Harnessing the power of students' out-of-school interests and knowledge : integrating popular culture in a 6th grade English language arts curriculum
Harnessing the power of students' out-of-school interests and knowledge : integrating popular culture in a 6th grade English language arts curriculum
Date
2011-12
Authors
Buelow, Stephanie Marie
Contributor
Advisor
Department
Instructor
Depositor
Speaker
Researcher
Consultant
Interviewer
Annotator
Journal Title
Journal ISSN
Volume Title
Publisher
[Honolulu] : [University of Hawaii at Manoa], [December 2011]
Volume
Number/Issue
Starting Page
Ending Page
Alternative Title
Abstract
The purpose of this qualitative action research, case study was to understand literacy practices connected to popular culture of sixth grade students and to explore what happened when a teacher and students integrated students' popular culture interests into an English Language Arts curriculum.
Sociocultural theories, constructivism, popular culture theories, and 21st Century literacy theories framed this study. This research represented a single-case action research study of two sixth grade classes. There were a total of 40 students participating in the study, ranging from ages 10 to 11. Data were collected from a variety of sources over an extended period of time in order to help create a complete picture of the impacts of popular culture integrated into language arts curriculum. These sources included: a researcher's journal, student questionnaires and interest surveys, focus group interviews, individual interviews, student work samples, and Hawaiʻi State Assessment data. Upon analysis, nine big ideas emerged from the data. The results showed there to be positive social-emotional classroom environment, one in which students felt empowered and demonstrated critical thinking in all aspects of the formal curriculum. In exploring students' popular culture interests and connections to schooling, there were some differences noted between gender and it was also observed that students faced influences from both parents and peers in their interests and pleasures in popular culture. Finally, the impact on me, the teacher researcher was a transformation of practice and subsequent empowerment.
Description
Ph.D. University of Hawaii at Manoa 2011.
Includes bibliographical references.
Includes bibliographical references.
Keywords
The purpose of this qualitative action research,
case study was to understand literacy practices connected to popular culture of sixth grade students and to explore what happened when a teacher and students integrated students' popular culture interests into an English Language Arts curriculum.
Sociocultural theories,
constructivism,
popular culture theories,
and 21st Century literacy theories framed this study. This research represented a single-case action research study of two sixth grade classes. There were a total of 40 students participating in the study,
ranging from ages 10 to 11. Data were collected from a variety of sources over an extended period of time in order to help create a complete picture of the impacts of popular culture integrated into language arts curriculum. These sources included: a researcher's journal,
student questionnaires and interest surveys,
focus group interviews,
individual interviews,
student work samples,
and Hawaiʻi State Assessment data. Upon analysis,
nine big ideas emerged from the data. The results showed there to be positive social-emotional classroom environment,
one in which students felt empowered and
demonstrated critical thinking in all aspects of the formal curriculum. In exploring students' popular culture interests and connections to schooling,
there were some differences noted between gender and it was also observed that students faced influences from both parents and peers in their interests and pleasures in popular culture. Finally,
the impact on me,
the teacher researcher was a transformation of practice and subsequent empowerment.
Citation
Extent
Format
Geographic Location
Time Period
Related To
Theses for the degree of Doctor of Philosophy (University of Hawaii at Manoa). Education.
Table of Contents
Rights
Rights Holder
Local Contexts
Collections
Email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.