東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

Teacher and Student Perceptions of Pop Culture in the English Classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teacher and Student Perceptions of Pop Culture in the English Classroom./
Author:	Visco, William.
Description:	1 online resource (141 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 82-08, Section: A.
Contained By:	Dissertations Abstracts International82-08A.
Subject:	Curriculum development. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28167761click for full text (PQDT)
ISBN:	9798691275043

Teacher and Student Perceptions of Pop Culture in the English Classroom.
Visco, William.

Teacher and Student Perceptions of Pop Culture in the English Classroom. - 1 online resource (141 pages)

Source: Dissertations Abstracts International, Volume: 82-08, Section: A.

Thesis (D.Ed.)--University of North Texas, 2020.

Includes bibliographical references

This qualitative case study explores teachers and students perceptions of pop culture and its use in secondary English classrooms. I used thematic analysis to identify key themes addressed by teachers and students concerning pop culture. Teachers and students were surveyed and from there purposive sampling was used to select five teachers and eight students. Participants took part in individual and focus group interviews regarding their perceptions of pop culture use in the classroom as well as classroom observations. In my analysis of data I identified themes that both students and teachers shared such as the use of pop culture to build positive teacher-student relationships or make lessons relevant to students' lives. Additionally, the research shows differences such as teachers' trepidation of using pop culture effectively or not knowing where to find relevant references. Practitioner implications include: the importance of implementing pop culture to help build positive student-teacher relationships, professional development to help teachers implement pop culture in their classes, and more student voice in the pop culture selection process. Implications for future research include investigating the perceptions of pop culture use in other countries' school systems or socioeconomic school districts within the United States. Additionally, a longitudinal study into the potential of pop culture pedagogy on student success in secondary English classrooms, to include making such teaching inclusive and responsive, could prove significant.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798691275043Subjects--Topical Terms:

684418
Curriculum development.
Subjects--Index Terms:

Pop cultureIndex Terms--Genre/Form:

542853
Electronic books.

Teacher and Student Perceptions of Pop Culture in the English Classroom.
LDR:03032nmm a2200445K 4500 001 2363731
005 20231127094543.5
006 m o d
007 cr mn ---uuuuu
008 241011s2020 xx obm 000 0 eng d
020 $a 9798691275043
035 $a (MiAaPQ)AAI28167761
035 $a (MiAaPQ)0158vireo2002Visco
035 $a AAI28167761
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Visco, William. $3 3704508
245 1 0 $a Teacher and Student Perceptions of Pop Culture in the English Classroom.
264 0 $c 2020
300 $a 1 online resource (141 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 82-08, Section: A.
500 $a Advisor: Mathis, Janelle.
502 $a Thesis (D.Ed.)--University of North Texas, 2020.
504 $a Includes bibliographical references
520 $a This qualitative case study explores teachers and students perceptions of pop culture and its use in secondary English classrooms. I used thematic analysis to identify key themes addressed by teachers and students concerning pop culture. Teachers and students were surveyed and from there purposive sampling was used to select five teachers and eight students. Participants took part in individual and focus group interviews regarding their perceptions of pop culture use in the classroom as well as classroom observations. In my analysis of data I identified themes that both students and teachers shared such as the use of pop culture to build positive teacher-student relationships or make lessons relevant to students' lives. Additionally, the research shows differences such as teachers' trepidation of using pop culture effectively or not knowing where to find relevant references. Practitioner implications include: the importance of implementing pop culture to help build positive student-teacher relationships, professional development to help teachers implement pop culture in their classes, and more student voice in the pop culture selection process. Implications for future research include investigating the perceptions of pop culture use in other countries' school systems or socioeconomic school districts within the United States. Additionally, a longitudinal study into the potential of pop culture pedagogy on student success in secondary English classrooms, to include making such teaching inclusive and responsive, could prove significant.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Curriculum development. $3 684418
650 4 $a Language arts. $3 532624
650 4 $a Education. $3 516579
653 $a Pop culture
653 $a Engagement
653 $a Literacy
653 $a Perceptions
653 $a Multimedia
653 $a Digital literacy
653 $a Technology
653 $a Pedagogy
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0727
690 $a 0279
690 $a 0515
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a University of North Texas. $b Department of Teacher Education and Administration. $3 3284000
773 0 $t Dissertations Abstracts International $g 82-08A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28167761 $z click for full text (PQDT)