本研究主要目的為探討原鄉教育路對幼師生涯發展的影響，透過四位烏來地區非原住民幼師的個案研究，瞭解幼師的生涯發展、影響幼師生涯發展因素、幼師的原鄉教育路及原鄉教育路如何影響幼師生涯發展，期望能提供到原住民族地區任教的其他非原住民教師在生涯規劃上的參考或協助。 本研究探討教師生涯發展主要以三位學者的理論為依據：Newman的週期論、Katz的階段論，與Fessler的循環論。影響幼師生涯發展因素則從以下的面向做討論：工作內容、人際交往、經濟報酬、文化因素等。幼師的原鄉教育路則分別從四個面向做討論：政策與制度、原鄉幼教師資、幼師與社區的關係與文化回應教學。 本研究採個案研究法，輔以半結構訪談方式蒐集資料，本研究綜合分析結果發現：個性、志向與家庭是影響教師生涯發展的風向球。個性、專業與關注方向會影響教師生涯發展模式的改變。人際關係、經濟報酬與福利影響幼師職涯變動。選擇原鄉教育路與幼師過去經驗有關。角色衝突與文化認同主宰文化回應教學的成效。 / The main purpose of this study was exploring the influences for the career development of preschool teachers working in indigenous areas. To understand the career development of preschool teachers, teacher career development factors, the working situation of preschool teachers in indigenous areas, and the influences for the career development of preschool teachers working in indigenous areas through four non-indigenous preschool teachers in Wulai. Hopefully, this study can be a reference to the preschool teachers when they plan their career development or make the career decisions. This study investigated that teacher career development mainly based on the theories of three scholars: the phase theory of Newman, the stage theory of Katz, and the cycle theory of Fessler. Career development factors of preschool teachers were discussed as follows: work content, interpersonal relationship, finance, and culture factors. The working situations of preschool teachers in indigenous areas were discussed as follows: policies and institutions, the profession of preschool teachers, the relationship between preschool teachers and community, and culturally responsive teaching. This study adopted multiple-case study, combined with semi-structured interviews to collect data. The results of this study were summarized as follows: Personality, ambition and family influence teachers' career development. Personality, profession and concerns will affect the model of teacher career development. Interpersonal relations, finance and welfare effect the career decisions of preschool teachers. Working in indigenous areas is related with the preschool teachers’ past experiences. Role conflict and culture identity dominate the effects of culturally responsive teaching.

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To increase equity and inclusion for underserved and excluded Indigenous students, we must make efforts to mitigate the unique barriers they face. As their knowledge systems have been historically excluded and erased in Western science, we begin by reviewing the literature on the inclusion of Traditional Ecological Knowledge (TEK) in biology education and describe best practices. Next, to better understand how Native Hawaiian and other Pacific Islander (NHPI) students integrate into the scientific community, we used Social Influence Theory as a framework to measure NHPI student science identity, self-efficacy, alignment with science values, and belonging. We also investigated how students feel their ethnic and science identities interact. We found that NHPI students do not significantly differ from non-NHPI students in these measures of integration, and that NHPI students are varied in how they perceive their ethnic and science identities interact. Some students experience conflict between the two identities, while others view the two as having a strengthening relationship. Next, we describe a lesson plan created to include Hawaiian TEK in a biology class using best practices described in the literature. This is followed by an empirical study on how students were impacted by this lesson. We measured student integration into the science community using science identity, self-efficacy, alignment with science values, and belonging. We found no significant differences between NHPI and non-NHPI students. We also looked at student participation, and found that all students participated more on intervention days involving TEK and other ways of knowing than on non-intervention days. Finally, we describe qualitative findings on how students were impacted by the TEK interventions. We found students were predominantly positively impacted by the inclusion of TEK and discuss future adjustments that could be made using their recommendations. The last chapter describes how we used remote sensing to investigate land cover in a fenced and unfenced region of the Koʻolau Mountains on the island of Oahu. After mapping the biodiversity hotspot Management Unit of Koloa, we found that there is slighlty more bare ground, grass, and bare ground/low vegetation mix in fenced, and thereby ungulate-free areas, than those that were unfenced and had ungulates. Implications of these findings and suggestions for future research are discussed.

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The study of a foreign language can never be seen in isolation, but forms part of the social and cultural setting in which it functions. Therefore, teaching English to multicultural groups of adults in Qatar, cannot be done effectively and efficiently, without taking the influence of cultural diversities and values, as well as the requirements of the adult learner, into account. This research deals with how native English speaking lecturers at one specific language centre in Qatar acknowledge these cultural diversities and values and how they accommodate adult learners in the multicultural classroom environment, by means of a literature study and an empirical investigation. Qualitative data collection was done by open-ended questionnaires to lecturers and learners, focus group interviews with lecturers and learners, individual interviews with lecturers, classroom observations and keeping of field notes. Findings revealed that lecturers are aware of the cultural diversities and values of learners who come into the classroom from different nationalities, and accommodated these learners without bias. These differences however, did not necessarily influence their teaching styles and lecturers remained focussed on teaching English as effectively as possible. / Educational Studies / M. Ed. (Adult Education)

The study of a foreign language can never be seen in isolation, but forms part of the social and cultural setting in which it functions. Therefore, teaching English to multicultural groups of adults in Qatar, cannot be done effectively and efficiently, without taking the influence of cultural diversities and values, as well as the requirements of the adult learner, into account. This research deals with how native English speaking lecturers at one specific language centre in Qatar acknowledge these cultural diversities and values and how they accommodate adult learners in the multicultural classroom environment, by means of a literature study and an empirical investigation. Qualitative data collection was done by open-ended questionnaires to lecturers and learners, focus group interviews with lecturers and learners, individual interviews with lecturers, classroom observations and keeping of field notes. Findings revealed that lecturers are aware of the cultural diversities and values of learners who come into the classroom from different nationalities, and accommodated these learners without bias. These differences however, did not necessarily influence their teaching styles and lecturers remained focussed on teaching English as effectively as possible. / Educational Studies / M. Ed. (Adult Education)

The purpose of this qualitative research study employing a cross-case analysis on previous case studies is to better understand the engagement of Latino students in a small number of cultural sensitivity programs and the teaching practices that are factors in the development of their academic achievement. In the traditional infrastructure of public schools, assimilation is built on fundamental values aligned with the U.S. political establishment rather than on the value of adaptation to the demands and conflicts of other cultures. Thus, less-empowered groups are at a disadvantage resulting in subgroups abandoning their ideas and reducing their contributions to human capital. In this study, the focus is alternative programs, specifically programs in which a there is a balance in the learning process between the teacher and student emphasizing the development of enhanced understanding of the cultural contexts an integral part of academic learning for Mexican American students. Also included in the case studies are innovative intervention programs that specifically help students improve academic achievement in Grades 9-12, especially those for students who are Mexican immigrants or of Mexican American ancestry in the state of California. The literature discusses concepts of assimilation, enculturation, oppression, culture capital, and the high and low contexts within the theoretical framework. Empirical literature revealed a deeper understanding of the relationship between Latino student learning styles and the dominant Eurocentric traditional academic culture within classroom practices. In sum, in the cross-case analysis of the 21 case studies, various features emerged across the cases that were categorized into three general themes: (a) alternative interventions, (b) caring, and (c) culturally responsive teaching/pedagogy.