03/05/2025
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Isabella Ochoa-Bardwell “Overcoming the Cultural Mismatch between Micronesian Students and Hawaii Schools through Professional Development and Professional Learning Communities”

Candidate: Isabella Ochoa-Bardwell
Degree: Doctoral- Leadership in Schooling
Defense Date: Wednesday, March 19, 2025
Time: 3 p.m.
Location: Remote Zoom link:
Thesis/Dissertation Title: "Overcoming the Cultural Mismatch between Micronesian Students and Hawaii Schools through Professional Development and Professional Learning Communities”

Dissertation Committee
Dissertation Chair: Michelle Scribner, Ed.D., Clinical Professor, Mathematics and Science Education, School of Education, University of Massachusetts Lowell
Dissertation Committee Member: Linda Riley, Ed.D.
Visiting Faculty, School of Education, University of Massachusetts Lowell
Dissertation Committee Member: James Nehring, Ed.D., Professor, School of Education, University of Massachusetts Lowell
Dissertation Committee Member: Phitsamay Uy, Ed.D. Associate Professor, Leadership in Schooling, Graduate Coordinator for Ed.D Programs, and Co-director of Center for Asian American Studies, School of Education, University of Massachusetts Lowell

Abstract
Guided by improvement science, this three-manuscript dissertation addresses the persistent achievement gap between Micronesian students and their peers at a middle school in Hawaii. School systems and norms often conflict with the cultural values and norms that Micronesian students and their families bring to school. The resulting cultural mismatch can result in teacher bias and low instructional rigor.
This concurrent mixed-methods study strove to answer the question:
How does professional development (PD) on Micronesian cultures, values, and history impact teachers’ beliefs about multicultural education?
This study implemented an eight-week intervention in which three 6th-grade teachers participated in four PD sessions on Micronesian cultures, values, and history and four professional learning community (PLC) sessions that allowed participants to collaborate and implement their learning. Quantitative and qualitative data were collected through surveys, teacher reflection logs, and classroom observations.
Quantitative findings indicated that participants' attitudes toward multicultural education improved. The participants’ mean survey response increased by 7%. Qualitative analysis identified four key themes, (1) learning about Micronesian history, cultures, and values is critical for teachers to effectively support Micronesian students, (2) relationships between teachers and Micronesian students and families are foundational for effective instruction, (3) collaboration among students enhances content understanding, while collaboration among teachers improves pedagogical effectiveness, and (4) building teacher background knowledge and collective efficacy through the PLC model fosters culturally responsive teaching. Findings suggest that professional development focused on cultural knowledge and collaborative reflection can enhance teachers' attitudes and instructional practices, leading to improved student engagement and learning outcomes.