Harnessing the power of students' out-of-school interests and knowledge : integrating popular culture in a 6th grade English language arts curriculum

dc.contributor.author Buelow, Stephanie Marie
dc.date.accessioned 2016-03-09T19:26:11Z
dc.date.available 2016-03-09T19:26:11Z
dc.date.issued 2011-12
dc.description Ph.D. University of Hawaii at Manoa 2011.
dc.description Includes bibliographical references.
dc.description.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.
dc.identifier.uri http://hdl.handle.net/10125/101493
dc.language.iso eng
dc.publisher [Honolulu] : [University of Hawaii at Manoa], [December 2011]
dc.relation Theses for the degree of Doctor of Philosophy (University of Hawaii at Manoa). Education.
dc.subject The purpose of this qualitative action research
dc.subject 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
dc.subject constructivism
dc.subject popular culture theories
dc.subject 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
dc.subject 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
dc.subject student questionnaires and interest surveys
dc.subject focus group interviews
dc.subject individual interviews
dc.subject student work samples
dc.subject and Hawaiʻi State Assessment data. Upon analysis
dc.subject nine big ideas emerged from the data. The results showed there to be positive social-emotional classroom environment
dc.subject 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
dc.subject 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
dc.subject the impact on me
dc.subject the teacher researcher was a transformation of practice and subsequent empowerment.
dc.title Harnessing the power of students' out-of-school interests and knowledge : integrating popular culture in a 6th grade English language arts curriculum
dc.type Thesis
dc.type.dcmi Text
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