Plan B (Non Thesis)

The Plan B proposal includes a literature review that contextualizes the question(s) within existing research and theory.  The proposal also includes a description of the proposed research methods and how the data will be analyzed.  Students should work with their Plan B advisor to develop their proposal and refer to the Proposal Literature Review Assessment Rubric and the Proposal Method Section Assessment Rubric. Not more than 9 credits in directed reading/research (EdEP 699) may be applied to meet degree requirements.

The completed Plan B project/paper typically includes (a) an introduction that includes a literature review contextualizing the research question(s) within existing research and theory, (b) a method section describing their research methods, including how the data were analyzed, (c) a results section presenting what was found, and (d) a discussion section that interprets the results and suggests implications for theory, research, and practice.

The final format of your Plan B project/paper may be entirely written or it may use a less traditional format (e.g., a video, a website, a web-based presentation, or a CD Rom). To the extent that the traditional components of educational research (viz., statment of problem, literature review, method, and data analysis) are not directly clear in whatever format you chose to present your findings, you will be required to document in writing how these things are addressed.

Students work with their Plan B advisor to develop their final papers and apply the writing style and conventions described in the current edition of the Publication Manual of the American Psychological Association.  They should refer to the Plan B or Thesis Literature Review Assessment Rubric and the Plan B or Thesis Method Section Assessment Rubric.

Students whose Plan B project/papers involve human participants should receive approval from the University's Committee on Human Studies (CHS) for their project.  Students work with their Plan B advisor to develop their Human Studies applications and refer to the CHS application guidelines. They should also refer to the Human Studies Application Assessment Rubric. Students who plan to do research in the Department of Education should refer to the Guidelines for Research in the HIDOE. This may entail an additional application to the DOE Systems Accountability Office.

Prior to graduation, students are required to make a 10-15 minute presentation of their projects to the faculty, peers, and other interested professional parties.  Students should work with their advisors to plan for the presentation and refer to the Research Presentation Assessment Rubric for expectations of the presentations.

If candidates are not enrolled in other courses, they must be enrolled in at least one credit of EDEP 699, Directed Reading & Research. Students should enroll in EDEP 500 if all other requirements are complete. EDEP 500 is a one credit course evaluated on a satisfactory/unsatisfactory basis and does not count toward credit hour requirements. Students must apply for graduation when registering for their final semester of study.

A copy of the manuscript in PDF version must be provided to the Department. A copy of the manuscript should also be provided to the Plan B chair. The student should discuss with their chair whether he/she prefers a paper or PDF version of the manuscript.

Ahuna, H. (2004). Ho'omau pono--concept for culturally-appropriate behavioral health in schools, Native Hawaiian culturally based approach.

Allen, C. (2005). A Comparison of the Five Standards for Effective Pedagogy and the collaborative-apprenticeship learning model.

Chan, S. (2004). How low salary affects teacher's motivation in Cambodia.

Chang, C. (2004). Instructional conversations with Native Hawaiian students with learning disabilities: influences on reading comprehension and student attitudes.

deLeon, A. (2006). Self-efficacy of teachers in secondary education: A qualitative approach.

Dierks, L. (2007). Is there a place for voyaging education in our schools?

Haag, C. (2008). Teacher perceptions of family involvement in Hawaii middle schools.

Hori, G. (2006). Can handwriting be taught like a sport?

Horita, G. (2004). The voices of outstanding Native Hawaiian teachers.

Ikei, C. (2006). A website for non-traditional students at the University of Hawaii.

Ishida, L. (2004). The binder project: An organizational learning strategy for students learning below their potential.

Kekahio, W. (2009). Ho'ohana I ke kahua: A cultural approach to teacher induction.

Lau, W. (2004). The effectiveness of a cognitive and metacognition instructional strategy.

Lawrence, M. (2004). Discovery learning in the elementary classroom.

McNeil, J. (2004). Constructivism: A better match than yakudoku for EFL university students in Japan.

Nakaoka, J. A. (2007). Novice-expert differences in radiographic film critique.

Okazaki, C. (2004). Gender equity in my mathematics class.

Reimer, D. (2004). Comparative teaching experience practices: Military vs. civilian children, cultural insider vs. outsider perspective.

Saito, R. (2004). Concept mapping: A visual organizer for the mind.

Shigetomi, A. (2004). Making a difference in the language experience of a special education student in a public elementary school in downtown Honolulu.

Singh, J M. (2004). High school students’ perceptions of the characteristics of classroom environments that promote their learning in science and the humanities.

Smith, E. (2003). Development of a performance assessment for the environmental science rotation of the Hawaiian Studies Program at Waianae High School.

Takakawa, N. (2006). How teachers identify and refer English language learners for special education services in the Hawaii state school system.

Tokushige, T. A. (2004). The effectiveness of the Harcourt Trophies Reading Program.

Tsuda, C. A. (2004). A school-based study on the reliability and validity of the Gates-Macginitie Reading Test.

Uyeda, C. (2007). Teachers' perception of an elementary math curriculum.

Vu, T. (2008). Using video self-modeling to promote social greeting in an adolescent with autism.

Yagi, E. (2009). Expanding pre-service teachers' use of the Understanding by Design framework.