Final Integrative Case Study

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INTEGRATIVE CASE STUDY

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Affective Learning Factors, Personal-Social Learning Factors, and Individual Learning Factors of Aaron: an Integrative Case Study George Mason University EDUC 613

INTEGRATIVE CASE STUDY Part 1: Descriptive Discussion Introduction Although we are all attuned to the idea from life experience, without the need for expert theory, we seem to forget as we use trendy, neatly packaged, broadly disseminated teaching methods what Eric Jensen tells us: all humans are unique. This uniqueness derives from both prenatal differences and postnatal experiences, and is physiological, psychological, and cognitive (Jensen, 2005). Rick Wormeli, in his book Fair Isn’t Always Equal (2006), extends Jensen’s scientific truths to connect student uniqueness to our practice: “It goes against every fiber of the differentiating teacher’s being to make students suffer for not learning at the same pace, in the same manner, with the same tools, or because they are not from the same culture as the majority of their classmates” (p. 224). Although this is rarely explicit, when we cease to consider every student as unique, we are inefficient as educators and disserving our students. This case study, which sets out to identify the unique qualities of and make recommendations for Aaron, a student at the American School of Metropolitan Florianopolis (ASMF), is one piece to a larger process of seeking out the best methods for effectively teaching each student in his 10th grade class, as defined by the ability of those methods to complement student learning profiles. This study delves into the academic, but also personal, social, affective, and developmental aspects of Aaron as a learner, and for that reason, the student’s name and the school have been changed. Physical Description Aaron, one of our 15 year-old 10th grade students, has been enrolled at the American School of Metropolitan Florianopolis for just over a year. True to

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INTEGRATIVE CASE STUDY Jensen’s analysis of physiological variances among teenagers, Aaron is smaller than his male classmates, and it is likely that he has yet to experience a major growth spurt. Aaron’s physical size does not limit his social confidence with boys or girls. In fact, it seems that instead of seeing this physical size difference as a disadvantage, he believes that determination and effort are truer virtues than naturally gifted physical attributes. This is a theme of a short story that Aaron wrote recently, and it is also reflective in the way he carries himself on the basketball court and in social interactions (Student Work Sample – Appendix A). Aaron is a teenager of a diverse cultural background – his father and mother are Venezuelan, but he has lived most of his life in the United States. English is his first language, but Aaron also uses Spanish on occasion at home (Parent Interview – Appendix B). He is learning Portuguese, but his teachers indicate that he is resistant to obtaining fluency (Teacher Interview – Appendix C). I selected Aaron because at the same time that he is an everyman for the average student who attends our school, he also seems more reserved, despite excelling academically. Additionally, he is one of the students who I did not know as well going into this school year, and this served as a good opportunity to learn about him and his work in my class. Aaron seems to be one of those students who is above average in every regard, and it is often that these are the students who are praised easily, but also may be dismissed in our teaching. Setting Aaron and his family moved to Brazil to pursue a job opportunity provided to the father. As is the case for many of the families in our school, the family has moved a few times for a parent’s career (Parent Interview – Appendix

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INTEGRATIVE CASE STUDY B). Our school is far different than the schools that Aaron and his family are used to. The school is an IB World School, with both the Primary Years Programme and Middle Years Programme complementing standards compiled from Common Core State Standards (CCSS), American Education Reaches Out (AERO), and Brazilian national standards (PCNs). As a 10th grade student, Aaron is in the final year of the IB Middle Years Programme, and although this is only one aspect of the school’s curriculum, the philosophy of the International Baccalaureate, its learner profile attributes, its emphasis on holistic learning, and its aim to build globally-minded, well-rounded students, runs throughout the curricular aims of the entire school, and into each classroom (International, 2008). Instruction at the school is given in English for our American program, and in Portuguese for our Brazilian program, and the school offers language courses in Spanish and Chinese. ASMF is a small, private school of about 220 students providing curriculum and instruction from pre-school to 12th grade. Class sizes are increasingly smaller in middle and high school, but Aaron’s class is uniquely larger than most at 16 students, 10 of whom are boys. The size of ASMF allows for greater parental involvement than one might experience at a large public school in the U.S., and Aaron’s mother is heavily involved with the school as a PTA member. Aaron has a younger brother in sixth grade, and as they are both independent spirits, they interact rarely on the school campus. Aaron’s mother notes that their personalities complement each other well, and although they interact among different social circles on campus, their differences only serve to benefit their connection as brothers (Parent Interview – Appendix B).

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INTEGRATIVE CASE STUDY Aaron’s recommendations from teachers of previous schools come as no surprise – his teachers were happy to have him in their classes and he was enrolled in honors and Pre-Advanced Placement courses (Admissions Notes – Appendix D). He continues to take more challenging courses at ASMF, electing for the honors offerings of social studies, mathematics, and science, but turned down the same offer in my course, Language A English. Learning Factors I analyzed Aaron through the lens of the affective domain. Aaron appears to be self-driven and motivated beyond many of his classmates, but I thought it would be interesting to understand the drive behind that motivation. Does he truly think that he is capable of learning, and that he is the engineer behind his own success? Furthermore, because of the relationships he has created with most of his classmates, I am interested in how his self-motivation can be complemented by peer interactions, and how peer interactions will influence the motivation of those he works with (Student Observations – Appendix E). As Jensen notes, the interactions of a student with his or her peers can impact learning; the fears associated with peer interactions are monumental for teenagers (Jensen, 2005). I also evaluated the personal-social domain. Aaron fits in with his classmates, but from initial observations, it does appear that he occasionally chooses to separate himself from others in his defined grade level (Student Observations – Appendix E). Although he can identify with the boys of his class as a sports enthusiast, his sport is American football, while they all love soccer; some of his classmates struggle with English, while he struggles with

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INTEGRATIVE CASE STUDY Portuguese; his classmates may not feel as confident in themselves and take their work as seriously, Aaron may minimize his success to try to fit in. Lastly, I evaluated Aaron from the individual domain. As the older brother in a family that has moved from the United States, it is clear that he identifies with the United States culturally, even though his heritage is South American (Parent Interview – Appendix B). His cultural background and his sense of identity as a third culture kid may have an impact on the way he views his ability to succeed. Summary Jensen notes “research on brain maturation clearly indicates that the commonly mandated policy of ‘everybody on the same page on the same day’ makes little sense” and that as a result, we have to accommodate all learners (2005, p. 151). We approach those accommodations by developing an understanding of the factors that contribute to an individual student’s learning. In Supporting Differentiated Instruction (2011), Fogarty and Pete echo the need for educators to consider the gender, culture, learning style, and intelligence preferences of individual learners, in order to shape classrooms that offer and support different modes of learning. I determined, from initial observations, interviews, and evaluating records, that the factors of Aaron’s learning that would benefit the shaping of my instruction would be the affective, personalsocial, and individual domains. From additional data sources, I would discover the context that would shape recommendations that I could make for Aaron’s effective and efficient learning.

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INTEGRATIVE CASE STUDY
Learning Factors Addressed Affective Information Sought Student motivation Student interest Ability for emotional balance Data Source Student Observations* Parent Interview* Emotional Intelligence Assessment Personal-Social Student background Student sense of efficacy Emotional concerns Relationships with peers and family Student self-perception How the student learns Student interest Student motivation Student goals Student Observations * Parent Interview* Teacher Interview Student Observations * Parent Interview* Learning Preferences Survey Learning Style Inventory Student Work Sample *data used in multiple learning factors

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Individual

Table 1: Learning Factors and Data Sources Part 2: Analytic Discussion Affective Learning Factor The Learner-Centered Principles Work Group of the American Psychological Association (APA) proposed a framework for educational reform in 1997. This initiative, created through the collaboration of educators, researchers, and policy makers, produced a framework designed to ensure that education considers the whole student, and to encourage the idea that students become lifelong learners. This framework is built upon the learning factors that extend beyond cognitive ability, which include the affective, social-personal, and developmental domains of student learning. According to the APA (1997), motivational and affective factors influence what and how much a student learns. To develop a full understanding of Aaron

INTEGRATIVE CASE STUDY as a student, I needed to consider his motivation. From research and an analysis of multiple data sources, I hypothesize that Aaron will invest himself in activities that allow him the opportunity to express his emotions through concrete action that is connected to achievable goals. This process of action and achievement will be successful if his ideas are supported and validated throughout. Rosiek emphasizes the need for emotional scaffolding, which can be defined as a teacher’s “pedagogical use of analogies, metaphors, and narratives to influence students’ emotional response to specific aspects of the subject matter in a way that promotes student learning” (Rosiek, 2003). The need here is to address the emotional development of a student, and to understand that this development can be advanced through the use of language that helps to provide context. During the parent interview (Appendix B), I learned about a situation that occurred between Aaron and me where I had not considered his emotional responsiveness, and the reaction Aaron had was one that I could have anticipated had I considered his development in the affective domain earlier. Aaron has recently been inducted into the National Honor Society – a service organization for which I serve as the advisor. Students are required to formulate concrete plans for service projects, and Aaron had decided that he would like for us to raise money and awareness for the Make-A-Wish foundation, here in Brazil. The idea was to buy and print shirts with the Make-A-Wish logo, and to donate the proceeds to the organization. During the meeting in which Aaron introduced his idea, I remained quiet, as the meetings are student led. I later reminded the president of the chapter that we decided we would not take on any projects that required fund-raising. I left it to this same student to inform Aaron that his idea would need to be altered. During the interview, the mother told me that Aaron

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INTEGRATIVE CASE STUDY became defeated after hearing that his idea wasn’t fully accepted (Parent Interview – Appendix B). He decided not to change his idea or to come up with a new idea; he would join another student and help, but he would let her take the lead. I had neglected two important aspects of Aaron – his emotional connection and his cultural connection to this idea to raise money for Make-A-Wish. Jensen (2005) discusses this exact emotional state and why our brains are set up to experience sadness and other negative, emotional reactions longer than joy. The link is to memory. Negative experiences, which we of course do not wish to repeat, remain with us for longer so that we are less likely to repeat the behavior that contributed to that experience. For our students, “it’s okay for them to be sad about a poor effort if they can become mobilized by the emotion” (Jensen, 2005, p. 77). Because I had not considered how Aaron would react to a rejection of his idea, I had not known that it would impact him negatively. As a result, rather than being mobilized to reinvent and expand his idea, Aaron withdrew from it completely. Classroom observations affirm the findings from this interview. Aaron is tentative to speak in class even when he provides verbal and non-verbal cues that he would like to speak up (Student Observations – Appendix E). It appears that he is often concerned that his ideas will not be fully accepted or supported. On September 11th, during a discussion in which we considered the various elements Roald Dahl uses to evoke reactions from his audience in “Lamb to the Slaughter,” Aaron’s body language indicated that he was incredibly engaged and interested – he sat forward in his seat, he smiled, he shook his head in reaction to comments – but his contributions were short, sparse, and at a low volume, despite being correct. When students work in collaboration, he also tends to join

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INTEGRATIVE CASE STUDY students he has already created strong bonds with – those whose reactions to thoughts and ideas he can already predict and understand. Aaron completed two emotional intelligence quizzes (Emotional Intelligence Assessment – Appendix F). One of those quizzes provides a holistic response (Aaron has a slightly above average emotional quotient) that provides some specific information about the quiz taker. This quiz emphasized that Aaron may put the needs of others above his own, and that he may tend to try to take care of others, neglecting his own needs. The other quiz broke down results by emotion, and indicates that while Aaron may have some difficulty managing anger and envy, he excels at managing guilt and self-awareness. This data runs consistent with other sources that show that while Aaron is capable of controlling his emotions, like most people, those emotions, particularly the feeling of defeat or anger, can impact his motivation. Recommendation Aaron will benefit from the use of the Socratic seminar. The Socratic seminar’s style of open-ended questioning allows each student to respond at his or her own level, regardless of ability. Students who have difficulty benefit from exposure to responses from advanced learners or peers with different perspectives (Schneider, 200). Additionally, a student who feels uncertain about how others will respond to his ideas can test the waters before fully committing himself. In a Socratic seminar, Aaron can observe other students trying, getting feedback, and adjusting – without criticism. It also allows Aaron to set goals for himself based on his effectiveness and contributions in each session. The Socratic seminar is also aimed at improving Aaron’s sense of selfefficacy. Bandura theorizes that self-efficacy is positively related to performance,

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INTEGRATIVE CASE STUDY satisfaction, and academic persistence (Freudenberg, Cameron, & Brimble, 2010). With Aaron’s feeling of defeat regarding his idea for the National Honor Society, we can see that it manifests itself beyond the academic realm. Bandura also theorizes that social persuasion and realistic encouragement are true methods for enhancing self-efficacy (Freudenberg et al., 2010). Personal-Social Learning Factor In discussing the personal-social learning factor, the APA (1997) states, “Quality personal relationships that provide stability, trust, and caring can increase learners' sense of belonging, self-respect and self-acceptance, and provide a positive climate for learning.” I speculate that Aaron will feel a greater sense of belonging in the class if he is able to share his cultural background with his classmates through his class projects. Patricia Alexander discusses the contrast between competition and shared learning (Alexander, 2006). There are aspects of each student of which other students can benefit from learning, and it is clear that Aaron wishes to teach others about his experiences. For Aaron’s personal project, he chose to teach Brazilian students about American football (Student Observations – Appendix E). Football is an important aspect of Aaron’s identity, as an individual, and as an American (Student Work Sample – Appendix A). Discussion is a large part of my class, and although I use my own life to serve as examples for much of the content that I teach, I rarely extend this model for students to do the same. In addition to “removing fears of public reprimand and strive to create a context in which students express their honest views” (Alexander, 2006), I should also push students to share their identities as a part

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INTEGRATIVE CASE STUDY of the process; I should help them find pride in who they are, and through the sharing of this individuality, help them find an understanding of each other. Recommendation Aaron will feel a greater connection to his peers, and be more open to the cultural backgrounds of those peers, from a purposeful inclusion of personal, cultural connections to the projects I have students complete. The course already examines culture through content, as there is great diversity in the course readings; when students respond to those works, they discuss cultures to a great depth, but are not asked to make connections to their own. Rosiek reminds us that central to our teaching is caring, and that requires that we respond to students’ emotional experiences as well as to their experiences of concepts: “This is especially important for those students who find themselves on the cultural margins of school culture […]” (2003, p. 400). Although Aaron may not find himself to be on the margins of the culture, there is no question that there is a cultural distance between Aaron and his classmates (Parent Interview – Appendix B). Vygotsky theorizes, “development cannot be separated from its social and cultural context” (Shabani, Khatib, & Ebadi, 2010, p. 238). Vygotsky states that the main goal of education is to keep students in their zones of proximal development, where they are consistently challenged, yet the curriculum is not completely out of reach. To do so, students must be given interesting and culturally meaningful learning and problem-solving tasks that are slightly more difficult than what they do alone (2010). I have neglected the cultural connection to learning that Vygotsky theorizes is intrinsically important to student learning, and which will help Aaron connect to his peers.

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INTEGRATIVE CASE STUDY Individual Learning Factor Regarding the individual learning factor, the APA (1997) states, “Individuals are born with and develop their own capabilities and talents.” I posit that Aaron will increase his confidence if he articulates his unique growth and successes. John Dewey discusses the importance of helping students identify personal impulse and desire, as opposed to forcing “the activity of the young into channels which express the teacher’s purpose rather than that of the pupils” (Dewey, 1938). Jensen also talks about enthusiasm for learning and the importance of activating a student’s intrinsic motivation. Students need to find relevance to the work we ask them to complete, and regarding neural processing and the connection between emotion and learning, “feelings matter a great deal” (Jensen, 2005, p. 106). Aaron completed a learning preferences survey at the beginning of the year, and in one section, several sliding scales each had two traits at either end. For the scale polarizing group achievement and individual achievement, Aaron slid the scale completely to group achievement, which could indicate opposition to individual achievement. An emphasis on group success and group activities became a theme for most of Aaron’s responses. Although he did indicate that he believes he can succeed in all of his classes, the absence of individuality in all other responses is curious (Learning Preferences Survey – Appendix G). During the interview with Aaron’s mother – more light was shed about his belief in himself. She stated that Aaron does not speak up to take credit (Parent Interview – Appendix B). To some degree, Aaron’s reserve in reaping rewards demonstrates strength in cooperative work, which solid evidence proves enhances learning (Jensen, 2005). He places the needs and successes of others

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INTEGRATIVE CASE STUDY above his own. However, the diversified parts that make up a socially developed individual require interdependence and interpersonal skills in addition to group and cooperative abilities. In fact, individual and group dynamics work in concert. In classroom observation, there were times noted where Aaron had knowledge that could be contributed to discussion, but would not contribute (Student Observations – Appendix E). As was noted with an analysis of the affective domain, Aaron will also restrain himself from speaking up, even when the discussion centers on content that he finds engaging. Recommendation The International Baccalaureate stresses the importance of student reflection: “Students’ ongoing reflections on their learning and on the learning processes will lead to deeper awareness and understanding of themselves as learners and of their preferred learning styles” (International, 2008). Aaron needs to see his success as more than a grade on a report card, or a specified correct answer. Jensen emphasizes the importance of elaboration – “deepening learning through integration and error correction” (2005, p. 148). This allows the student the chance to become comfortable and confident in his or her learning. Aaron needs to see that his knowledge can be shared in a way that is not boastful, since he clearly values group dynamics and humility, and he needs to see that his own growth can be a contributor for himself while also being a contributor for any teams he may become a part of. Once Aaron begins journaling and reflecting on his progress, learning more about himself as a learner, and providing himself with the opportunity to recognize his own successes and failures, formulating how to then share his growth with others, he will become more confident and expressive.

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INTEGRATIVE CASE STUDY Jensen theorizes that learning should reflect the ways that humans naturally function, and that this means a greater understanding of the human brain. He also theorizes that elements such as confidence, comfort, and engagement are not only crucial based on the evidence we observe from students, but cognitively elemental in the functioning of successful learners (2005). Bandura’s social cognitive theory suggests that “an individual’s thoughts and behaviors determine and shape the environment, and the environment reciprocally determines and shapes the thinking of the individual (Leonard, 2002, p. 161). The reflections of Aaron based on his own successes and areas for improvement will inform his perception of and interaction with his environment. To further summarize Bandura’s theory: “Through self-reflection, individuals make judgments about their thought processes, experiences, and individual competence” (Leonard, 2002, p. 161). Reflection informs an individual about his or her environment, and provides that student with an increased belief in selfefficacy. Part 3: Reflective Self-Evaluation I chose Aaron for this study for a number of reasons – he is unique in his life experiences compared to other students, as a student who has lived most of his life in the United States, with parents from Venezuala, and is now living in a third country and in a school of a third culture; but he is very similar to many of his classmates, as a student from a middle to upper socioeconomic class, with a family that has a lot of travel experience, and among students who all have similar interests; Aaron is successful in all of his courses, and students that perform as well as he does are sometimes given the least attention; finally, Aaron

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INTEGRATIVE CASE STUDY is a student who I wanted to learn more about, since I have already taught and known many of the other students in past years. Although I plan to gain similar information about many or all of my other students, Aaron was the perfect choice for this project. Aaron is a student who is on my radar less frequently, because from the work he submits and from formative observation, it is clear that he is capable in many ways, not the least of which is his level of intellect. Such success eclipses concerns that can only be uncovered from a collection of and review of data. As an example, Aaron’s reserve in sharing during class is overshadowed by my own awareness that he has a correct answer from glancing at his notes or overhearing his conversation during group work, even though this information should ring alarms that he needs reinforcement in other areas. I have read a great deal regarding educational theory during the coursework for a masters degree, and although the courses have been great at allowing for application of theory, and I have taken initiative to expand that connection outside of my class requirements, this case study advanced my thoughts regarding individual student learning, and forced me to truly delve into an understanding of the theories of authors I thought I already understood well. It is from this analysis of a student’s learning, and the joy of rediscovering myself as a learner that has driven my desire to continue as a student beyond this degree. This project also fits neatly into my ever-developing philosophies about education, particularly regarding the necessity for holistic teaching that centers on the learner. Although the individualism of case studies are not necessarily feasible for all students, there are ways of collecting information about students,

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INTEGRATIVE CASE STUDY and using that information that truly enhances the effectiveness of our teaching, and of student learning. During the process of this case study, I recognized great value in collecting information about student preferences. As a result, I expanded the collection of some of that data to include all students: I asked Aaron and his classmates to complete learning style inventories and emotional intelligence inventories; I observed and took notes on Aaron and his classmates; I collaborated with the technology teacher to create a form that collected learning preference data from all students in the IB Middle Years Programme. I have known the importance of using data to drive teaching, but had not considered before that such data can be the very data that I collect, and it doesn't have to come from ITBS results that aren’t available until the school year is over. This case study advanced my understandings of student learning, and as a result, my own understandings of what I can learn as a teacher, with every new classroom, and every new student that walks through the doors.

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INTEGRATIVE CASE STUDY References American Psychological Association (1997). Learner-centered psychological principles: A framework for school reform & redesign. Washington, DC. Fogarty, R., & Pete, B. M. (2011). Supporting differentiated instruction: a professional learning communities approach. Bloomington, IN: Solution Tree Press. Freudenberg, B., Cameron, C., & Brimble, M. (2010). The importance of self: developing students’ self-efficacy through work integrated learning. The International Journal of Learning, 17(10), 479-495. International Baccalaureate Organization. (2008a). MYP: From principles into practice. Cardiff, Whales GB: Author. Jensen, E. (2005). Teaching with the brain in mind (2nd Ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Leonard, D. C. (2002). Learning theories, A to Z. Westport, Conn.: Oryx Press. Rosiek, J. (2003). Emotional Scaffolding: An exploration of the teacher knowledge at the intersection of student emotion and subject matter. Journal of Teacher Education, 54(5), 399-412. Shabani, K., Khatib, M., & Ebadi, S. (2010). Vygotsky's zone of proximal development: instructional implications and teachers' professional development. English Language Teaching, 3, 237-248. Wormeli, R. (2006). Fair isn't always equal: assessing & grading in the differentiated classroom. Portland, Me.: Stenhouse Publishers.

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INTEGRATIVE CASE STUDY

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Appendices

INTEGRATIVE CASE STUDY Appendix A Student Work Sample

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It’s All About Football and Morals
This is it, fourth quarter, three seconds to go on the opponent’s seven yard line. This is the last play we will see for this year’s National High School Championship Football game. The sky is dark, the clouds are rumbling faster in as it continues to pour down rain and drench everyone here. With the rain truly coming in, I do not know how the players are going to manage to play at their best on this final play with all the puddles on the field. It is literally a mud bath out there. The St. John Fighters finally get into formation. The Quarterback takes the snap. He looks left, now right, throws the ball hard towards Brett’s direction. Brett jumps for glory…

Ever since Brett has been born, he has been short, tiny, and has had a lack of muscles compared to everyone else. Everywhere he went, he was the short kid that would never have any potential in any physical activity. Anyone could tell straight from his looks that he doesn’t belong on a sports team at all. However, Brett loved American Football. He would watch it on TV all day long. He would study all about the game. He learned about all the players, schemes, formations, teams, and history of the game. He would even buy every single football videogame that was released in stores for his PlayStation. He loved the game so much that he would spend all night just imagining himself on the perfectly cut field catching the game winning touchdown and having everyone in the city chanting his name over and over again. That’s the life he wanted, but could not have. For as long as he could walk, Brett remembers always being the kid that was picked last to play the sport. He would be so defeated that he would never want to play the game even though he loved it so much.

INTEGRATIVE CASE STUDY Watching his friends having a blast while playing the sport became the hardest thing for Brett’s life. That all change when he heard about football tryouts. His school has never had an American Football team before. Apparently his county decided to make a league that involves allowing all high school teams to participate in a football season. So the coincidence that football came to his school just as he turned into a High School student felt so unreal. Brett was extremely ecstatic but yet very uncertain. So to clear his thoughts out, he decided to talk to his best friend Zach on what he should do. Brett asked with excitement, “Hey Zach, do you think I should try out for football?” Zach then responded hysterically, “Ha! Nice one, you have always been the jokester of the class. Geez, I can’t stop thinking about you trying to play the game now that you have mentioned it. I can actually see it now,” as he continued, “you taking the first steps onto the field and then getting completely obliterated. You’re so funny!” As Brett walked away with no response, he thought to himself how he was such a fool. He continued to walk home completely dumbfound. His own best friend completely laughed at him right in front of his face. Brett then took in his own defeat and realized that he was all wrong and his friend was right. Maybe football wasn’t for him as he continued to reflect. He began to accept that football was only meant to be watched on from his TV. It was meant to be a game where he was only allowed to watch the game, but never to play for oneself. With the heart devastated, Brett had zero intentions to ever want to play the game ever again. His heart was so crushed that he ended up in his bed earlier than ever. With the door locked, Brett then commenced

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INTEGRATIVE CASE STUDY to cry himself to sleep. However, that changed when he went to his little brother’s birthday party the next week. Brett’s brother Joe and all of his nine year old friends decided to play a little game of tackle football in their backyard. Brett knew that this would be his one in a life time shot to actually play the game with others without being laughed at. Also, the kids were down a man for the game. So he took the opportunity even though Brett was still one of the little ones in the pickup game. He also came to a conclusion that he would enjoy himself in that particular mini game since they were just as inexperienced as him when it came to playing the game. Brett had a successful game versus the nine year old kids. After the game, one of Joe’s friends’ little brother who only watched the game told him how he was the best football player ever. He asked for Brett’s autograph and left with the final words, “I want to be just like you when I grow up.” After that day, Brett became a whole other person. After every day of school, Brett would take the bus home, finish his homework, and then get straight to work. He would lift weights, run sprints up and down his driveway, and do whatever else he could so that he would make the team. His whole neighborhood got to know him better after those two weeks since they would see him run around the subdivision four or five times every day. He would continue to work and work until his parents forced him to come back inside since it was getting too dark outside. During the whole time that Brett was getting into shape, Zach’s voice was in his head telling him how he would never become successful. He kept himself motivated throughout the whole time that he was working out. On the day of the tryouts, Brett walked with more confidence than ever before. He felt like a new man after he got his ego boosted. He was so thankful the sun was

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INTEGRATIVE CASE STUDY out and shining bright to start out his day. Of course, he expected it because his city has never had a rainy day during the months June and July. But even then, he knew that it was going to be a very special day for him. He went to the field with butterflies in his stomach. He was completely more intimidated of his colleagues during the tryouts. However, when he took his first steps into the field, he knew for a one hundred percent fact that he had two specific things that no one else had. Others might have had a bit more strength, speed, agility, height, and weight, but he had heart and determination. That is why Brett finished the tryouts without giving up. That is also why Brett not only made the team, but also got the starting job over his ex-best friend Zach. After six weeks of playing football and earning MVP for every week, Brett felt as if he was on top of the world. He became the most popular kid in school. Other kids then feared him and he no longer felt like the little man. The team finished the season with six wins and zero losses. Brett also had the best statistic than any other player on any other team. He was considered the best high school player ever to be seen. Therefore, every single girl wanted to be with him either because of his fame, or because they actually liked his new cocky attitude. He was so confident that every College team in the US already wants him to be on their team already. He plans on finishing High School first. Then, to go to College for one year as he knows that he is good enough to make it to the NFL after his one year in College Football. Thus allowing him to make more money earlier in his life than others would. Brett actually did become a new person when his thoughts were now focused on how he is the best and doesn’t need anyone else in his life because he was too good for anyone else’s assistance.

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INTEGRATIVE CASE STUDY On the final weekend of July, Brett’s team was set to play in the National High School Football game. Brett, already knowing how amazing he is, decided to skip all the practices because they were too easy for him. So on the day of the game, when everyone was supposed to arrive one hour before to discuss all the team strategies, Brett arrived right on time for the game instead. That day was rather odd for everyone. People all over the city were forced to bring their umbrellas to the game because it was raining unexpectedly. They were all in shock to find that it can rain during the month of July. The rain however, was not ordinary rain. It was raining cats and dogs on that day. As Brett is about to jump into the air, he is only thinking about how this catch is going to give him a better chance to get into the best College Football organization. The best College Football team also means better chances to get into the NFL with the best salary out of all the other rookies entering the league. He will also impress his girlfriends after this simple catch. Brett will have more to say about him towering over everyone when it came to his greatness and glory. The only problem is that as he jumps, he happens to step on a ginormous water puddle. The water was so thick that he was unable to jump. He was practically glued to the ground which allowed the defender to intercept the ball and run the opposite way for a touchdown. He was unable to go after him since he could not move from that puddle. The only thing Brett got to come home with was his own tears on the dark, stormy July night.

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INTEGRATIVE CASE STUDY Appendix B Parent Interview* *These notes from the parent interview are excerpted to maintain the confidentiality that a reproduction of the video would not. Speaking up to take credit: He’s shy. He doesn’t like to be the center of attention, and likes to stay in the back, even though he could be a leader. He wants to be involved in the group, and passes leadership to others. Perhaps he’s afraid to fail. He’s somewhat insecure, and he needs for his work to be perfect. (25:13-27:00) He takes everything seriously, including sports. He likes for people to look up to him and to recognize that he is able to do what is asked of him. (28:4029:35)

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Language: “We do speak English at home. Well, I do speak English to them at home. But at the same time, I also speak Spanish all the time. So he does know Spanish. He understand everything, but now he doesn’t…that has been our battle between us. That he understand but he won’t he will reply in English. So I’m like if you’re understanding, why you don’t reply to me? Of course now I understand because me learning in Portuguese, I understand everything, but it’s hard for me to speak.” (6:17- 6:57) Started learning Spanish around the age of 7. (10:11) But now he’s…but he, honestly, he…Portuguese is not something the he wants really. I mean, he’s just learning it for school and to communicate with his friends, because he has a lot of Brazilian friends, but I know that that something that he’s, you know, going to keep. Unfortunately. Because we’re going back next year and so I know that is not something that…Unfortunately. (11:19-11:47) Reasons for moving: Discussing the move back to Florida: “We live there. We have our…We are here in Brazil for my husband’s job and he has a two-year contract, so we have our house, job, my job and everything still there. (12:01-12:37) Sibling relationship: As a whole, the family regularly interacts every weekend, playing sports, watching movies, and playing games. They are a family that truly loves sport. (14:40) As brothers, they cannot be together, but they cannot be apart. Aaron is a caring older brother. (15:07 – 15:42) Social interactions – friends he chooses:

INTEGRATIVE CASE STUDY He will miss his friends when he goes back to the U.S. He’s very attached to his friends. That might be a reason that he misses the U.S. so much. (16:5717:20) NHS Situation: He was really hurt that you didn’t like his idea for National Honor Society. (41:30) Cultural distance between Aaron and his peers: American identity and American football: “He’s doing a little bit better now, but he was very, very upset…’If it’s good for the family, then okay, but if it’s up to me’…he came already with a negative attitude. And I think that now he’s being a little bit more open, but if you tell him today, we’re going to U.S. tomorrow, he’s like okay! He’s getting better, but at the beginning, he didn’t want anything to do with anybody or anything.” (15:4316:26) He is very selective with friendships. His friends have to be like him. They have to like sports. They have to be smart. Gabriel is his best friend at school, and American football is a binding element of their friendship. (30:27-32:05) Academic preferences: “In the U.S. he usually take honors classes.” (22:56)

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INTEGRATIVE CASE STUDY Appendix C Teacher Interview Notes I asked about two of Aaron’s teachers, who instruct him in Portuguese, about his ability with the language. Thays Oliveira (pseudonym) remarked that he has a natural ability with the language, because he is fluent in Spanish, but that he does not progress as quickly in attaining Portuguese as she would expect. Mariana Mendes (pseudonym), Aaron’s PAL (Portuguese as an Additional Language) teacher noted that as students enter his course (enrollment is rolling, as students enter if they do not have a Portuguese language background and leave the course once they obtain fluency), he opts for resources that align with the entering student’s level of Portuguese rather than requesting resources that would challenge him. Perhaps Mariana believes that to push Aaron beyond his comfort level would discourage his attempts to acquire the language.

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INTEGRATIVE CASE STUDY Appendix D Admissions Notes In reviewing Aaron’s file, I took notes of some of the information that seemed relevant to my study. *Aaron submitted two letters of recommendation from former teachers using ASMF (our school, the American School of Metropolitan Florianopolis) forms. Both teachers gave Aaron the highest marks in qualities like leadership, character, and responsibility. *His transcript showed that Aaron was in multiple honors and Pre-Advanced Placement courses, even in English. *Aaron’s grades were consistently in the A to B range.

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INTEGRATIVE CASE STUDY Appendix E Student Observations August 13 Aaron remains focused, and purposefully uses nonverbal cues to ensure that I know he is paying attention. Aaron is not the student to speak up, but he is confident when called upon. Aaron interacts easily with his classmates, working in a pair with Gabriel as they share ideas for the personal project. He also is able to easily serve as an ear for other students in the group. He naturally works with Gabriel, who easily works with Gabriel and Victor, with Steven coming in as the last contributor. August 20 Aaron shared a story with the class about a guy named Aaron. Aaron was short and small, but determined to demonstrate his heart and character on the field for football practice, even when others reminded him of his size. Other students mentioned that the story could be about him, and he shrugged this off. Just before this class started, Aaron had been playing basketball with other students, and it seems apparent that he fights for every steal and is focused for every shot. He doesn’t seem to be a showboat either, passing when his teammates are open, and looking at the game in the way a coach would rather than as a star would. September 10 Aaron said, “Do we actually get to play?” about an activity called, “Story Board Game” from the BBC. When he got the first one correct, he exclaimed, “Yes” and continued to do so through the game. September 11 Aaron sits next to Gabriel everyday. Gabriel distracts other students continuously. He turns around in his seat to talk to students behind him, talks to students across the aisle, and talks to Aaron often. When Gabriel talks to other students, he is sometimes talking about the work, and sometimes not. When he talks to Aaron, he talks almost exclusively about the work. Aaron is incredibly attentive. He smiles and becomes excited when there is a breakthrough in discussion. Today, we discussed the literary elements of Roald Dahl’s “Lamb to the Slaughter.” The beginning of the discussion was an eruption over whether or not the main character, Mary Maloney, who kills her husband and gets away with it, is smart or is crazy. Aaron turned in his seat and paid attention to the argument, but did not engage or pick a side. When I asked students to think about that reaction, and then think about

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INTEGRATIVE CASE STUDY how Dahl wrote a story in a particular way to evoke that reaction, his eyes lit up. We talked about the many elements used – suspense, characterization, dialogue, description of dialogue, point of view, etc. – and throughout this discussion of elements, Aaron smiled, sat forward in his seat, shook his head, and contributed on occasion, but at a low volume, in one or two words at a time, and with some uncertainty, only becoming more vocal when saying the same thing at the same time as someone else – “Symbols.” September 18 Before the National Honor Society meeting today, Aaron had discussed with the chapter president an idea that he then wanted to share with the entire group. He wanted to share an idea about The Make A Wish Foundation, and creating awareness with this group here in BH. As he began speaking, he rocked back and forth in his seat. September 24 As students worked on organizing the steps they will take for their personal projects, I met with each to ask questions and serve as a sounding board. Aaron and I discussed his idea to teach American football to students in Brazilian schools. We talked about the effectiveness of such a campaign in achieving his purpose, as well as trying to determine how this purpose takes into consideration the cultures he is expecting to influence.

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October 2 Aaron always sits with, and pairs up with, the boys in the classroom. When they speak in Portuguese, he takes a step back from the group, and chooses to speak with one student at a time in English.

INTEGRATIVE CASE STUDY Appendix F Emotional Intelligence Assessment

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Institute for Health and Human Potential: http://www.ihhp.com/?page=freeEQquiz

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Kids Emotions: http://www.kidsemotions.net/

INTEGRATIVE CASE STUDY Appendix G Learning Preferences Survey Questions What lessons or assignments engage you the most? What lessons or assignments do you dislike the most? Is there anything about the way that a class is set up (the environment) that you prefer? What are your interests? Can they relate to school? How? Which of these types of grouping do you like in your classes? Sometimes I get anxious in class and I feel like I need to move around. Finds the right answer - Does something different Expressive – Controlled Interactive with others - Focused on my tasks Competitive – Collaborative Group Achievement - Personal Achievement Notice general ideas - Always see details Logical – Abstract Indirect – Direct What am I best at? Why? Aaron’s Responses I like to work with others in groups. I don't like to write/type large essays. I'd prefer presenting things in other ways. For example, Powerpoints. No, everything is looking good. Sports. Yes, we already have an athletic program. To be in a group Yes 4 5 5 5 1 4 2 5 Working in groups because i know how to treat everyone with respect while getting the best results for the assignment. Work more with others. I don’t know Yes Because I know I have the capabilities to do it. If there were more group work for assignments.

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What is the one thing that would really help me as a student? If I were teaching myself, what would I do to help me learn? I believe that I can succeed in all of my classes. Why did I choose my answer about succeeding in classes? What one thing would make me say, definitely, that "Yes" I can succeed in all of my classes?

INTEGRATIVE CASE STUDY Appendix H Learning Style Inventory

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Education Planner http://www.educationplanner.org/students/self-assessments/learning-styles.shtml

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