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ERIC Number: ED538094
Record Type: Non-Journal
Publication Date: 2011
Pages: 6
Abstractor: ERIC
Reference Count: 8
ISBN: N/A
ISSN: N/A
Assessing the Impact of Culture-Based Education. The Claremont Letter. Volume 5, Issue 2
Thomas, Scott
Claremont Graduate University (NJ1)
The author has over the past several years been involved with Hawai'i's Kamehameha Schools on a project called the Hawaiian Cultural Influences in Education (HCIE) study. Kamehameha Schools was established to provide educational opportunities to improve the capability and well being of people of Hawaiian ancestry. In this paper the author describes some of the more interesting findings from this line of work so far. Central to this work is the evaluation of effects on student achievement attributable to exposure to a Culture-Based Education (CBE) curriculum. Culture-based educational strategies are viewed as a promising approach to address disparities between indigenous students and their peers. CBE represents an indigenous conceptual framework defined by five primary domains. These domains emphasize: (1) a focus on culturally-relevant content; (2) culturally relevant contexts; (3) the use of heritage language; (4) the involvement of family and community; and (5) indigenous forms of assessment. (Contains 2 figures.)
Claremont Graduate University. School of Educational Studies, 150 East Tenth Street, Claremont, CA 91711. Tel: 909-621-8000; Fax: 909-621-8734; Web site: http://www.cgu.edu/ses
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Claremont Graduate University
Identifiers - Location: Hawaii