning. This workshop will
introduce participants to the improvement science framework, a
process of disciplined inquiry that has been combined with the use
of networks to identify, adapt, and successfully scale up promising
interventions in education. Rather than “implementing fast and
learning slow,” improvement science provides a more rigorous
approach to improvement that allows educators to “learn fast to
implement well.”
MOEL is currently revising the previous standards of training into
NCS-based standards, and NCS is utilized as an important evaluation
indicator in approving vocational training program that could be
reimbursed by unemployment insurance. The government has
been revising the testing standard in NTQ utilizing the NCS as a
guideline and also has been developing a new qualification system
based on NCS. Also, out of NTQ’s, 30 were selected for the course
completion and assessment qualification to be piloted as the current
demonstration project.
As the starting point, Ministry of Strategy and Finance launched the
NCS-centered hiring process for 130 public institutions in 2015 and
continued to do so since. Also, with the cooperation of MOE and
MOEL, demonstration projects that introduce the national qualification
framework – cosmetics, automobiles, and other sectors – are to be
tested.
As such, it could be evaluated that establishing NCS system is
ongoing and relatively normal based on the initial plan. And so,
a foundation for the linkage of workplace/occupation, education
training, and qualifications is currently being arranged. However,
because NCS is only promoted within the mentioned government
ministries and agencies, its effect was very limited and needs to be
nation-wide. Through this paper, myriad of addressed issues –lack
of social recognition, stake holders’ resistance to change, policy
practitioners’ lack of comprehension, lack of professionals, delays /
limitations on budget support, issues with amending and enacting
laws, and etc. – can easily be solved, and the NCS system can be
effectively promoted.
31
8:30 AM – 9:15 AM • Wednesday, July 6, 2016
Schedule
8:00 am to 8:30 am
Registration &
Housekeeping
Announcements
8:30 am to 9:15 am
9:15 am to 9:30 am
Session Transition
9:30 am to 10:30 am
Plenary Session:
Dr. Robert Underwood
“Cultural Heritage in Pacific 21st
Century Schools: What is the
Point?”
10:30 am to 11:15 am
Tea Break
11:15 am to 12:00 pm
12:00 pm to 1:30 pm
Lunch Break
1:30 pm to 2:15 pm
2:30 pm to 4:00 pm
PCC General Membership
Meeting
Room 1
Chamorro Language Post-Secondary Curriculum Project
Presenter: Merfalen, Barbara
Abstract: A panelist approach detailing the process by which
the Northern Marinas College became involved in a University of
Guam (UOG) three-year, Administration of Native Americans (ANA),
grant funded to standardize the Chamorro language curriculum for
post-secondary instruction. The panelist will present information
on the project, titled, Ma’adahen I Fino Chamorro gi Koleho, or
Chamorro Language Preservation in Post-Secondary Education, from
development, support, to application. The panelists include, Dr. Faye
Untalan, PI and Project Director; Barbara K. Merfalen, Dean, Academic
Programs and Services (APS), Northern Marianas College; Dr.
Ignacia T. Demapan, Adjunct, Northern Marianas College, Chamorro
Language Instructor, and Charlotte Cepeda, Director of the School of
Education at NMC will act as moderator.
In the fall of 2013, the University of Guam (UOG), under the ANA
grant formed a cooperative agreement with three other institutions
of higher education that provide Chamorro language instructions:
Northern Marianas College (NMC), Guam Community College
(GCC), and the University of Hawaii, Manoa, to establish a standard
Chamorro Language Curriculum for post-secondary learning and
teaching. Currently, there is no standard curriculum and no textbook
for teaching Chamorro at the post-secondary level. There is a rising
need by Chamorro youths who want to learn their native language;
less than eight percent of Chamorro youths are fluent in their native
language. Chamorro youths from the US mainland come to the
University of Hawaii at Manoa because they can learn their native
language. University of Guam averages over two hundred students a
semester who are taking Chamorro classes. At the Northern Marianas
College, the average number of students who enroll in Chamorro 101
per semester is twenty-four. A standard curriculum will enable ease
in language learning transfer from institutions to institutions and from
teacher to teacher. The preservation of the Chamorro language at the
post-secondary level was the unifying catalyst that brought together
four post-secondary institutions who offer Chamorro as a language
course. The post-secondary curriculum was a milestone project for
the people of the Marianas and a step forward for the Chamorro
language.
The Chamorro Language Post-Secondary Curriculum Project
convened the Chamorro language instructors from the four
institutions of higher education. The meeting was the start of
identifying and determining the core curriculum instructional
outcomes for Chamorro 101 and Chamorro 102, as it will be the
base and foundation of instruction. Another key task was to create
a functional textbook that will assist in the learning process with
students in the classroom. To realize this great effort, a group of
experts of native Chamorro speakers and leaders, educators, and
scholars, called the Manfayi, gathered to provide oversight and
guidance on the accuracy of Chamorro language usage and rules
governing its grammatical structure and syntax.
According to Wikipedia: Chamorro or Chamoru is an Austronesian
language spoken by about 47,000 people (about 35,000 people
on Guam and about 12,000 in the Northern Mariana Islands). It is
spoken by the Chamorro people who are the indigenous people of
Guam and Northern Mariana Islands, US Territories. The Chamorro
language is threatened, with a precipitous drop in language fluency
over the past century. It is estimated that 75% of the population of
Guam was literate in the Chamorro language around the time the
United States captured the island during the Spanish-American War.
A century later, the 2000 U.S. Census showed that fewer than 20% of
Chamorros living in Guam speak their native language fluently and a
vast majority were over the age of 55.
The Chamorro Language Post-Secondary Curriculum Project, may
count as one more action to promote and protect the language in the
revitalization efforts that continues to this day.
Room 2
Inspiring and Engaging Students in STEM
Presenter: Papini Warren, Diana
Abstract: Project Lead The Way (PLTW) is a nonprofit organization
that provides a transformative learning experience for K-12 students
and teachers across the U.S. Through pathways in computer science,
engineering, and biomedical science, students develop in-demand
knowledge and skills necessary to thrive in an evolving world. New
resources in Hawaii provide opportunities for PLTW students to
connect with their local economy, communities, and culture. Through
contributions from a foundation based in Honolulu and a national
philanthropic organization, a consortium of teachers, community
leaders, and cultural experts have begun developing place-based
resources that leverage local expertise and recognize the unique
contexts that transform learning experiences for students of Hawaii.
Discover the strategies used and the impact on student engagement
in STEM education.
33
Room 3
Impact of the New System for Child-Rearing Supporting
System Over the Public Sector: Focusing on the
Relationship Between Public and Private Early Childhood
Education and Care Institutions
Presenter: Nakajima, Chie
The city authorities in the vicinities of Kyoto have been reconsidering
the allocation of public institutions, and its roles. General trend is to
decrease the number of public institutions and widen the catchment
area for public institutions.
In privatizing public institutions, ‘Public-Private Collaborative Legal
Entity’ is formed. How this collaborative legal entity can work
effectively and efficiently in maintaining the quality has to be observed
yet. At present, more than 90% of private institutions are under the
jurisdiction of mayor or governors, not under the board of education.
Unless city administration takes positive attitude, the authority or
influence of public sector over early childhood education and care is
likely to diminish, threatening the quality of education and care.
Abstract: In Japan, the New System for Child-Rearing Supporting
System was introduced and started from April 2016. The main aim
is to provide the early childhood education and care (ECEC) to all
the children according to their needs, and reinforce the child-rearing
supporting system as a whole. With the introduction of the new
system, the relationship between public and private early childhood
institutions is changing. This paper aims to analyze and discuss the
likely impact of the New System over public sector of ECEC in Japan,
focusing on the relationship among public, private ECEC institutions,
and local education authorities.
The Early Grade Reading Assessment as Tool in
Identifying Student Learning Needs
Outline of the New System
Presenter: Bulat, Jennae
The new system involves qualitative and conceptual reforms. It aims
at resolving the long continuing problem of shortage of spaces
for children, by expanding the institutions, facilities, and through
deregulation. It also aims to provide ECEC to all children according to
their needs, breaking up the division of children by parents’ working
or not. For this purpose, the new type of early childhood institution
was created, that combines the function of nursery school under the
Department of Welfare and Labor, and kindergarten under the Ministry
of Education. It was put under the jurisdiction of the Cabinet Office.
Funding system was also unified.
Abstract: Assessments in dozens of low-income countries have
revealed that the majority of students cannot read even one word of
a simple test and even students who have been enrolled in school for
as many as six years are unable to read well. Without basic literacy
skills, children are unable to learn, and therefore have little chance of
succeeding in school and beyond. Research indicates that children
who do not learn to read in the early grades (grades 1–3) are likely to
fall further and further behind as they grow older. Moreover, students
who do not learn to read in the first few grades are more likely fall
behind in other subjects, to repeat grades, and eventually to drop out.
Recognizing that reading is a skill fundamental to learning, education
stakeholders increasingly are focusing efforts to improve education
on ensuring that children exhibit literacy skills in the early grades,
and that these skills are measured through reliable assessments.
With this purpose, the United States Agency for International
Development (USAID) and the World Bank helped to fund RTI
International’s development—in conjunction with other experts and
donors—of the Early Grade Reading Assessment known as EGRA, to
systematically assess students’ reading abilities in the early grades
in low-income countries. The EGRA instrument is designed to assess
foundational reading skills that a child must have to read fluently with
comprehension.
The discussion continued since around 2011. But there was the
severe resistance by the kindergarten organizations. After the various
compromise and negotiations, the idea of the new system was
formed; the law and regulations were made anew or revised. The
system legally requires the local authorities to project the quantities of
needs, and plan how they provide the necessary amount of ECEC.
Findings and Conclusion
By the introduction of the new system, and with the resistance against
it, or simply unable to get on the new system, the early childhood
institutions became quite diverse. This implies the difficulties of
assuring the quality of education and care, coupled with the new
system to allow people without qualification to work as assistances at
ECEC institutions to overcome the shortage of qualified teachers and
nurses.
There are differences in having Joint professional development
among the types of institutions. Although collaboration and liaison
among ECEC institutions and between ECEC and elementary schools
is getting more and more important, clear differences in attitude is
found between public and private institutions. This may be due to
the fact that most of the private sectors are under the jurisdiction of
mayor or governors. Data implies the importance of public institutions
in leading the reforms, and maintaining the quality. However,
introduction of the New System is stimulating the privatization of
public institutions, causing the likely drastic decrease of public
ECEC institutions. Behind the acceleration of privatization lies the
government’s funding system in which funds are provided only to the
private sector when the new early childhood institution is opened.
34
Room 4
The EGRA instrument is composed of subtasks designed to assess
foundational reading skills crucial to children’s successful reading
and comprehension abilities. These subtasks are based on research
regarding a comprehensive approach to reading acquisition across
languages, including these five essential components: phonological
awareness, alphabetic knowledge/process, vocabulary, fluency,
and comprehension. In particular, EGRA measures oral reading
fluency, which has been shown to predict later skills in reading and
comprehension.5 As such, EGRA is conducted orally and one-on-one
with pupils, and takes about 15 minutes to administer per child.6
In its most common application, it is administered to a sample of
many children across multiple schools or districts in order to obtain
generalizable results and reliable averages.
Since developed in 2006, the Early Grade Reading Assessment (EGRA)
has been administered in more than 50 countries and languages. This
assessment tool is an individually administered oral assessment of
foundation skills that have been found to be critical for later student
success. On a sample basis, and with outside assessors, EGRA can
provide a system-level diagnostic of areas of skill deficiency. That is,
it can be used to bring awareness to policy makers and educational
authorities as to levels of foundational reading and mathematics
learning in their systems. Understanding of the development and uses
of each tool will help practitioners and academics in their research and
evaluation efforts.
This paper describes ways in which EGRA has been used to identify
early grade student performance in reading in countries such as the
Philippines, Indonesia, and other resource-constrained countries.
Through the use of this instrument, specific implementation strategies
have been identified based on actual student data. In many contexts,
EGRA is also used to evaluate the effectiveness of intervention
programs implemented to bolster student performance outcomes.
Room 5
Room 6
Project Traditional Technology
Presenters: Welch, Valrick & Demapan, Ignacia
Abstract: The project idea started with a group of students at San
Vicente Elementary School who, sold the idea to the student council,
who sold it to the PTA and school administration, and from there
it spread to Dandan Elementary School, its administration, student
council and PTA; and then to the Board of Education. The board
highly supports the project; as well as the Public School System
administration. It has now been incorporated into the Chamorro
Carolinian Language Heritage Studies curriculum. The project uses
technology to improve intergenerational communication, preserve the
stories, and research genealogies. The project is now in its third year
with the following results:
1.
Each week a different class takes a field trip to the
Man’Amko (aging) center where students ask the elders to
share stories and experiences with them. They often dance,
sing, and do traditional crafts together.
2.
Annual Family History Fair: The fairs started in Guam,
and with the support of the Guam Family History Center,
a similar fair is held on Saipan on the Saturday before
Thanksgiving. The fair includes classes on Genealogy
research including DNA, taking photos for stories and
research, and how to collect and record stories.
3.
Annual Man’Amko Memorial Day Memories program: On
Memorial Day selected recorded stories are shared with the
public at the American Memorial Park theater.
Growing the Right Workforce with Limited Resources
Presenter: Attao, David
Abstract: The paper/presentation will provide the audience with
the workforce development history of the CNMI. This will include
the challenges that the CNMI faces as the U.S. Federal Government
implements U.S. Public Law 110-229 in the CNMI that would transition
and reduce the number of non U.S. eligible workers in the area. The
paper/presentation will then explain what the Northern Marianas
College and other providers, including the CNMI Department of
Labor, has done to plan and prepare for such transition.
The overall comments from participants on the evaluation forms
is that the project is bringing elders and youth together, it is
strengthening families, and it is changing students attitudes towards
the value of their heritage languages.
11:15 AM – 12:00 PM • Wednesday, July 6, 2016
Room 1
Room 3
Service-Learning as a Strategy of Cultivating Civic
Engagement: A Quasi-Experimental Study in Taiwan’s
Civic Courses
Preschool: What Works and Why? Lessons from an Island Nation -The Vanuatu Study
Presenters: Hu, Shu-Hua & Doong, Shiowlan
Abstract: In recent years, there has been increasing attention on
how to integrate service-learning into civic education in Taiwan.
Service-learning focuses on promoting civic engagement via exploring
community issues with action-taking and problem-solving. This study
aims to examine the effects of service-learning on eighth graders’
civic engagement in Taiwan. It employed a pretest-posttest quasiexperimental research design. The subjects were two eighth-grade
classes (64 students) from a public junior high school in central Taiwan.
One class served as the experimental group (n=33) and the other
served as the control group (n=31). The experimental group received
a 5-month civic education instruction integrated with service-learning.
The control group received traditional textbook-centered instruction.
This study applied a mixed approach to analyze the research data.
A quantitative analysis was used to measure the change of civic
engagement attitudes and behavior among all surveyed students
from both groups, and a qualitative analysis of students’ reflection
journals was done to understand the experimental group’s selfevaluation of the experience and outcomes of their service-learning.
Statistical analysis showed that the experimental group significantly
outperformed the control group in information evaluation and social
participation. However, no significant differences were found in the
students’ perceptions toward democratic behaviors. Qualitative
data indicated that, after the service-learning lessons and activities,
most students felt more confident to participate in community affairs
because of the improvement of their abilities to access and evaluate
information sources, as well as their communication skills.
Room 2
Case-Studies of Teachers Collaborating to Implement a
Culturally-Relevant Problem-Solving Rich Mathematics
Unit in Four Classrooms in the Commonwealth of the
Northern Mariana Islands
Presenter: Borja-Miura, Dora
Abstract: The paper chronicles the journeys of four teachers in three
elementary schools in the Commonwealth of the Northern Mariana
Islands (CNMI). To support the teachers in the implementation
process, a series of focused collaboration sessions were created for
them. These sessions first introduced the teachers to the idea of
ethnomathematics and the potential of adopting culturally-relevant
approaches, and later provided support during implementation. In
order for the researcher to understand the impact of the collaboration
sessions and the implementation process on the teachers’ beliefs
about mathematics, teaching and curriculum, the researcher created
four case studies, one for each teacher, and employed cross-case
analysis to form conclusions. The analysis of the case studies show
that the teachers believed that the focused collaboration sessions and
the implementation process effectively changed their teaching, their
attitudes and knowledge of mathematics, and their understanding
of curriculum. It is recommend that others adopt a similar focused
collaboration approach as a form of professional development for
teachers interested in different approaches to teaching mathematics
and developing curriculum.
Presenters: Hayden, Jacqueline & Hadley, Fay
Abstract: It is now universally accepted that quality preschool
experiences have a direct outcome on school attendance, school
retention and on myriad other benefits including national productivity.
This presentation describes the key findings of a unique and seminal
study of preschool on the island nation of Vanuatu. A government
initiative for universal preschool was showing mixed results. The
authors were commissioned to investigate how preschools were
servicing families and, particularly, to identify reasons for low
attendance in some areas despite accessible services. More than 1400
respondents were interviewed. It was shown that local perceptions
of children and childhood are powerful drivers of program delivery,
despite rhetoric and documents which indicate that a different
‘western’ approach is valued. Surprisingly preschool fees were not
identified as a constraint: misconceptions, especially by community
leaders, about the goals and benefits of preschool were the major
barrier to usage. Conversely where there was a high level of
connectivity and cooperation between preschool teachers, families,
primary schools and community agents, attendance rates were high.
The study illuminates how preschool programs can incorporate the
lived experiences of young children and the priorities of diverse
communities without sacrificing universal quality norms.
In low and middle income nations, where preschools are often
supported by international non-government organisations, this
construction of quality is especially critical.
Room 4
Bridging the Readiness Gap: High School and College
Faculty Collaboration as a Means to Reduce Remediation
in the CNMI
Presenters: Burrell, Ajani & Walsh, Adam
Abstract: Remediation rates among matriculating college students
in the United States have been widely decried as a serious problem
facing higher education. Some estimates place the national
remediation rate for students enrolling in U.S. colleges and
universities at 20 percent, yet concede that the figure could be higher
(Sparks & Malkus, 2013). For community college students, the number
is significantly larger, around 60 percent (Bailey, 2009), and for other
segments of the college-going population, nearly 7 in 10 students will
be required to enroll in a college remedial course (Complete College
America, 2012). Even worse, the consequences of remediation are far
ranging and pernicious: increased education costs for governments,
schools, and students (Crisp & Delgado, 2014), longer times to
degree completion, and, perhaps most problematic, a clear and
documented barrier not just to achieving a degree, but to even
passing college gateway courses (Complete College America, 2012).
All this amounts to the sad fact that a sizable portion of students quit
their efforts in tertiary institutions before ever even starting what can
technically be described as college coursework.
Many locales in the Pacific region suffer college readiness issues
similar to those in the US mainland, though frequently those issues are
exacerbated by the gravity and prevalence of factors that underpin
low college readiness rates. The Commonwealth of the Northern
37
Mariana Islands (CNMI) is one such locale. Recent data from Northern
Marianas College (NMC), the only institution of higher education in
the CNMI, reveals that more than 90 percent of incoming high school
graduates are placed in developmental courses for math, English, or
both. Of those, about 8 in 10 are placed in developmental writing
(NMC Office of Institutional Effectiveness, 2014). If the success of
students in the region is to improve, then their college readiness and
the requirements of higher education institutions will need to achieve
greater alignment.
This paper seeks to present the potential of faculty-driven
collaboration between instructors from secondary and tertiary
institutions to produce effective strategies for closing the college
readiness gap, particularly strategies that are specific to the hurdles
facing students in the CNMI and other Pacific island nations. A pilot
program that includes language arts teachers from a local high
school in the Public School System and writing instructors from the
Languages & Humanities department at NMC will be presented. The
presentation will include a discussion of the research supporting the
program, the isolation of key issues impeding student readiness in
writing, and efforts to redress those issues through the development
of a cohesive bridging methodology. Outcomes of the pilot
program—based on both quantitative and qualitative data—will be
shared. The paper will conclude with a preview of likely modifications
to the program for future iterations. Additionally, suggestions will be
provided on the potential scalability both of the approaches tested
in the pilot and the program itself as a means to address widespread
and detrimental shortcomings in college-writing preparedness among
CNMI students.
The roles of higher education in Japan and Germany is totally different
from each other. In Japan, the universities or colleges require students
to pay tuition fee. Thus, they always face the risk of bankruptcy if
they lose their cost-benefit or attractiveness to the students. At the
same time, the second chance learning programs tend to be market
oriented. On the other hand, German higher education obliges the
upper secondary students to pass the qualifying examination (Abitur)
instead of asking for the tuition fee. The universities and colleges in
Germany incline second chance learners to be more academic and
provide differentiated courses for professional training.
Room 6
Perspectives on Internet Safety in Schools: Practical Advice
for Teachers, Administrators, and Researchers
Room 5
Second Chance Learning in Germany:
What is the Role of Higher Education?
Presenters: Urabe, Masashi & Ninomiya, Akira
Abstract: Second Chance Learning differs from one country to
another as its meaning depends on the country’s social and cultural
context. This presentation aims to analyze how second chance learner
in Germany access higher education in comparison to those in Japan.
While second chance learners in Japan means those who study
again at a university or college after their graduation, second chance
learners in Germany imply those who did not have a chance to enter a
university or college soon after secondary education. In Germany, not
all high school graduates can access higher education due to the track
embedded in the educational system. Students should traditionally
be allocated into three different tracks in secondary education
(Gymnasium, Realschule and Hauptschule) at the end of primary
education. Those who could not qualify for Gymnasium are not
allowed to enter any universities or colleges because they do not take
the final examination in the upper secondary school (Abitur). While
the universities and colleges in Japan try to welcome second chance
learners to develop their professional competencies in the graduate
as well as in the undergraduate courses, German universities prepare
different courses for second chance learners because they have
specific system in providing masteral and doctoral degrees without
equipping the graduate school system. In this context, this research
describes the system for second chance learning mainly in Germany
comparing to that in Japan.
In Germany, choosing a career is very much dependent on the
educational track within its educational system. Germany has
three different types of higher education: 1) general education
(Bildung), 2) vocational education (Ausbildung), and 3) further
38
education (Fortbildung). These are totally differentiated from each
other. The former two are usually free of charge, but the latter one
requires tuition fee for learners. On the other hand, the “University”
(Universität) is also institutionally separated from the “University
of Applied Science and Arts” (Fachhochschule). The former is
expected mainly to conduct academic research and education
(Wissenschaft) providing academic degrees, while the latter usually
focuses on professional education (Aus- und Fortbildung) for specific
qualifications. Now that higher education needs to prepare learners
for a globally flexible career development system, German system
necessitates some form of adjustments. There is a need to make the
educational system flexible enough to address the learning needs
of domestic students and the challenges of changing career tracks
offering. This research shows that higher education in Germany
provides the second chance learners opportunities to progress within
the existing track namely general, vocational and further education.
Presenter: Nguyen, Thanh Truc & Mark, Lauren
Abstract: At any one time, there could be 4 billion people online
searching, sharing, connecting, creating, collaborating, and more.
People click, tap, swipe, snap, type, and zoom their way towards,
and maybe even away from, information. In ten years, there could be
additional ways to interact that we’ve not yet imagined. Many see
access to technology as a potential for leveling the playing field for
learners of all ages on the socioeconomic scale. In the U.S., both the
federal and state governments have encouraged broadband access in
schools, more coding and engineering opportunities, and experiential
programs in science, technology, engineering, and math. Some
schools are moving quickly towards and are already considered as 1:1
schools, or schools that have one computer device for each student
in the school. As schools provide more access to internet-enabled
technology, teachers and administrators need some help keeping up
with the legal ramifications as well as behavioral issues that arise.
In this session for teachers, administrators, and researchers, we
share some practical advice for schools from a non-legal standpoint,
increasing teacher and administrator awareness of the laws as they
relate to adults and students. We will consider the definition of
citizenship and digital citizenship, review the International Society
for Technology in Education standards and 21st century learning
guidelines, share the U.S. laws on cyberbullying, sexting, piracy and
impersonation, reflect on our schools’ different technology integration
structure, and discuss strategies and resources to model digital
citizenship.
We consider what the ramifications are for students once they leave
our safe schools environment and enter the world of college and work.
To end, we will share some of the results of research about Internet
safety in schools.
1:30 PM – 2:15 PM • Wednesday, July 6, 2016
Room 1
ʻĀina Hou: Mobilizing Native Hawaiian
Self-Determination in Education
Presenters: Cashman, Kimo Alexander & Serna, Althea Ku’ulei
Abstract: ʻĀina Hou, formally established in 2012, is a hui
(Organization, alliance) of Native Hawaiian faculty members at the
University of Hawaiʻi at Mānoa -College of Education (UHM-COE)
dedicated to our genealogical kuleana (Right, responsibility, privilege,
authority, interest, claim) to our ʻāina (Land), Lāhui (Nation), and keiki
(Children) through education and research. The name of our hui,
“ʻĀina Hou” (Literally “new land”), is a traditional place-name for an
area near the current location of the University of Hawaiʻi-Mānoa in
the Honolulu metropolis. We adopted ʻĀina Hou as our hui name to
honor and further connect us to this place. ʻĀina Hou also serves as
a metaphor for our kuleana to establish “new land/space” within a
mainstream research university for Native Hawaiian led and Native
Hawaiian-focused educational initiatives.
The purpose of ʻĀina Hou is to: 1) increase the recruitment and
retention of Native Hawaiian students; 2) increase the recruitment
and retention of Native Hawaiian faculty; 3) provide opportunities
and support for Native Hawaiians to participate in real leadership
within the College; 4) provide mentoring to the College community
to ensure that Native Hawaiians are a part of the fiber of the College;
and 5) provide a cultural compass for funding, professional, research
and service activities in the College. (ʻĀina Āina Hou, 2016, p. 2)
Our core values of “Kūlia i ka nuʻu” (Strive for the highest); “Ma ka
hana kaʻike” ( In working one learns); and “Kuleana” guide us in the
work that we do.
ʻĀina Hou members will discuss the evolution of ʻĀina Hou as a
Native Hawaiian think-tank and inter-department collaboration center
at the UHM-COE. Contextualized within a vibrant Hawaiian-political
movement, we will discuss how our goals and actions strategically
align with Hawaiian-education initiatives (P-20), the UH-Mānoa
Strategic Plan and Indigenous-education efforts internationally.
Critical reflection on the issues, challenges, and successes of moving
a Native Hawaiian and Indigenous education agenda forward in a
mainstream university will also be presented.
We look forward to contributing to the on-going conversations
amongst Indigenous peoples worldwide regarding our quests for selfdetermination in education. We hope that by sharing our work with
other Indigenous peoples, we will 1) provide insight into a relevant
model for institutional engagement; 2) inspire Indigenous faculty to
mobilize and take action; and 3) serve as a potential catalyst for proIndigenous policy change in education.
classroom, such as prompts to higher order thinking, cooperative
learning and problem solving amongst students as well as how
teachers establish their objectives and whether students are able to
articulate them through understanding and/or performance.
The IRP is built on a framework that examines the systems that
have been put in place by key leadership at schools to ensure that
instructional practices are research-based and are fully implemented
in all classrooms by all teachers. The process is operated under
the following guiding principles: 1) Strong Leadership; 2) Teacher
Effectiveness; 3) Consistent Policy and Processes; 4) Time; 5) Strong
Instructional Focus; 6) Data to Inform Instruction and Collaboration
on Use of Data; 7) School Safety and Discipline; and 8) Family and
Community Engagement.
The Office of Curriculum and Instruction team conducts the
Instructional Review Process at each school in collaboration with
the school Principal, Vice Principal(s) and Teachers. Each program
coordinator observes multiple grade levels and subjects in order to
achieve a good snap shot of how the school executes its educational
goals. Instructional coaching is facilitated as well as the preparation
of data and development of Instructional Review Process Report and
SMART Objectives based on observations using the ELEOT and Power
Walkthrough results. Follow-up next steps are also provided to all
teachers.
The Office of Curriculum and Instruction presents the data and
findings during the Instructional Review Process – these conversational
meetings are focused on student learning and outcomes (data on
student progress), ELEOT and Power Walkthrough results, improving
instruction effort, and student progress monitoring process. The
instructional coaching empowers teachers to reflect on instructional
practices and make the change to improve instruction.
The Instructional Review Process consists of the following indicators:
1.
Ensure implementation of research-based instructional
strategies, interventions and programs that ensure quality
teaching and learning that meet student academic needs.
2.
Use of data from formative and summative assessments
to inform or modify instruction in the classroom or at
individual levels to help all students meet high standards
and expectations.
3.
Demonstrate appropriate content knowledge for effective
and accurate instruction. Observations are done using the
ELEOT and Power Walkthroughs with included pre- and
post- conferences with teachers and Content Program
Leaders.
4.
Employ effective teaching strategies (Classroom Instruction
that Works, Technology with Classroom Instruction that
Works, SIOP), student-centered including, differentiated
instruction to meet the learning needs of all students.
Observations are done using the ELEOT and Power
Walkthroughs with included pre- and post- conferences with
teachers and Content Program Leaders.
5.
Provide specific and timely feedback to students on
an ongoing basis to improve student performance.
Observations are done using the ELEOT.
6.
Offer students multiple opportunities for demonstrating
proficiency. Observations are done using the ELEOT,
Multiple Intelligences and Learning Styles Assessment Tools.
Room 2
Getting to the Core of Instruction—One Teacher at a Time
Presenter: Taylor, Jessica B.
Abstract: During the School Year 2013-2014, the Public School
System developed the Instructional Review Process (IRP) to monitor
student-centered learning environments including, instructional
strategies and Understanding by Design unit planning. By School
Year 2014-2015, the Instructional Review Process was implemented
in all public schools. This process allowed the Public School System
to observe the different instructional strategies being used in the
39
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7.
Implement curriculum and classroom assessments that are
aligned to standards. Observations are done using the
ELEOT and Power Walkthroughs with Understanding by
Design unit planning reviews.
The Office of Curriculum and Instruction collaboratively works with
teachers and Professional Learning Communities to establish the
recommended instructional strategies in all content areas. These
instructional strategies are aligned with the Common Core State
Standards, Next Generation Science Standards and College and
Career Ready Standards. All the recommended instructional
strategies are required to be used in every classroom in all content
areas.
Currently, during this School Year 2015-2016, the Office of Curriculum
and Instruction is conducting the Instructional Review Process in all
schools from October 2015 through April 2016. The team will be
at each school from 5-14 days. The team has also implemented
its “one-conversation-at-a-time” between teachers and Content
Program Leaders that provides feedback and support for all teachers.
These conversations focus on student learning, how the instructional
strategies fit the needs of their students, and the results of learner
outcomes. Along with this, the conversation of the instructional
framework is also being embedded.
In conclusion, the Instructional Review Process is all about continuous
improvement. Outcomes for this process include 1) use of data to
improve the learning environment; 2) build skills by using common
understanding of effective practice and how to support it; and 3)
support instructional improvement at school by sharing what all learns
and by building skills.
Room 3
Technology for Continuous Assessment of
Early Reading Instruction
Presenter: Pouezevara, Sarah
Abstract: Who has not heard of “data-informed decision making”
and “personalized learning”? Who would not agree that it would
be great to have actionable data at teachers’ fingertips to inform
instructional choices? When assessments become a tool for
improvement rather a measure of success or failure, both students
and teachers benefit.
Yet, while in theory powerful and desirable, the reality of seeing datainformed instructional decision-making take place in classrooms is a
far way off for many school systems in the Pacific region—as, in fact, it
is a far way off in much of the world.
Effective instruction responds to students’ needs in consideration of
the curriculum. The administration of reading assessments is essential
to gaining understanding of the goals for children’s reading ability,
their current level of achievement towards those goals, and the ways
instructional practice can bridge the gap between the two. Studies
on curriculum based measurement (CBM), a widely used approach
to continuous assessment, have indicated that the combination of
regular mastery checks that verify students’ mastery of short-term
goals, longer-term progress monitoring evaluations, and datautilization guidance is particularly powerful in this process.
An existing body of knowledge confirms the contribution technology
makes to such continuous assessment approaches in high-income
countries. A review of research found that teachers adhered better to
CBM decision making if supported by technology presenting student
results in graphical format. Teachers also benefited from software
assistance in recording and scoring. The technology increased
satisfaction with CBM procedures and saved time in implementation.
Studies noted that typically even in CBM classrooms teachers needed
guidance to implement instructional changes in response to student
reading results. A computerized expert system that supported
teachers in instructional decision-making based on CBM results not
only yielded more frequent instructional changes by teachers, but also
triggered changes in the nature and quality of the interventions, which
in turn affected significant growth in student learning. However,
rigorously evaluated Information and Communication Technology
(ICT)-supported early reading interventions conducted in low-income
countries are lacking.
Technology has been seen as an enabler to systemic application of
continuous assessment and progress monitoring practices, particularly
in the United States. There, entire states are mandating the use of
specific progress monitoring software to continuously assess students,
particularly in early reading and mathematics. This has contributed
significantly to the uptake of systematic progress monitoring – a
necessary first step to “data-informed decision making” and
“personalized learning”.
RTI International currently implements education reform projects in
13 countries, and has seen the importance of teacher support and
feedback when asked to implement significant instructional changes.
In response to these needs, RTI has developed an open source
software solution, Tangerine: Class, customized for low-resource, lowbandwidth environments to support the systematic implementation of
continuous assessment practices into early reading and mathematics
instruction.
Evidence from a randomized controlled trial conducted throughout
the 2013 school year in Kenya indicates promising results in regard
to teacher uptake of continuous assessment practices and the
instructional use of the resulting evidence to inform pacing, grouping
and materials use. Tangerine: Class reports, designed to be easy to
use and coupled with basic data-interpretation tips, also resulted in
to enriched parent-teacher conversations on student progress. An
adaptation of the same software designed for instructional coaches,
Tangerine: Tutor, also allows coaches to conduct mastery checks
with students while also observing teaching practice and providing
feedback on instructional pace and methods.
Given the Pacific region’s efforts towards improvements in early
grade reading, this presentation will outline lessons learned from
implementing ICT for continuous assessment, and its possible
application in the region.
Room 4
Developing a Curriculum Process to Develop Bicultural
and Bilingual Skills Programs
Presenters: Green, Chavel & Deleon Guerrero, Velma
Abstract: The need to preserve and be aware of different languages
and cultures is important to ensure that the business environment
in the Pacific region remains an attractive destination to tourists and
investors. The business community, for example, the hospitality and
tourism industry need to know the language and cultural markets that
they are serving. The Developing a Curriculum (DACUM) process can
develop the needed curriculum to preserve the bicultural and bilingual
staff needed to serve these markets.
The DACUM process is a formal procedure for identifying the
competencies, skills, and attributes required of employees in an
occupation and organizing that information into a form useful for the
41
design of educational programs to prepare individuals for entry into,
and advancement within, that occupation.
The DACUM process has proven to be effective in the: development
of new programs; revision of existing programs; evaluation of worker
performance; creation of job descriptions; development of process
descriptions; and conceptualization of future jobs. The DACUM
process is designed to develop the curriculum relevant to the need
of schools, colleges, companies, and other workforce development
programs or course design. The process ensures that the curriculum is
capturing and delivering what need to taught.
The DACUM process is a quick, effectively, relatively low cost method
of analyzing jobs and occupations that has been used worldwide for
more than 40 years. It results in the production of a DACUM chart
listing the duties, tasks, and related information about the job. The
chart provides a solid and relevant foundation for developing a
curriculum and other instructional materials.
The DACUM process is efficiently divided into five steps that ensures
that when the intervention is completed, the result is an occupational
profile presented in a chart format, which describes a job in terms
of specific duties and tasks that competent workers must perform.
This unique curriculum developmental process incorporates a highperforming focus groups consisting of six to eight incumbent workers
who will knowledgeable analyze their own job in a storyboarding
manner, allowing the facilitators to captor the major duties relating
to the tasks included in the occupation being analyzed. This cost
effective method provides a quick and thorough analysis of the job.
Even though the curriculum developmental process can identify the
tasks aligned to a new job, the aim is to confirm/discover the most
important components of an existing job, the tasks that consume
the majority of the worker’s time, and the essential tasks that should
be included in an introductory training program. Validation of the
curriculum process is done at two levels. Analysis of the job by peer
workers in the same industry and by the management team.
The presenters Chavel Green is the Department Chair for the
Business Program, and Velma Deleon Guerrero is Liberal Arts Program
Coordinator at the Northern Marianas College. Both presenters are
passionate about developing and incorporating cultural materials into
the curriculum to ensure that students and employees are better able
to relate to and understand the materials presented and the overall
requirement of the job understudy.
Room 5
The Theory of Moral Education and Problem of “Metaphor
Model” in Japan
Presenter: Tanaka, Junichi
Abstract: In Japan, the moral education is now being reformed by the
government. In 2018, the new textbooks which are approved by the
ministry of education will be published and used in elementary and
secondary school. In my proposal, I will argue that moral education
should be taught through the “metaphor model” in which students
learn virtues through stories and allegories and come to acquire
the virtue on their own. I will argue how moral education should be
taught. The aim of moral education can be classified into four areas.
The first area is living one’s life autonomously. The second area
42
is communication ability and making consensus. The third area is
molding character through virtue. The fourth area is learning political
and economic knowledge. I think each of these areas has a different
method. For and, discussion is the most effective method. For, it is
important to teach concrete knowledge about politics and economics.
But I will discuss area the most. In this area, students learn many moral
values, such as “justice”, “sincerity”. I propose this should be taught
through idea of the “metaphor model.” I call it the metaphor model
because students come to understand morality and virtue through
allegories. Stories explain an example of some virtue. But this method
is very difficult. Even if teacher wants to teach a virtue, students don’t
always understand teacher’s the intent and sometimes understand
another virtue from the same text. So it is important that children are
mature enough for their moral education. Students should learn moral
value on their own. In this presentation, I want to use the theory of
Morrison Plan for moral education. Morrison Plan is a teaching method
which was considered by Henry Morrison. This method should be
contrasted with Herbart’s method in which knowledge is forced on
the student. But Morrison plan does not aim to cram knowledge. He
insisted that it is important for children to think for themselves and
make presentations. So I think that Morrison plan can be used for the
method of moral education.
Morrison plan consists of five phases. That is, I “Exploration”,
II“Presentation”, III“Assimilation”, IV“Organization”, and
V“Recitation”. Of course, this plan is considered for teaching
knowledge, but I want to apply this theory for moral education. In
the “Exploration”, the teacher pays attention to all aspects of the
child’s moral life. The teacher should pay attention child’s speech and
relation with their friends. The teacher should pay attention not only
in his classroom but in the children’s whole school life. Second, in the
phase of “Presentation”, teacher teaches story about morality. Of
course the teacher has his own aim, but he should not force students
to accept the value which teacher regards as good. Teacher should
teach only some points. But he ought not to force students to have
same opinion. Next, in the phase of “Assimilation”, students learn
and understand moral values. Moral value should not be taught.
It is acquired by the student’s learning. Students understand the
importance of moral values in the background of their daily life. In the
phase of “Organization”, students express their thought in writing
and speaking. In this phase, students make their thought systematic.
Finally, in the fifth phase (“Recitation”), students speak their thoughts
officially.
I want to go back to the “metaphor model.” In this method, building
of the ability to understand the various values is most important. So
teachers try to get their students to acquire the moral value. Not only
in the textbook, but also in the daily routine school life, students have
the chance to acquire values. So teachers should try to combine value
and daily life. In the “metaphor model”, teachers indicate the concept
of moral value at first. Next, students think of the importance of such
values by themselves. I will also argue that the teacher confirms the
student’s understanding. It is important that teachers and students talk
about one values and create a moral lifeway together. In conclusion, I
want to propose that the metaphor model should be introduced and
used in schools.
Room 6
Media Education as a Creative Tool for
Classroom Learning
Presenters: Raivalita, Mereoni, & Furivai, Agatha Ferei
Abstract: There is little denying that the mass media and popular
culture are among the most powerful influences in people’s lives and
in communities in Fiji today, to the extent that for many these have
already become the primary source of information, ahead of family,
school and church. They are no longer appendages to our cultures;
they are in fact our culture.
For centuries, schooling has been designed to make sure students learned
facts about the world which they proved they knew by correctly answering
questions on tests.
But such a system is no longer relevant when the most up to date facts are
available at the touch of a button. What students need today is to learn
how to find what they know when they need to know it and to have the
higher order thinking skills to analyse, evaluate whether the information
they find is useful for what they want to know.
The effects of the mass media on Fiji society are obvious to see:
in relationships, family life and life style. The traditional structures
and values of Fiji society are fast being affected by the consumer
philosophy and global market forces. Through the mass media, the
world as global market reduces people to consumers. By standardising
production and taste and by homogenising cultural values, consumers
are in turn reduced to a kind of universal ‘sameness’. This has already
caused a noticeable paradigm shift in the values spectrum in the 23
years since the introduction of television in our country. Some of the
effects: diminution of personal and corporate integrity, “might is right’
philosophy, consumer acquisitiveness, break down of law and order,
increased prevalence of abuse and commodification of women, to
name a few.
Media Literacy and Critical Autonomy:
Media Education “is concerned with helping students develop an
informed and critical understanding of the nature of the mass media,
the techniques used by them, and the impact of these techniques.
More specifically, it is education that aims to increase students’
understanding and enjoyment of how the media work, how they
produce meaning, how they are organised, and how they construct
reality.
The ultimate objective of media education is not simple criticism, but
critical autonomy, that is, media users remaining critical over the long
term.
In conclusion, the paper will argue why Media Education in the 21st
century classroom environment of learning and how Media Education
can contribute to effective learning among students? The relationship of children, media and education can be considered
from two perspectives: the formation of children by the media and
the formation of children to respond appropriately to the media.
A kind of reciprocity emerges which points to the responsibilities
of the media as an industry and to the need for active and critical
participation of readers, views and listeners. Within this framework,
training in the proper use of the media is essential for the culture al,
moral and spiritual development of children. Thus, literacy for the 21st
century means new ways of learning for students. We must prepare
the young people for living in a world of powerful images, words and
sounds. The explosion in media communication or in information has
presented a major challenge to the world of formal education.
43
16-FHB-40thPCCAd_7.75"X5"Color.pdf
1
6/22/16
3:45 PM
10:30 AM – 11:15 AM • Thursday, July 7, 2016
Schedule
8:30 am to 9:00 am
Registration & Housekeeping
Announcements
9:00 am to 10:00 am
Connection Between Malama
Honua & Micronesian Navigation
by Sesario Sewralur
10:00 am to 10:30 am
Tea Break
11:30 am to 12:30 pm
Northern Marianas College:
Resilience in the face of
Typhoon Soudelor
12:30 pm
Conference Concludes
5:30 pm to 9:00 pm
Peter Brice Award Dinner
Hibiscus Hall at the Fiesta
Resort & Spa, Garapan
10:30 am to 11:15 am
11:15 am to 11:30 am
Session Transition
Room 1
Native Hawaiians in Engineering, Barriers
and Bright Spots
of STEM enrollment. Review of actual degrees earned show the
fields of study in which NH representation is lowest tend to have the
highest job stability and greatest earning potential such as business
administration (4.1%), natural sciences (4%), architecture &
engineering (3.4%), mathematics (3.2%), and computer science (2.8%).
A University of Hawai‘i at Mānoa team of engineers and educators
seek to understand the gaps in progression of Native Hawaiian (NH)
students to academic career in engineering and thus to create an
education model to increase their career interest in the professoriate.
Our goal will be achieved through four major tasks; 1) establishment
of an NH engineering society to facilitate all activities; 2) gathering of
information from the NH students and community about these gaps
through online surveys and networking; 3) develop and test a model
for teaching experience as a pathway into academic careers and;
4) integrate research relevant to the Pacific region to complete the
model.
In this presentation, we will share findings from the first phase of our
study where we surveyed undergraduate students in engineering
(N=61). We will share the similarities and differences in barriers,
support systems, financial aid, and self-perception of success between
NH students (n=9) and non-NH students (n=52). In our next phase,
we will be interviewing nine NH graduate students in engineering as
well as NH engineers who have already earned a PhD to continue our
pursuit of developing a model of support to increase career interest as
a professor.
Presenters: Serna, Althea Ku’ulei & Nguyen, Thanh Truc T.
Room 2
Abstract: Native Hawaiians (NH) are significantly underemployed
in the STEM workforce. The combined working population of NHs,
Pacific Islanders, and ‘Other Race’ (grouped by
What do We Know About What Works? And Why Does It
Matter?
U.S. Census due to small sample size) represents 4.6% of the total
U.S. workforce but only 1.4% of STEM occupations. This makes NHs
and Pacific Islanders the most underrepresented ethnic group in the
nation in STEM employment (factor of 3.3), more so than Hispanic
(2.3), African American (1.7), and American Indian and Alaskan Native
(1.5) groups. The national data indicates that only 700 single-race
NHs or other Pacific Islanders received doctoral degree in science,
engineering, and health fields in 2008 (Fig.1) 2 . The number of NH
principal investigators is around 30-40 for all majors [NSF report],
which is the most underrepresented ethnic group in the nation.
In the state of Hawai‘i, NHs comprise 23% of the state of Hawai‘i
population but comprise only 12.8% of the student body and 3.8%
faculty at the University of Hawai‘i at Manoa. Of the 1,578 STEM
faculty at UH Mānoa, there are only four NH STEM faculty members,
which comprise a fraction of one percent. More so, the NH population
is expected to double in size from 2000 to 2050. NH graduation rates
with a four-year degree has not significantly changed, remaining
between nine and twelve percent in the past three decades.
In postsecondary education, a pre-requisite for computer, engineering,
and science occupations, NHs are underrepresented in general and
under-enrolled in STEM fields in particular. At the University of Hawai‘i
at Mānoa (UHM), the flagship campus of the only public provider of
higher education in Hawai‘i, NHs constituted 14.1% of the student
body as compared to their 23.1% composition of the state’s collegeage population (18 – 24 years of age) 6 . Although enrollment has
increased over the past ten years, in 2013 NHs comprised only 10.8%
Presenters: Seder, Richard C.
Abstract: Ever-greater emphasis is being made to use evidence
to guide educational program or policy choices and to understand
whether a program or policy has “worked.” This workshop will explore
the different mechanisms by which educators and policymakers seek
out and use evidence, and how much is understood about different
types of educational interventions. Drawing from the Carnegie
Foundation’s improvement science framework, session participants will
gain an understanding of the importance of variation in performance
when considering research evidence, why this variation matters, and
why it matters when it comes to implementation.
Room 3
Intersections of Identities: Navigating Cultural and
Societal Norms Within our Own Communities of Color
Presenter: Leon Guerrero, Roslyn
Abstract: All of us are more than our racial identity; what happens
when the other ways we identify ourselves conflict with the cultural/
social norms within our own racial/ethnic groups?
How does it feel to be the “other” in our own identity group? The
workshop begins with an effort to arrive at a common understanding
of words and concepts commonly used on campuses and in our
45
10:30 AM – 11:15 AM • Thursday, July 7, 2016
.
communities. Stereotypes about gender, race, religion, sexuality, and
nationality, as well as many other social categories, exist throughout
our society. Also, words such as oppression, discrimination, racism,
ism, institutionalization, and others, often used in conversation, often
have a different meaning to the people involved. This workshop is
designed to open discussions about the many oppressive terms and
to have an open dialogue about internalized oppression and racism
within our cultures.
researches; 5) program should meet the demand of master degree; 6)
program should show required professional competencies; 7) program
should lead learners to succeed their career development; 8) program
should prepare the faculty staff with an professional experience in
business fields; 9) faculty members should also conduct their selfdevelopment curriculum; 10) program should offer timely flexible courses
using ICT etc.; and 11) program should be constructed in forecasting the
numbers of attendants.
Room 4
Room 5
Second Chance Learning in Higher Education: Seeking for
Globally Competent Human Resources in Japan
The Importance of Text Complexity:
The Lexile Framework for Reading and the Students
of the Pacific Rim Nations
Presenters: Ninomiya, Akira & Urabe, Masashi
Abstract: This presentation aims to discuss how the universities
or colleges in Japan prepare highly professional degree courses in
developing globally competent human resources for second chance
learners. Higher education is expected to train globally competent
human resources for all levels/kinds of learners. In fact, the Super
Global University Project has been initiated by the government to
foster global human resources. However, focus remains mainly on the
traditional students, while offering learning opportunities for working
people in higher education as a second chance remain undiscussed.
As 18-year-old population get reduced with falling birthrate, the
universities or colleges are today forced to seek for new type of
students to keep their sustainability in terms of vocational education
in lifelong learning. Traditionally, universities and colleges are known
to train academic successors through graduate school by providing
masteral and doctoral degrees. Nevertheless, what remains to be
offered is professional education as a second chance for working
people including those who have no chance to enter a university or
college after secondary education.
This presentation reviews the educational policy about second
chance learning in Japan in order to get some hints in developing an
excellent vocational education program. MEXT (Ministry of Education,
Culture, Sports, Science and Technology) in Japan has supported the
universities or colleges which attempt to develop a second chance
learning in an undergraduate program since 2007. Proposed program
should include seven conditions: 1) program should be appropriate
to working people including mothers caring children, part-time
workers or NEETs (Not in Education, Employment or Training); 2)
program should challenge learner to get a job through cooperating
social agencies; 3) program should be systematically constructed
to be completed within a year; 4) program should use all possible
resources at university; and 5) program should qualify the learners
for a job. According to an OECD report (2009), however, only 2% of
the students over 25 years old enter higher education. Since 2014,
the MEXT has supported excellent professional master program for
second chance learners which fosters globally competent human
resources. The proposed program should contain eleven points:
1) program should be systematically constructed with an academic
degree or an original qualification; 2) program should fit to domestic
and international markets. Mothers who are rearing their children
should also be supported in finding a job; 3) program should contain
concrete and specific learning contents; 4) required competencies
should be shown clearly and concretely to serve as bases for market
46
Presenter: Turner, Jason
Abstract: The importance of text complexity in primary and secondary
education is well established, as are the growing literacy challenges
facing schools. Research from MetaMetrics, the global leader in reading
measurement, sheds valuable insight on the reading demands of texts
and the reading level of students.
Educators can benefit directly from this work. As the most widely
adopted measure of reading, Lexile measures offer educators an
actionable way to help promote reading. Backed by over 30 years of
research, Lexile measures are an objective way to match students to
texts, track and forecast growth, and connect with the growing number of
reading programs that report this valuable information.
In this session, we will explore the Lexile Framework for Reading – a
scientific way to match students to texts using a developmental scale.
We will discuss the importance of utilizing a developmental scale for
measuring reading growth, as well as using the scale to target students
at just the right level. As the only measure of text complexity that puts
readers and texts on a common scale, Lexile measures help improve
reading with meaningful information, and we will discuss the various
ways Lexile measures may be used in the classroom to guide student
choices, target students at the right level, as well as monitor student
reading growth. I will also show working examples of Lexile measures
in use in Pacific Rim nations. We will detail the research behind the
Lexile Framework for Reading, as well as various programs that have
implemented our research into their programs and practices. And in
a subsequent break-out session I’d be willing to offer an even more
detailed analysis of the Lexile Framework in the classroom.
11:30 AM – 12:30 PM • Thursday, July 7, 2016
General Assembly
How a Catastrophic Event Can Unite a
Campus in Rebuilding a Community
Presenter: Northern Marianas College
On August 2, 2015 the US island of Saipan was
devastated by Typhoon Soudelor, as was Northern
Marianas College. The College community rallied
to help restore the campus and to contribute time,
energy, and resources throughout the community. NMC
became a beacon of hope...of strength...of community
service.
When Typhoon Soudelor slammed into the island of
Saipan on August 2, 2015, it took the island by surprise.
All 25 campus buildings of Northern Marinas College
were damaged, with many deemed inoperable. Over
the next six weeks members of the college community
came together to begin the major cleanup of the
campus, even though many members themselves lost
parts of all of their homes. This session will outline
how the College served the public after the disaster.
For example, the School of Education’s Rehabilitation
and Human Services students contributed their time
by conducting drives and collecting food and clothing
for the shelters. Many other students assisted by
contributing their time to working with the Red Cross
and the local food stamp office. Employees rallied by
cleaning up the college, and then working to readjust
all class schedules from a 16 to a 9 week semester. The
campus offered unique services to students throughout
this time period in order to help them to best adjust
during this extreme financial, emotional, and difficult
time period.
47
Friday, July 8, 2016 • Post Conference
(pre-registration required)
General Assembly Building
Improvement Science: An Introductory Workshop
Presenter: Nguyen, Thanh Truc T. and Seder, Richard C.
Abstract: There is little doubt that our educational and societal challenges are complex. These
complex problems are sometimes called “wicked problems” or “social messes.” Wicked
problems/social messes are complex and non-linear in their nature and therefore can’t be
“solved” through traditional public problem-solving methods through the exclusive use of
experts or through direct advocacy campaigns. Addressing wicked problems/social messes
requires a different approach, one where the affected communities are an integral part of the
change process.
Too often, engagement has been described as “random acts” of siloed activities that are
disconnected from instructional practice and too often are lower-level activities with parents
or community members seen as assistants to schools rather than as partners in the educational
process.1 Instead, engagement should be understood to be a shared responsibility of families,
schools, researchers, and communities for student learning and achievement; continuous
from birth to young adulthood; and occurs across multiple settings where children learn. This
deeper level of engagement is better understood as partnership. At its highest levels, these
partnerships allow for co-design of solutions and co-implementation of those solutions.
The Carnegie Foundation for the Advancement of Teaching advocates for the use of
improvement science by stakeholders coming together in partnership to accelerate how a field
learns to improve. This post-conference session will introduce improvement science tools to
participants, including:
• Clearly defining the problems to be addressed and articulating the desired aims or goals
• Envisioning the root causes and the system causes associated with the problems
• Understanding that we can’t improve what we can’t measure
• Employing disciplined inquiry methods such as the Plan, Do, Study, Act (PDSA) frameworks
as improvement efforts are being pursued
• Accelerating our learning through networks of educators dedicated to learning-by-doing.
This workshop is designed in a half-day, interactive format to introduce the improvement science
framework and explore how this framework might be applied to participants’ problems and
contexts
48
49
50
51
The Difference Is
Our People
www.rti.org
Our expert research and technical staff
come to work every day—to the office,
to the bench, to field sites around the
world—to study complex problems,
craft solutions, scale up innovative
programs, and evaluate outcomes.
From Dreams to Reality... we’ll take you there!
Education is the most powerful weapon which you can
use to change the world.
— nelson mandela
2017
Pacific Circle
Consortium
41st
Annual Conference
September 4 – 7, 2017
HIROSHIMA, JAPAN
Conference Theme:
The Bright and Dark
Sides of Globalization:
Implications for Educational Practice in Achieving a Peaceful World
Conference Venue
AMS Aster Plaza Hiroshima
Hiroshima International Youth House
Hosted by
Hiroshima City University
Hijiyama Univ. & Kyoto Bunkyo Univ.
For more information or questions:
Conf. Chair: Masashi Urabe (Hiroshima City University)
E-mail: [email protected]
URL: http://urabe.intl.hiroshima-cu.ac.jp/pcc2017

the PCC Conference Program Booklet

Transcription

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