Journal Review: Culture-Based Education and Its Relationship to Student Outcomes

By | July 20, 2017

Review Journal

 

Tittle

 

Culture-based education and its relationship to student outcomes
Journal Kamehameha university
Download www.ksbe.edu/_assets/spi/pdfs/CBE_relationship_to_student_outcomes.pdf
Volume and Page September 2010, Hlm: 1-30
Years 2010
Writter Shawn Kana‘iaupuni, Brandon Ledward, ‘Umi Jensen
Reviewer Andi Harmiawan
Date 30th  Mei, 2017
Purpose of  Research The findings are consistent with prior qualitative studies, indicating that culture-based educational strategies positively impact student outcomes, particularly Native Hawaiian student outcomes. This research underscores the benefits of culturally responsive pedagogy and practice. The implications of this study are valuable for education practitioners, programs, and policymakers seeking ways to eliminate achievement gaps for indigenous and other students.
Subject of Research Hawaian- students enrolled in school around  hawaian at the Kamehameha school
Data Source The Research uses several ways :

1.    Demographic Questionnaire

2.    Interview

3.    Data Analysis

Method of Research The  Research Use two Methods:

1.    Quantitative Component

Stage of  Result The Research is divided into several stages :

1.    Language: use of heritage language in teaching

2.    Ohana and community involved

3.    Determine The Steps and Scoring

4.    Preparing the Materials which will be used for Research to support heritage of language inflict education

Result of Research The teacher data reveal three main findings. First, the data show evidence that CBE is being implemented to varying degrees in classrooms across the state. As expected, Hawaiian cul­ture- and language-based schools are quick to adopt CBE. However, results indicate strong CBE users teaching in mainstream settings as well. Second, CBE is not limited to Hawaiian teachers. Although Hawaiians subscribe to culture-based pedagogy more often, these ap­proaches also are embraced by non-Hawaiian teachers, especially those in school settings that prioritize cultural relevance in education. Third, across all school types, including culturally grounded schools, teachers report regular use of the strategies that are generally considered best practice in teaching and instruction. Rather than CBE being divergent from best prac­tices, the data suggest a “double win” for children in culture-based environments. Specifically, the data suggest that in culture-rich environments, teachers go above and beyond conven­tional best practice to achieve relevance and rigor, delivering highly relevant education via culture-based strategies in addition to the research-based body of teaching strategies known as best practices. In effect, principles such as contextualization and joint productive activity are most often achieved by teachers using culturally relevant strategies.
Strength ofResearch 1.    The Theoretical Basis is Right

2.    Using many of  The Analysis  Methods

Weakness ofResearch There are several materials which can be enhanced, namely:

A.   Methodelogy

1.   Quantitative Component

–         Nothing treatment foundation for use it, it have to include references from books or articles about the use of treatment.

“(a) without access to annota­tions, (b) with only verbal annotations available, (c) with only visual annotations available, and (d) with both visual and verbal annotations available”

–         Detail about the pretest and post-testwas not included, so it does not convince the reader that strategy was carried out or not.

2.   Quantitative

–         No attachments on what is being asked to students at the time in interview takes place.

 

 

Conclusion 1.    This research is still in need of repair, so it needs for criticism and suggestions.

2.    The strategy used to be very helpful in this research.

3.    In this journal can help the student to the face listening comprehension.

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