Abstract
In the aftermath of the COVID pandemic, there is value in examining the insights gained by the Hawaiʻi education system through the various adaptations required to navigate the crisis. In this context, it is crucial to inquire about teachers’ perspectives on the strategies implemented in the plan to maximize the utilization of the Elementary and Secondary School Emergency Relief (ESSER) fund. this study delves into mixed-methods research. The primary goal of this study is to gain insights into teachers' experiences with formative instruction practices. It seeks to cast light on how teachers perceive formative instruction, how it is implemented within Hawaiʻi classrooms, and identify potential areas to support the teachers. Qualitative and quantitative data were collected and analyzed together so that findings from each could inform and complement the other. Teachers' responses are representations of their lived experiences, which were used as a means to construct meanings together with the related literature. This study aimed to validate its results by seeking triangulation among different sources of information: A focused literature review, a thematic document analysis, and a survey with closed and open-ended questions. Combining the results of each of those methods, it was possible to reach conclusions that not only reflect the state of the implementation of formative assessment practices in the public schools of Hawaiʻi, but are also displayed in relation to other academic efforts published about this topic, and to the guidelines that the Hawaiʻi Department of Education has set in the framework of effective academic practices.
Author Information
Patricia Grillet, University of Hawaiʻi at Mānoa, United States
Stacy Potes, University of Hawaiʻi at Mānoa, United States
Paper Information
Conference: ACSS2024
Stream: Education and Social Welfare
This paper is part of the ACSS2024 Conference Proceedings (View)
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To cite this article:
Grillet P., & Potes S. (2024) Formative Instruction in Hawaiʻi: Teachers’ Perspectives and Practices ISSN: 2186-2303 – The Asian Conference on the Social Sciences 2024: Official Conference Proceedings (pp. 839-851) https://doi.org/10.22492/issn.2186-2303.2024.71
To link to this article: https://doi.org/10.22492/issn.2186-2303.2024.71
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