Transfer of Instructional Practices From Freedom Schools to the Classroom

• In Event: 56.030 - Education Opportunity and the Possibilities of Freedom Schools for Teaching and Learning

Abstract

The purpose of this study was to investigate the transfer of instructional practices from the Children’s Defense Fund Freedom Schools program to the traditional classroom by teachers who previously served as Servant Leader Interns (i.e. teachers) in the Freedom Schools program.

This study draws upon Transfer of Learning theory (Haskell, 2001) as a means of determining the level of transfer of teaching practices by classroom teachers (who are also former servant leader interns) from the Freedom Schools program to their traditional classroom. While all learning builds on some form of previous experiences, Haskell proposes a taxonomy that includes levels, types, and principles. The levels indicate the nearness and distance of transfer from the original experience. The types indicate the relationship between the knowledge gained and transfer mechanism. The principles define the assumptions that when met, foster transfer.

This study consisted of a multiple case study of three in-service teachers who served for 1-10 years as servant leader interns within the Freedom Schools program.

The participants for this study consisted of three current classroom teachers (PreK, 5th and 6th grade social studies and science, and 8th grade English). These participants had served at least one summer as servant leader interns within the Freedom Schools programs before being employed as a classroom teacher. Each of the teachers were certified and had gone through a university-based teacher preparation program. Data sources included an electronically administered questionnaire, 3 interviews for each participant, and classroom observations using an observation protocol. The protocol assessed six components of the Freedom Schools program: (1) classroom environment, (2) approaches to instruction, (3) culturally relevant curriculum and materials, (4) learning theories, (5) authentic assessment, and (6) establishing high expectations and engaging students.

The findings concluded that even with extensive experience or a significant amount of time spent teaching in the Freedom Schools program, transfer of instructional practices from Freedom Schools to the traditional classroom was relatively low by Haskell’s (2001) theoretical standards. However, the types of practices that transferred and appeared most regularly in the teachers’ practices from the Freedom Schools program are congruent with culturally relevant pedagogies (Ladson-Billings, 1995). These practices include: culturally responsive classroom management, lesson organization and instructional delivery, positive relationships with students, community-oriented classroom environment, cheers and chants, and conflict resolution that allows for restorative justice. Each of these practices will be elaborated upon in the full paper.

Transferring knowledge does not always come naturally. Learners must be surrounded by a culture that supports transfer. Haskell suggests that those who receive on the job training have a built-in culture of transfer and support system. The participants in this study did not receive any support from their schools in transferring Freedom Schools pedagogies into their classrooms. Though the use of Freedom Schools pedagogical techniques was not apparent in every aspect of their teaching practice, the teachers in this study demonstrated high levels of culturally relevant practices in their classrooms. They noted that they were introduced to these practices from Freedom Schools and not their university-based teacher preparation programs.

Author

• Myah D Stanford, Garland Independent School District