351
Views
0
CrossRef citations to date
0
Altmetric
Articles

The STORRI Method: A Strategy for Exploring and Integrating Youth Culture into the Classroom

REFERENCES

  • Bennett, A. 2004. Consolidating the music scenes perspective. Poetics 32 (3): 223–34.
  • Bennett, A. 2011. The continuing importance of the “cultural” in the study of youth. Youth Studies Australia 30 (3): 27.
  • Berl, P.S. 2006. Crossing the generational divide. Exchange 168: 73.
  • Chaney, D. 2004. Fragmented culture and subcultures. In After subculture: Critical studies in contemporary youth culture, ed. A. Bennett and K. Kahn-Harris, 36–48. Basingstoke: Palgrave Macmillan.
  • Chang, M-L. 2009. An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review 21 (3): 193–218.
  • Codrington, G.T., and S. Grant-Marshall. 2005. Mind the gap. Rosebank: Penguin Books.
  • Cook-Sather, A. 2002. Authorizing students’ perspectives: Toward trust, dialogue, and change in education. Educational Researcher 31 (4): 3–14.
  • Corso, M.J., M.J. Bundick, R.J. Quaglia, and D.E. Haywood. 2013. Where student, teacher, and content meet: Student engagement in the secondary school classroom. American Secondary Education 41 (3): 50–61.
  • Creps, E.G. 2008. Reverse mentoring: How young leaders can transform the church and why we should let them. San Francisco, CA: Jossey-Bass.
  • Falk, G., and U.A. Falk. 2005. Youth culture and the generation gap. New York: Algora.
  • Flory, S.B., and N. McCaughtry. 2011. Culturally relevant physical education in urban schools: Reflecting cultural knowledge. Research Quarterly for Exercise and Sport 82 (1): 49–60.
  • Freire, P. 2000. Pedagogy of the oppressed. New York: Continuum.
  • Gavelek, J.R., and T.E. Raphael. 1996. Changing talk about text: New roles for teachers and students. Language Arts 73: 182–92.
  • Harré, R. 1984. Personal being: A theory for individual psychology. Cambridge, MA: Harvard University Press.
  • Hughey, M.W., and S. Muradi. 2009. Laughing matters: Economies of hyper-irony and manic-satire in South Park and Family Guy. Humanity and Society 33 (3): 206–37.
  • MacFarlane, S. 2000. E. Peterbus unum. Family Guy. Twentieth Century Fox Entertainment.
  • Moll, L.C., C. Amanti, D. Neff, and N. Gonzalez. 1992. Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice 31 (2): 132–41.
  • Prensky, M.R. 2010. Teaching digital natives: Partnering for real learning. Thousand Oaks, CA: Corwin Press.
  • Repko, A.F., ed. 2008. Interdisciplinary research: Process and theory. Thousand Oaks, CA: Sage.
  • Roorda, D.L., H.M.Y. Koomen, J.L. Spilt, and F.J. Oort. 2011. The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research 81 (4): 493–529.
  • Spilt, J.L., H.M.Y. Koomen, and J.T. Thijs. 2011. Teacher wellbeing: The importance of teacher–student relationships. Educational Psychology Review 23 (4): 457–77.
  • Strauss, W., and N. Howe. 1991. Generations: The history of America's future, 1584 to 2069. New York: Morrow.
  • Sweetman, P. 2004. Tourists and travellers? “Subcultures,” reflexive identities and neo-tribal sociality. In After subculture: Critical studies in contemporary youth culture, ed. A. Bennett and K. Kahn-Harris, 79–93. Basingstoke: Palgrave Macmillan.
  • Tapscott, D. 2009. Grown up digital: How the net generation is changing your world. New York: McGraw-Hill.
  • Valli, L. 1997. Listening to other voices: A description of teacher reflection in the United States. Peabody Journal of Education 72 (1): 67–88.
  • Vygotsky, L.S. 1978. Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  • Wubbels, T., and M. Brekelmans. 2005. Two decades of research on teacher–student relationships in class. International Journal of Educational Research 43 (1): 6–24.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.