University of Dayton: ECE Program
Assessment 6: Family Culture Project
1) Description of Assessment
The Family Culture Project is completed in the junior year of the ECE program. Candidates are placed in a Head Start or Title 1 preschool classroom in an urban setting for a three hour practicum weekly. They are to explore the community where the center is located, communicate with parents through introductory and final letters, and research the community cultures. The final activity is a comprehensive reflection paper addressing their own culture, the culture(s) of the community, and communication styles utilized during interactions with families.
Note: This assessment was modified for the winter 2008 class based on data from previous semesters. Data and analysis is provided for before and after changes to the candidate directions and scoring guide.
2) Description of how the assessment aligns with standards:
This assessment addresses NAEYC Standard 1 (Promoting Child Development and Learning), specifically Multiple Influences on Development and Learning, and Standard 2 (Building Family and Community Relationships), specifically Family and Community Characteristics. Standard 5 (Becoming a Professional) is integrated into the assignment through the conducting of research, readings to reflect on beliefs and biases, and continuous learning. The candidates are exploring the influence of community, culture and communication on development, as well as resources available to families. Community culture is valued and respected, while explored in comparison to the candidate’s own culture.
Assignment Component / NAEYC StandardFamily Letter / 2b, 2c
Regional Exploration / 1a, 1b, 2a, 2b, 2c, 5c, 5d, 5e
Reflective Project Paper / 1b, 2a, 2b, 2c, 5c, 5d, 5e
3) Summary of Data Findings
The 2006 data was based on a holistic score for the assignment. This did not allow for an analysis of the individual components of the assignment, thus, a breakdown of the components was utilized for the 2007 class.
In 2007, ECE students performed below what would be expected compared with other benchmark assignments. Of the 45 students completing this assignment, 9 (20%) of them did not meet expectations, 22 (48%) met expectations, and 14 (32%) exceeded expectations. A common theme across the both of the reflection items on the rubric is that the reflections were vague and incomplete. Also noted is that students performed better on the professional writing style aspect of the assignment than they did on the 2 elements of the assignment that were more dispositional in nature. An analysis of the reflections suggests that some students only have a vague understanding of their own culture and many appear to minimize the impact of poverty on the families and children with whom they work. They also were very vague on how their feelings had changed.
This finding could be due to a lack of specificity in the assignment sheet. Because of this, the assignment sheet was redesigned to make expectations more clear. This redesign was conducted with student input in conjunction with the Urban Teacher Academy. It is also clear that the impact on instruction needs to be separated out into its own category.
2008 data reflected composite scores within the basic (N=23, 43%) or proficient range (N=24, 45%), however individual standard scores reflected the need for further refinement of the assignment and/or an analysis of the teacher candidates difficulties with the task. The strong majority of the candidates were able to respectfully (2b, 2c) engage the families (2c) and conduct research to determine complex characteristics of the community (2a, 5e). They were also strong in the determination of how cross-cultural communication can affect a classroom (2a, 2b, 2c, 5c), but remained weak (26% in the unsatisfactory range) in their awareness of their own personal cultural framework and how biases and assumptions could impact interactions with families (55% in the unsatisfactory range). These weaknesses will need to be analyzed to determine if further adjustments to the assignments or teaching strategies are needed.
4) Interpretation of how Data Provides Evidence of Meeting NAEYC Standards
2006 data did not allow for an analysis of candidate performance beyond identifying that all candidates scored within the basic to proficient range.
A review of the 2007 data indicated that the students were not completing the in-depth reflection necessary to document meeting NAEYC standards. Thus, the assignment was revised, with the assistance of experts in urban culture from our Urban Teacher Academy Program. Data from 2008 was more definitive, but continued to document that our teacher candidates have difficulty in understanding how their own culture affects their perceptions (5c, 5d), and how culture affects development and learning (1b, 5d). The course assignment will again be reviewed with regard to how to assist the candidates increase their skills in these areas.
In contract, through the regional exploration they begin to understand community characteristics (2a) and the child’s characteristics and needs based upon their culture (1a). The letter to parents helps develop a supportive family relationship (2b) and involves the family in the child’s educational setting (2c). Becoming a Professional (Standard 5) was integrated into this assignment through continuous learning (5c), integrating multiple perspectives (5d), and engaging in advocacy through understanding the available and needed resources in the community (5e).
Assessment 6 (Family Culture Project) Attachments
Candidate Assignment:
Family Culture Assignment
100 Points Total
The purpose of this assignment is to give students an opportunity to learn about family cultures in urban settings.
Part 1: Family Letters (20 points)
The first component of this assignment asks teams to develop 2 parent notes to be distributed to the families of the children in your classroom. The first note is an introductory letter while the second is a note that describes what children learned during the lessons that you and your partner implemented. Each team member is responsible for one note. See the scoring criteria below for more information.
Part 2: Regional Exploration (40 points)
The second component of this assignment asks students to develop a PowerPoint presentation that describes the assigned priority board and provides evidence of resources and hidden rules as described in Payne, 2005. Each regional team will visit and use research tools to get to know the strengths and needs of the neighborhoods in the assigned priority board. Part of the assignment requires a tour of the area including a visit to the team’s assigned priority board office. Teams should call ahead, make an appointment and visit the assigned priority board office. Once you get there, ask open ended questions and allow the priority board representative to give you an overview of the area. Ask more specific demographic data after getting an overview. Ask for recommendations of things to see and do as well as areas to avoid. Students should take note of the residential areas but stick to busier roads and conduct your tour during the day as a group.
Teams will also use research tools to come to understand the demographics of the priority board including such information as racial/ethnic make-up, poverty levels/indicators (i.e. renters versus home-owners, home values), social services, shopping, public transportation, medical resources, quality child care, cultural make-up, recreation, and churches. Your goal is to come to understand the resources, cultural make-up, strengths and challenges of your assigned area. Divide the research duties among the team members to make this assignment manageable. Meet regularly to make sure that everyone is on task. See the rubric below for more information.
Research tools and helpful links:
E-reserve readings about specific cultures
Montgomery County Real Estate Information:
http://www.mcrealestate.org/Main/Home.aspx
Priority Boards:
http://www.cityofdayton.org/planning/CP_Neighborhood_links.asp
Demographics:
http://www.bestplaces.net/zip-code/Dayton_OH-74540500000.aspx
http://ohio.hometownlocator.com/OH/Montgomery
Google Earth:
http://earth.google.com/download-earth.html
Part 3: The Family Culture Project Reflection Paper (40 Points)
Write a 3 page professionally written paper that includes a description of what the regional team discovered about the neighborhoods that were visited and researched. Include a description of the resources that were available to families as wells as those that were absent.
Demonstrate an understanding of your own culture by including an in-depth analysis of your personal cultural framework and communication style using the resources shared in class. Include pertinent information from the following:
· Hofstede’s Cultural Dimensions
· The Iceberg Concept of Culture
· The Developmental Model of Intercultural Sensitivity
· Self analysis using the Communication Style and Values Inventory provided in class
Demonstrate your awareness of other cultures by including an in-depth analysis of the culture/s that comprise/s the groups in the EDT 313 lab experience. Use the following resources to explain how biases and assumptions about this/these cultural groups might impact perceptions and interactions with others:
· E-reserve readings about specific cultures
· Payne’s Framework for Understanding Poverty
· Analysis of communication styles of key adults in the EDT 313 lab experience using the Communication Style and Values Inventory provided in class
Demonstrate your understanding of “Cross-Cultural Communication” by including an in-depth comparison of the communication styles of key adults (teachers, supervisors, parents) in the EDT 313 lab experience and your own communication style and values. Describe key communication similarities and differences and how those characteristics might impact how you build trusting and respectful relationships with peers, co-workers and families from culturally diverse backgrounds.
See the assignment rubric for more information.
Scoring Guide: Effective Winter 08 Semester Family Culture Project: Part 1
Parent Letter Rubric
Person completing the letter:
Criteria / Number of Points EarnedNot Met
0 pts. / Basic
3 pts. / Proficient
5 pts.
1. Encouraging family involvement
(NAEYC 2c) / The letter was lacking information about classroom activities, areas of development and academic indicators addressed and by inviting their contributions, input and participation. / The letter was lacking information about classroom activities, areas of development and academic indicators or did not invite family contribution, input and participation. / The letter includes families in the children’s development and learning by informing them of classroom activities, areas of development and academic indicators addressed and by inviting their contributions, input and participation.
2. Respecting families
(NAEYC 2b, 2c) / The letter used a disrespectful tone and/or was not family friendly. / The letter used a respectful tone but included information that families would not relate to or used language that was not family friendly. / The letter was written in a respectful tone, included only family relevant information and used family friendly language.
3. Technology skills / The letter did not include a digital picture. / The digital picture was of poor quality, cropped incorrectly, distorted or attached but not downloaded. / The letter included downloaded high quality digital pictures that were cropped correctly without distortion.
4. Professional and quality writing / The letter contained 2 or more minor errors / The letter contained 1 minor error. / The letter was word processed and was professional (neat, grammatically correct, accurate spelling and punctuation, clear sentence structure, organized flow of thoughts).0 errors
Family Culture Project: Part II
Community Characteristics and Resources PowerPoint Presentation
40 Points
To be turned in by each Regional Team with copy of the Power Point Presentation in 6 slide per page handout format.
Team Members:
Priority Board Region:
The presentation includes/demonstrates: / Number of Points Earned0 / 1-7 with comments / 8
The community characteristics, demographics and factors that impact the lives of young children and families in the assigned priority board region. (NAEYC 2a)
An understanding of and evidence for the resources (Payne, 2005) that are available to provide support for families as well as the resources that are lacking. (NAEYC 2a, 5c)
Insight into the possible hidden rules of the groups that live in the region that you are exploring. (NAEYC 2a)
An explanation of possible impact of culture on classroom routines and policies with examples of how family culture can add to and/or impact the classroom curriculum (NAEYC 1a, 1b, 2a, 2b, 2c, 5c, 5d)
Presentation was engaging. Students did not read from notes or the slides. Professional use of PowerPoint (neat, grammatically correct, accurate spelling, creative). Stuck to the 20 minute time limit. / 3 or more errors / 0 errors
Family Culture Project: Part 3
Reflection of the Experience Working with Diverse Students and their Families
______out of 40 points
Name:
Priority Board:
Criteria / Number of Points EarnedNot met
0 pts. / Basic
5 pts. / Proficient
10 pts.
1. Reflection on Community Characteristics
(NAEYC 2a, 5e) / The description includes a surface level understanding of the community characteristics and addresses resources to a limited degree or is missing entirely / The description includes a surface level understanding of the community characteristics or addresses resources to a limited degree / The reflection paper includes a description of the complex characteristics of the community explored including the results of the community research. A detailed description of the resources that were available to families as wells as those that were absent is included.
2. Cultural Understanding
(NAEYC 5c, 5d) / The response lacks an analysis of the candidate’s personal cultural framework or is missing more than one of the required resources. / The response includes a limited analysis of the candidate’s personal cultural framework or is missing one of the required resources. / The response includes an in-depth analysis of the candidate’s personal cultural framework based on the following resources:
· Hofstede’s Cultural Dimensions
· The Iceberg Concept of Culture
· The Developmental Model of Intercultural Sensitivity
Self analysis using the Communication Style and Values Inventory provided in class.
Criteria / Number of Points Earned
Not met - 0 pts. / Basic - 5 pts. / Proficient - 10 pts.
3. Awareness
(NAEYC 1b, 5d) / The response does not include an analysis of family cultures and/or includes an explanation of biases and assumptions that uses only 1 resources listed and/or does not include and explanation of biases. / The response includes a limited analysis of family cultures or includes a limited explanation of biases and assumptions or uses only 2 of the 3 resources listed. / The response includes an in-depth analysis of the family cultures represented in the EDT 313 lab experience. The candidate uses the following resources to explain how biases and assumptions about diverse groups might impact perceptions and interactions and describes how this knowledge can be used to support and empower families:
· E-reserve readings about specific cultures
· Payne’s Framework for Understanding Poverty
Analysis of communication styles of key adults in the EDT 313 lab experience using the Communication Style and Values Inventory provided in class.
4. Cross-Cultural Communication
(NAEYC 2a, 2b, 2c, 5c) / The response is missing more than one of the following elements:
· comparison of the communication styles
· description of similarities or differences
description of how communication characteristics might impact building trusting and respectful relationships / The response includes a limited comparison of the communication styles or inaccurately describes similarities or differences or does not address how communication characteristics might impact building trusting and respectful relationships / The response includes an in-depth comparison of the communication styles of key adults (teachers, supervisors, families) in the EDT 313 lab experience and the candidate’s communication style and values. The candidate describes key communication similarities and differences and how those characteristics might impact building trusting and respectful relationships with peers, co-workers and families from culturally diverse backgrounds.
Composite Score: _____ /100 / Family Letter: ____/20 Community Resources: ____/40 Reflection: ____/40
Data: The scoring of this assignment has been refined over the three years of data collection. The original holistic score did not allow for strong interpretation of candidate’s skills, thus, the scoring rubric was refined for the 07 group, with a revised assignment and rubric developed as a result or the 07 scores. The 08 data provides us with a better analysis of the candidate’s knowledge, skills, and dispositions.