Abercrombie announces new Early Childhood Coordinator
HONOLULU (HawaiiNewsNow) - In an effort to increase attention to early childhood, Gov. Neil Abercrombie announced Terry Lock as the new Early Childhood Coordinator.
According to the Abercrombie Administration, Lock will be responsible for the following:
Planning a state structure that supports an early childhood systems that improves the outcomes for children prenatal to five years old.
Leading coordination among state agencies to improve services and outcomes for children and families.
Developing public and private partnerships.
Advocating for public policy to achieve better outcomes for Hawaii's children.
"We are responsible for shaping the future of our keiki. Young children cannot be an afterthought," said Abercrombie. "The lack of adequately investing in our young children is a failure to recognize widely understood research and a failure to live by our notions of common sense and core values. Terry Lock understands this and brings her decades of experience to lead the charge in a new direction."
Lock has over 35 years of field experience in early childhood education. She currently serves as Kamehameha School's Director of Community-Based Early Childhood Division.
The new position is funded over the next two years by a $300,000 private grant from the W.K. Kellogg Foundation.
On Thursday, the governor also announced that Healthy Start, a program headed by the Department of Health, will continue. The DOH reallocated $3 million for the next two fiscal years from the Tobacco Settlement Special Fund to keep the program running.
Healthy Start benefits more than 4,000 families across the state.
Copyright 2011 Hawaii News Now. All rights reserved.
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Tharp, R. G. & Gallimore, R. (1991). The Instructional Conversation: Teaching and Learning in Social Activity. Research Report #2, National Center for Research on Diversity and Second Language Learning. Santa Cruz, CA: University of California.
(The following are issues of the Center for Study of Multicultural Higher Education, University of Hawaii at Manoa)
Tharp, Roland G., Uchino, Bert, & Woo, Karyl. (1989). Psychocultural Effects on Teaching and Learning In Schools: A Selected Bibliography. Occasional Paper #9, Center for Studies of Multicultural Higher Education, University of Hawaii at Manoa.
Center for Studies of Multicultural Higher Education. (1989) Studies in multicultural higher education: An annotated bibliography. Occasional Paper #8, Center for Studies of Multicultural Higher Education, University of Hawaii at Manoa.
D'Amato, John and Tharp, Roland G. (1988). Ethnic Variability in Achievement in Formal Educational Settings: A Review of Research and Theoretical Issues. Occasional Paper #1, Center for Studies of Multicultural Higher Education, University of Hawaii at Manoa.
Allen, Robert W. and Tharp, Roland G. (1988). Vocational Education Program Planning: Culturally Compatible Education Strategies for Native Hawaiian Students? Occasional Paper #3, Center for Studies of Multicultural Higher Education, University of Hawaii at Manoa.
D'Amato, John and Tharp, Roland G. (1988). Culturally Compatible Educational Strategies: Implications for Native Hawaiian Vocational Education Programs. Occasional Paper #4, Center for Studies of Multicultural Higher Education, University of Hawaii at Manoa.
(The following are issues of the Center for Development of Early Education, Kamehameha Schools/Bishop Estate, Honolulu, 96817).
TR #128 - Evaluation and recommendations: The 1984-85 joint program for pre-service field training of the College of Education, The University of Hawaii at Manoa, and the Center for Development of Early Education, Kamehameha Schools/Bishop Estate. Julnes, G., Akamine, H., Pacheco, G., Dalton, S., O'Donnell, C., Blaine, D., and Tharp, R.
TR #107 - Is there a comprehension problem for dialect-speaking children? A study with children who speak Hawaiian English. Speidel, G. E., Tharp, R. G., Kobayashi, L., & Hao, R.
TR #102 - The role of evaluation in the development and dissemination of the Kamehameha Reading System. Klein, T., Calkins R., Troy, M., Tharp, R. G., & Gallimore, R. 1982.
TR #101 - Just open the door: Cultural compatibility and classroom rapport. Jordan, C., Tharp, R. G., & Vogt, L.
TR #93 - Education of minority children: Culture, cognition and behaviors.
TR #82 - Teaching reading to the educationally at risk: A multidisciplinary research and development program, 1978. Proceedings of a symposium presented at the Association for the Behavior Therapy Meetings, Atlanta, December, 1977. Sloat, K. C. M., Tharp, R. G., Gallimore, R., & Au, K.
TR #81 - A multidisciplinary approach to research in education: The Kamehameha Early Education Program (KEEP), 1978. Proceedings of a symposium presented at the American Anthropological Association Meetings, Houston, December, 1977. Sloat, K. C. M., Tharp, R. G., Gallimore, R., & Au, K. H.
TR #70 - Dialect transformation of items on the SERT. Day, R. R., Gallimore, R., Tharp, R. G., & Sato, C.
TR #66 - An overview of research strategies and findings 1971-75 of the Kamehameha Early Education Program. Gallimore, R., & Tharp, R. G.
TR #60 - The uses and limits of social reinforcement and industriousness for learning to read. Tharp, R. G., & Gallimore, R.
TR #59 - Studies of standard English and Hawaiian Islands creole English: KEEP Linguistic Research, 1971-76. Gallimore, R., & Tharp, R. G.
TR #56 - A comparison of KEEP and public school teachers' rates of positive and negative feedback. Antill, E., & Tharp, R. G.
TR #55 - A comparison of the industriousness levels of KEEP and public school students. Antill, E., & Tharp, R. G.
TR #54 - The prediction and explanation of academic achievement. Gallimore, R., & Tharp, R. G.
TR #41 - The incremental effectiveness of classroom-based teacher training techniques. Sloat, K. C. M., Tharp, R. G., & Gallimore, R.
TR #33 - Training teachers in the use of positive feedback. Speidel, G. E., & Tharp, R. G.
TR #32 - Cognition research: Progress and plans. Gallimore, R., & Tharp, R. G.
TR #31 - The effects of elaboration and rehearsal on long-term retention of shape names. Gallimore, R., Lam, D. J., Speidel, G. E., & Tharp, R. G.
TR #27 - Models for continuing resource consultation: Ho'okena School, 1973-74. Franklin (Chun), S., Antill, E., & Tharp, R. G.
TR #24 - KEEP motivational research: Strategy and results. Gallimore, R., & Tharp, R.
TR # 23 - KEEP reading research 1974: Overall strategy and preliminary results. Tharp, R. G., & Gallimore, R.
TR #22 - Consultation and dissemination: Research strategy, 1974. Tharp, R. G., & Gallimore, R.
TR #21 - Research disclosure procedures of KEEP. Omori, S., Speidel, G. E., Tharp, R. G., & Gallimore, R.
TR #18 - Learning center and study carrels: A comparative study. Franklin , S., Speidel, G. E., & Tharp, R. G.
TR #17 - A study of time spent working at learning centers. Omori, S., Speidel, G. E., Tharp, R. G., Franklin (Chun), S., Au, K. H., & Granger, A.
TR # 15 - The Standard English Repetition Test (SERT): A measure of Standard English Performance for Hawaii Creole English-Speaking Children. Day, R. R., Boggs, S. T., Tharp, R. G., Speidel, G. E., & Gallimore, R.
TR #14 - KEEP language research strategies. Tharp, R. G. & Gallimore, R.
TR #13 - Selection of children for the KEEP demonstration school: Criteria, procedures, and results (1972-73 and 1973-74). Mays, V., Boggs, S., Tharp, R. G., & Gallimore, R.
TR #7 - Explorations in teacher training. Speidel, G. E., Tharp, R. G., & Gallimore, R.
TR #6 - The uses and limits of increasing student motivation. Lam, D. J., Kidoguchi, L., Gallimore, R., Tharp, R. G. & Speidel, G. E.
TR #5 - Pretest and posttest results of the first KEEP program year. Gallimore, R., Tharp, R. G., & Speidel, G. E.
TR #4 - Operational features of the Kamehameha Early Education Project. Gallimore, R., Tharp, R. G. & Speidel, G. E.
TR # 3 - A proposal to build an education and research program: A Kamehameha Early Education Project Proposal. Tharp, R. G., & Gallimore, R.
TR #2 - Solving problems in Hawaiian-American classrooms: Excellent teaching and cultural factors. Gallimore, R., & Tharp, R. G.
TR #1 - The mutual problems of Hawaiian-American students and public schools. Tharp, R. G., & Gallimore, R.
I forgot to mention that Terry's predecessors kicked off 500 plus students off the Kamehameha Campus. One need to ask why? John Burns objected to such a study and wrote about this in his book. And the Kamehameha Bernice Pauhi School admin hired these scums to be sure to trump the Governor's objection.
Secondly, what most of you do not see is the difference between native Hawaiian communities and non native communities. The students that were thrown off the hill, for some acutally died. If not, it contributed to long suffering among their family members and eventually an earlier death.
I believe Terry is going to join the already existing bankers to debunk the native community from the land. This should be interesting.
As a young mother, I always knew that these researchers were dumbing down our Native Hawaiian Children in their early years of development. They were the typical missonary fold that came to Hawaii 200 years ago to turn us heathens into Christian Soliders for their capitalistic wars. The KEEP Projects are no different!
Terry Lock has very little experience to lead the charge for common sense and core values. If anything its all about the 'Goodship Lollipop' type of early education. The Shirley Temple ringlets went out in style in the 50s and sombody forgot to check the latest movies at the ticket office. This is a micro wave popcorn education --pass the butter! Fatting the 'dumbing down' deep pockets seems to coincide with the Race to the Top monies and stuff!
I have for over 40 years collided with the early researchers Gallimore and Tharp. It was difficult to redirect my own children towards good education and away from the 'dog treats' type of education on the hill. Ivan Pavlov was everywhere in the 70s including the practice of giving children Ritalin drugs.
I suspect Terry Lock will follow the same conditions and research of her predecessors and my guess is to attack the 'Rehabilitation' with a vengence. Conjoining all three congressional acts: Native Hawaiian Rehabilitation, Disability Rehabilitation and Veterans Rehabilitation in one educational program. The end results is to destroy anything that pretains to Hawaiian 'core' values such as replacing poi with sugar. For I have and do each day experience the end results of Lock' predecessors as well as the everyday challenges of all three combined 'congressional acts' in a classroom. It's a fat check of $300,000 private appropriations, however, the returns will devastate the next three generations as far as early childhood education.
We need less babysitting and more highly qualified person(s) in our schools. Earlychildhood educators can step up to the plate to educate not feed sweets for the three R's.