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.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc1703310 |
| Date | 05 1900 |
| Creators | Visco, William |
| Contributors | Mathis, Janelle, Eutsler, Lauren, Gonzalez, Ricardo, Krutka, Daniel |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | viii, 131 pages, Text |
| Rights | Public, Visco, William, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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