Case+Study+-+Burmese+Refugee+Students

=Case Study //- Burmese Refugee Students//=

//"Why not discuss with the students the concrete reality of their lives and that aggressive reality in which violence is permanent and where people are much more familiar with death than life? Why not establish an 'intimate' connection between knowledge considered basic to any school curriculum and knowledge that is the fruit of the lived experience of these students as individuals?"// //-// Paulo Freire (1998, p. 36)



__**Part 1: Topic and Research**__ For my case study, I've decided to interview, observe, and research Karen tribe students whose families have escaped the ruthless Burmese military domination, including genocide, that has been in place since 1962. Please review the links below for an introduction to Burma (Myanmar), which is largely kept quiet in the West, and its struggles for freedom, democracy, and most importantly, basic human rights. I was drawn to this topic because of my prior knowledge and because of how little most Westerners know about it. It was apparent that the teachers and students at DCIS also knew little about these unique students that they see and interact with on a daily basis. For these reasons, I thought my case study topic was particularly captivating, and could potentially be used to shed some light on this largely undiscovered issue, at least at the classroom level.

DCIS is committed to international and cross-cultural affairs, having students take an active role in their community, and a sense of community within the school. Just to get a sense of the student population at the school, here are some basic demographics: 531 students; 49% free and reduced lunch; 49.5% Latino, 33.9% White, 8.7% Asian, 6.8% Black, 1.1% Native American*. The Karen students I observed and interviewed expressed a sense of warmth and belonging at DCIS. Overall, in fact, they are quite happy living and learning in Denver, but I still get the sense that they are 'invisible' in some ways. Because their background is not known by most teachers or peers, they are somewhat in the median range of students (neither at risk nor advanced), and their English is fluent, they can be easily overlooked. Some questions I had in mind when deciding on this topic were: How does the turbulent background these students came from affect their lives as students here in the United States? Since they are such a small minority in the community at DCIS, what implications exist for these students? What actions can be taken to support these students as they continue to develop and learn in an American public school system?
 * //approximate figures from 2008-2009 school year; this year there are just over 700 students//

U.S. Campaign for Burma
@http://www.youtube.com/user/uscampaignforburma



This video with Sylvester Stallone is particularly important to watch. Warning: It is graphic, but the real images are crucial to see to fully understand the magnitude of this situation.
media type="youtube" key="Qzz83_dNfGE" height="345" width="560" http://www.youtube.com/user/uscampaignforburma#p/u/32/Qzz83_dNfGE

BBC News country profile
http://news.bbc.co.uk/2/hi/europe/country_profiles/1300003.stm#facts

__**Part 2: Patterns Emerging from Data Sets**__ The most fascinating part of this data-collecting process for me was hearing the students tell their stories. The conditions they escaped are unlike anything I've heard of before, even having already known what Burma was like. The lives they were fortunate enough to leave behind are unlike anything most other students have gone through. I feel that the student interview summaries in Part 4 speak for themselves - they are truly powerful stories. For this case study, I am much more interested in qualitative data (i.e., interviews and observations) than quantitative data (i.e., test scores) (Shea, Murray, & Harlin, 2005). I wanted to turn data-gathering into real learning and growth for myself and those around me, not simply observing nonchalantly. Connecting back to Freire's quote that opens my case study, this is when a student's funds of knowledge and prior, lived knowledge and experiences become vital to know and understand as a teacher. Also connecting back to my first guiding question (How does the turbulent background these students came from affect their lives as students here in the United States?), I believe that a teacher should know students on a personal level to be able to better answer and respond to such questions, as well as to establish a caring and welcoming classroom environment (Vitto, 2003).

Other compelling data, besides their individual stories, are each girl's steady but significant academic growth from year to year, as shown by their CSAP scores. Student A went from 'unsatisfactory' to 'partially proficient' in all four subjects (math, reading, writing, and science) in four years, with significant growth from year to year. Student B, while still at the 'unsatisfactory' level, also made notable progress each year (with just a couple instances of no or negative growth). Both of these students are making academic progress each year, thus aligning with the Colorado Growth Model's (CGM) vision. This test data can be //triangulated// with my several observations and formative assessment data (Shea, Murray, & Harlin, 2005). Fortunately (and coincidentally), both of these students are in my CT's geography class, so I was able to observe, work with, and teach these girls every week. I was able to see both of them work independently and with others on multiple occasions and in multiple ways. I was also able to grade and explain their geography tests to them. Student A missed only two questions on the test, placing her among the top in the class. Student B earned a 'B' on the test, which was better than average between two classes. Student A is quieter and more studious than Student B, and has consistently higher scores (including the recent geography test). Though it's just an observation, it may be a reason she has produced higher grades during these recent weeks. Another compelling aspect of my data is each girl's admitted willingness and desire to do well in school, without feeling like they need extra or special attention. It's also fascinating that while they are different in some ways, they are very similar in their view of school. In Karen schools, student self-advocacy is not allowed and if a student speaks up they are hit with bamboo sticks, so both students have an inherent apprehension about asking questions and getting extra help. This fear was touched on by both students in the interviews. Perhaps the way these girls' stories affect me and others has to do with a Western mindset, but these girls do not feel sorry for themselves for going through such a trying childhood in the Thai refugee camps. That life, full of violence and fear, was what they were born into, and was all they knew. Both of them even said that they sometimes miss Thailand. Another notable piece of data is that both students tend to be friends with other Asian students, which could be viewed through the lens of Tatum's (1997) idea of //identity development//.

Since these students are in my CT's and my classroom, I have a fairly good idea of what actions can and should be taken to support Burmese refugee students. They are not complicated, nor do they need to be; rather, they are simple steps that can be taken to help ensure the academic success and personal fulfillment of these (and all) students.
 * __Part 3: Personal Plan of Action__**

1. //Know all of your students on a positive and personal level// - As Vitto (2003) says, "Having a positive and personal relationship with students is the best way to prevent misbehavior and increase motivation” (p. 65). This is essential for all students, but my data suggests that knowing students with diverse or unique backgrounds is especially crucial to them feeling safe and cared for, which in turn increases the potential for engagement and learning. “To teach cannot be reduced to a superficial or externalized contact with the object or its content but extends to the production of the conditions in which critical learning is possible” (Friere, 1998, p. 33).

2. //Develop a plan among other teachers, counselors, administrators, and parents to track student progress// - Similar to the Response to Intervention (RtI) framework, checking on certain, if not all, students at least once a month is an effective way to maintain productive instructional strategies and to assist in any necessary data-informed differentiation (Heacox, 2002).

3. //Make yourself available// - Whether it's before, during, or after school, or on weekends, offer to your students your willingness to help them. My case study students both explicitly said they were shy and afraid to ask teachers for help, so students knowing you will help them is necessary. Herb Cole once said, "Kids don't care what you know until they know you care."

4. //Allow revisions for the learning, not just the grade// - "Providing students with opportunities for a combination of peer feedback and self-assessment causes them to achieve at significantly higher levels, without more instruction" (Chappuis, 2009, p. 96). In addition to this, teacher feedback should be prompt and constructive. Students of all ages and ability levels (including UCD grad students) must be given the chance to revise work for the learning alone; the grade is secondary in this case, although helpful and satisfying when it goes up.

5. //Maintain communication with ELA support at your school// - Even ELL students that are at the intermediate and advanced fluency level (like Students A and B) need continued support. English language learners are not only learning the content of a subject, but also the language of a subject (Hill & Flynn, 2006).

//Student A// She was born in Thailand and lived there for 10 years, her family moved to the United States in 2008. They moved for several (soon to be) obvious reasons and for their kids' education. They are Karen people. The Karen, Chin, Karenni, Mon, Kachin, and Shane people are all driven out of Burma by force, although some choose to stay in Burma with limited rights and freedoms. In Thailand, she and her family lived in a Karen refugee camp, which had small bamboo houses and simple schools. In these refugee camps, there aren't many ways to make money, so people would try to sneak out to find work. However, if such a person was caught by the Burmese military, they would either be imprisoned or shot. Furthermore, there are signs around these camps and along the Thailand-Burma border that warn of landmines. This student grew up hearing about people she knew being captured, raped, and/or killed on a regular basis.
 * __Part 4: Student Interview Summaries, Observations, and Data__**

This 9th grader enjoys being in the United States because of the free education and the opportunities. She feels welcome here, has lots of friends, likes her school and her teachers, even though they can be tough sometimes, and feels like she is learning a lot. Her favorite subject is science because it is interesting and about the world, and her least favorite subject is English because it is difficult. In our geography class, she doesn't seem to need any differentiation because she understands the language and the concepts being discussed, and produces quality work. She is very curious and enjoys learning, and has very consistent attendance and behavior records (no behavioral problems or incidents). She likes to hang out with friends, read, and use computers during her free time, as well as participate in her church's youth group. She likes to work with others in groups, likes fun activities in class, is always focused on her task, and feels included and welcome at DCIS. //Interview: 8 September 2011, Denver, CO//

//Scores collected from Infinite Campus, Denver Public Schools//
 * //Student A CSAP Scores// || 2008 (Gr. 5) || 2009 (Gr.6) || 2010 (Gr. 7) || 2011 (Gr. 8) ||
 * Math Scale Score; Result || 287; U || 407; U || 498; PP || 547; PP ||
 * Reading Scale Score; Result || 289; U || 484; U || 534; U || 609; PP ||
 * Writing Scale Score; Result || 326; U || 420; U || 496; PP || 509; PP ||
 * Science Scale Score; Result || 300; U || N/A || N/A || 487; PP ||

Student A Work Sample:

//Student B// This 9th grader was born in a Karen refugee camp in Thailand, but the rest of her family was born in Burma. She knows that several of her family members were killed by the Burmese military. She has only seen her mother and father three times in her life, and as of now doesn't know if her mother is alive or not. Her grandfather was told something along the lines of, 'If you want your family to live, we have to kill you.' He chose death for his family's sake. In Burma, many of the freedoms we are used to are absent. One can be shot for speaking freely, refusing to join the army, for being suspected of plotting against the government, and for many other reasons. According to this student, teenagers in Burma, both males and females, must become soldiers or be killed; there aren't any other choices. Some do in fact choose death rather than joining the military, where they'd be forced to kill innocent people and possibly even their own family members. She says the United States government allows some refugees to apply to move to the U.S. If they get approved, they are flown to the U.S. but must eventually pay back the travel expenses. She moved to the U.S. with her grandmother and sister in 2007, and now lives in Denver with a loving and caring foster family.

This student loves attending DCIS because she enjoys learning more about the world and learning languages, such as Chinese. She thinks her teachers are helpful and kind and she likes what she is learning, but she is afraid to ask questions and is shy. She always tries to get her work done on time so she doesn't upset her teachers. She has a very consistent attendance record and has no behavioral problems recorded. Her favorite classes are Chinese and civics, and her least favorites are math and language arts because they are more difficult. In our geography class, she doesn't seem to need any differentiation, rather she is on par with the other students, understands English, and generally does well in school. In her free time, she likes to play volleyball, hang out with her friends, and read books. She wants to learn more about freedom, how different countries function, and languages. In class, this student is an active participant in small group work and will defend her opinion if necessary. She is actively engaged and on task, and doesn't hesitate to ask for my assistance during work time (although she is more shy about asking my CT). The one thing she doesn't like about America is the food. //Interview: 21 September 2011, Denver, CO//

//Scores collected from Infinite Campus, Denver Public Schools//
 * //Student B CSAP Scores// || 2008 (Gr. 5) || 2009 (Gr. 6) || 2010 (Gr. 7) || 2011 (Gr. 8) ||
 * Math Scale Score; Result || 339; U || 319; U || 430; U || 513; U ||
 * Reading Scale Score; Result || 438; U || 438; U || 496; U || 537; U ||
 * Writing Scale Score; Result || 325; U || 408; U || 392; U || 464; U ||
 * Science Scale Score; Result || 300; U || N/A || N/A || 430; U ||

Student B Work Sample:

__References__
Chappuis, J. (2009). //Seven strategies of assessment for learning//. Boston, MA: Pearson Education, Inc.

//Colorado Department of Education//. Accessed on 12 September 2011 from @http://cde.state.co.us/

//Doing What Works//. Accessed on 12 September 2011 fom http://dww.ed.gov/

Freire, P. (1998). //Pedagogy of freedom//. Lanham, MD: Rowman & Littlefield Publishers, Inc.

Heacox, D. (2002). //Differentiating instruction in the regular classroom.// Minneapolis, MN: Free Spirit Publishing, Inc.

Hill, J. & Flynn, K. (2006). //Classroom instruction that works with english language learners.// Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).

//MuniNet Guide//. Accessed on 8 October 2011 from @http://www.muninetguide.com/schools/co/denver/denver-center-for-international-studies/

Shea, M., Murray, R., & Harlin, R. (2005). //Drowning in data? How to collect, organize, and document student performance.// Portsmouth, NH: Heinemann

Tatum, B. (1997). //"Why are all the black kids sitting together in the cafeteria?"// New York, NY: Basic Books.

Vitto, J. M. (2003). //Relationship-driven classroom management: Strategies that promote student motivation.// Thousand Oaks, CA: Corwin.


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