Faculty Directory

Anne Homza

Program Director, Elementary Education

Associate Professor of the Practice

Department

TCS Teaching, Curriculum, and Society

Profile

As an associate professor of the practice with expertise in bilingual education, language, and literacy, Dr. Annie Homza believes that education can be just, humanizing, liberatory, and joyful. Her practice is inspired by department themes of advancing equity and justice, promoting knowledge co-construction, inquiring into practice, and embracing an ethic of care. She teaches in our elementary education program bridging theory and practice using the research and scholarship of colleagues and focusing on culturally and linguistically sustaining pedagogy, anti-racist/anti-oppressive teaching, and teacher inquiry. Her coordination of Inquiry courses for teacher licensure programs provides coherence for students during their full-time student teaching.

Homza earned her B.A. from Mount Holyoke College, Masters from Harvard University, and her doctorate from 艾可直播 University. She served as a bilingual classroom teacher, biliteracy specialist, and in other teaching roles for 15 years before coming to BC first as project director and then as co-Principal Investigator of two federally-funded grants preparing teachers to work with bilingual students.

Homza collaborated with colleagues to develop the TELL certificate, SEI endorsement coursework, and Bilingual Education Certificate. She was a founding member of LSEHD鈥檚 Undoing Oppression Committee and worked with colleagues to establish the Maria Estela Brisk Multilingual Learning Collection at the Educational Resource Center.

Publications

  • Homza, A. & Fontno, T. (2021). Supporting teacher-candidates as social justice change-makers: A faculty-librarian collaboration for building and using diverse youth collections. In: D. Hartsfield (Ed.), Handbook of Research on Teaching Diverse Youth Literature to Pre-Service Professionals (pp. 398-421). Hershey, PA: IGI Global.
  • Homza, A. (July 17, 2015). Lawmakers must act to correct flaws in how we teach English learners. Letter to the Editor. 艾可直播 Globe.
  • Brisk, M. E., Homza, A. E., & Smith, J. (2014). Preparation to practice: What matters in supporting linguistically responsive mainstream teachers. In: Y. Freeman and D. Freeman (Ed.), Advances in Research on Teaching Volume 21 (pp. 171-204). United Kingdom: Emerald Group Publishing.
  • Homza, A. E., Garrone, S. & Herrmann, B. (2013). Linking coursework, fieldwork and professional development: A model for meeting the linguistic needs of English language learners. In: J. Nagle (Ed.) English learner instruction through collaboration and inquiry in teacher education (pp. 173-185). Charlotte, NC: Information Age Publishing.
  • Mitchell, K., Homza, A. & Ngo, S. (2012). Reading aloud with bilingual learners: A fieldwork project and its impact on mainstream teacher candidates. Action in Teacher Education 34: 276-294.
  • Homza, A., P谩ez, M, Proctor, C.P., & Brisk, M.E. (2009). From language to literacy: Reading and writing for English language learners in sheltered elementary classrooms. Malden: Massachusetts Department of Elementary and Secondary Education.

Select Grants

  • 2018鈥擳eaching, Advising and Mentoring Grant. Building a 艾可直播 College-Based Resource to Promote Practices Aimed at Undoing Oppression $8,000 over two years, with Patrick McQuillan
  • 2017鈥擟ollaborative Fellows Grant, 艾可直播 College $110k over three years, with Patrick Proctor, Mariela P谩ez and Mar铆a Estela Brisk
  • 2007鈥擴.S. Department of Education Title III Professional Development Grant $1.49 million over five years, Co-PI with Mariela P谩ez