Equitable Instructional Conversations Supporting K–2 Native Hawaiian Children’s Self-Efficacy and Valuing of Classroom Tasks

• In Event: Supporting Student Learning and Development During the Elementary School Years

Abstract

This study investigated how teachersʻ use of equitable small group instruction influenced young Hawaiian learners’ academic self-efficacy and value of classroom tasks. Participants included seven K-2 teachers and 68 students. Teachers worked in grade-level teams at schools serving Hawaiian learners. Data included student surveys that measured academic self-efficacy and value of classroom tasks and recordings of meetings when teachers planned and analyzed their small group dialogic instruction. Psychometric network analysis suggested that students feeling it was important to do well in classrooms was a bridge between academic self-efficacy and value of classroom tasks. Teacher meetings indicated that equitable dialogic instruction helped to build social skills. The conversations allowed for developmentally appropriate practice and concept development in a culturally relevant context.

Authors

• Lois A. Yamauchi, University of Hawai‘i at Manoa

• Seongah Im, University of Hawai‘i at Manoa

• Rebecca 'Ilima Ka'anehe, University of Hawai‘i at Manoa

• Ateisha Norton, University of Hawai‘i at Manoa

• Mary C. Lennon, University of Hawai‘i at Mānoa

• E. Brook Chapman de Sousa, University of Hawai‘i at Mānoa