After admission, the student with the assistance of at least one member of the graduate faculty, details a program of study which includes a minimum of 30 credits for Plan A (Thesis) and Plan B (Non-thesis) candidates. Courses at or above the 400 level may be applied to an individual's program of study, though a minimum of 18 credits must be earned in courses numbered 600-798. Up to 12 credits completed prior to admission to the program may be transferred for credit toward the degree. All students in the MEd program are required to take EDEP 416, EDEP 429, EDEP 408 or 608, EDEP 611, EDEP 661, and a graduate seminar (EDEP 768) as part of their 30 credits.

Relatively soon after entering the program, students are expected to choose between Plan A or Plan B options.

Plan A (Thesis)

Students whose objective is doctoral study are expected to define a Plan A program of study at the master’s level. The Graduate Division requires that a minimum of 12 credits, exclusive of research methods courses and thesis research (EdEP 700) must be earned in courses numbered 600-798. When the student program has been defined (including any transfer credits), Student Progress Form I is submitted to the Graduate Division. Plan A candidates must take at least 6 credits of thesis research (EdEP 700). At the discretion of the thesis chair, up to five credits of EdEP 699, previously completed, may be substituted for five of the six EdEP 700 credits.

The development of a thesis proposal is concurrent with the selection of a thesis advisor and committee. After the thesis proposal is defended and approved, Student Progress Form II is submitted to the Graduate Division and the student may enroll in thesis research (EdEP 700) at the beginning of the next academic semester. Students must register for at least one EdEP 700 credit during the semester in which they graduate and apply for graduation by the appropriate deadline.

It is the responsibility of the student to keep all members of the thesis committee informed of the scope, plan, and progress of thesis research. Copies of the completed thesis must be submitted to committee members at least two weeks prior to the date of the final oral examination by the committee. Upon successful defense of the thesis and subsequent completion of revisions, Student Progress Form III is submitted to the Graduate Division.

One unbound clean copy (two if publishing with ProQuest Information and Learning) of the completed thesis signed by all the members of the committee must be deposited with the Graduate Division by the specified deadline (see the "Calendar"). Bound copies must also be provided to the Department and the Thesis Chair.

Plan B (Nonthesis)

Not more than 9 credits in directed reading/research (EdEP 699) may be applied to meet degree requirements. The culminating requirement is a Plan B Project, an original educational inquiry resulting in a product that informs educational practice. Students develop a 2-3 page proposal outlining their projects that are then approved by their advisors (Guidelines for Plan B proposals). The development of a Plan B project is concurrent with the selection of a Plan B advisor.

If candidates are not enrolled in other courses, they must be enrolled in Directed Studies 500 (a 1-credit course, evaluated on a Satisfactory/Unsatisfactory basis) during the semester in which the degree is awarded. The 500 course does not count toward credit hour requirements. Students must apply for graduation when registering for their final semester of study.

After the program of study has been endorsed by the graduate faculty, the student is advanced to candidacy for the master’s degree. A minimum residency of two semesters of full-time study or the equivalent in credits at UHM is required. Students must apply for graduation when they register for their final semester of study.

 

Sample Titles of Recent Plan A Theses and Plan B Projects/Papers

 

Plan A Theses

Asada, K. (2004). Implementation of the Adult Literacy Program: Educational Outcome of Psychiatric Inpatients at Hawaii State Hospital.

Burk, B. (2006). Prior Course Experiences and Academic Achievement.

Chang, W. (2005). Precursors to Social Information Processing.

Inoue, G. (2003). Peer Mentor Develoment in the Access to College Excellence Program.

Judd, J. (2005). The Relationship between Self-Regulatory Learning Strategies and the Academic Achievement of High School Chemistry Students.

Lawton, B. (2005). The Differential Effects of Two Versions of Middle-School Inquiry-Based Science Program Professional Development Institutes on Teachers' Self-Efficacy as Inquiry-Based Science Teachers.

Lukey, N. (2006). Philosophy for Children Hawaii and its Influence on the Development of Students' Reflective Thinking in Classroom Discussions.

Smith, B. (2004). Perceptions of ADHD among Marshalese Teachers and Parents.

Taum, A. (2003). The Influences of Participants in a Teacher Study Group Focusing on the CREDE Standards for Effective Pedagogy on Four High School Teachers' Instructions.

Viggiano, A. (2003). The Influence of Learning Team Participation of Four Teachers' Implementation of Writing Standards in Classroom Instruction.

Plan B Projects/Papers

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?

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.

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). Comparatiave 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.

 

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