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Alice Wagner Interviews and technical support: Rhoda Freelon

Building Bridges Across Cultures: A Freirian Exploration of Home Visits Centering Community in Schools: Expressing Voice and Building Leadership Institute at CSUEB February 27, 2010. Alice Wagner Interviews and technical support: Rhoda Freelon

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Alice Wagner Interviews and technical support: Rhoda Freelon

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  1. Building Bridges Across Cultures: A Freirian Exploration of Home Visits Centering Community in Schools: Expressing Voice andBuilding Leadership Institute at CSUEBFebruary 27, 2010 Alice Wagner Interviews and technical support: Rhoda Freelon Masters of Science: Urban Teacher Leadership, May 2008

  2. Inquiry Focus Program evaluation of the Nell-Soto home visits grant at Bowman Elementary Program Description: Teachers originally thought the grant would be for Kindergarten and 6th grade teachers Two year grant to support home visits provided money for all teachers to participate Teachers received in house training and support

  3. Key Demographics at Bowman TEACHERS by Ethnicity STUDENTS by Ethnicity Source: California Dept. of Education, 2006-07

  4. Bowman students are 63.5% Latino 50.5% of students are ELLs. Source: California Dept. of Education, 2006-07

  5. Discuss with a partner:What are the benefits of home visits?

  6. Literature Review Structured home visits can lead to culturally relevant teaching (Ginsberg, 2007; Meyer & Mann 2006)

  7. Home visits disproved the negative stereotypical assumptions about African American families and students (Harry, Klinger and Hart 2005).

  8. Teachers note an increased empathy towards students and families through home visits that focus on building relationships (Manning, 1995; Meyer & Mann, 2006; Goodson, Layzer, St. Pierre, 2000).

  9. How well do teachers know Hayward and the community?

  10. Strengths Bowman Elementary has an ethnically diverse student body. Concerns The faculty does not reflect the diversity in the student population. As in HUSD, white teachers at Bowman make up the vast majority of the teaching staff. Many staff members have little connection to the community besides employment. Conclusions from Key Demographics and Participant Observation

  11. Data Analysis

  12. With a partner, explain the reasons for the following: 1) Only 20% of the teachers at Bowman participated in the home visit program. 2) Of those 20%, about half did not participate in another visit.

  13. Data Collection Survey (Those Attending Home Visits) To gauge teachers’ experiences after completion of home visits Additional Survey (Those Not Attending) To gather information on barriers for teachers that had not yet participated. Focus Group In-depth exploration of reasons that teachers were not participating in home visit program.

  14. 50% of teachers felt apprehension before going on home visits 100% of teachers surveyed stated that relationships with Bowman families have improved due to home visits

  15. Why are teachers not participating? A survey for non-participants 8 out of 11 teachers surveyed rated lack of time as a large impediment to going on home visits. 8 out of 11 teachers felt that they had received enough support and training.

  16. 8 out of 11 teachers surveyed felt confident in their knowledge of the community.

  17. Beyond the numbers: Quotes from the focus group Parents in the upper grades are “tired” of hearing about their children's problems through the years, so it’s more difficult for upper level teachers to connect with parents. “I’m not comfortable with home visits because I don’t believe that every culture feels comfortable or positive about having the teacher in their personal space.”

  18. Teacher recommendations Start at the beginning of the year.

  19. Give home visits more publicity at school.

  20. Send out letters explaining the purpose of home visits with a form for parents to return if interested.

  21. There’s still not enough time in the day.

  22. Home visits benefit students, we know. In what ways do teachers benefit?

  23. What are the alternatives to home visits? How can teachers undo our assumptions about the community in which we work? How can teachers correct our misconceptions about the families we serve?

  24. Building Bridges Across Cultures: A Freirian Exploration of Home Visits Centering Community in Schools: Expressing Voice andBuilding Leadership Institute at CSUEBFebruary 27, 2010 Alice Wagner Interviews and technical support: Rhoda Freelon Masters of Science: Urban Teacher Leadership, May 2008

  25. From Topic to Format:Paulo Freire's Theories of Critical PedagogyWho is Paulo Freire?

  26. A Prodigious Author

  27. Freire's Theories of Education Best known for his repudiation of the “banking” system of education. Critical Pedagogy: the students' ability to think critically about their education situation Dialogue Education: learners are active participants Anti-Oppressive Education

  28. Discuss with a partner In what ways was the format of today's presentation influenced by Paulo Freire's theories of education? Art by Dylan Miner

  29. No one educates another, [men and women] educate each other among themselves, mediated by their world. -Paulo Freire

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