Building a Sense of Wonder in Secondary Content Literacy Instruction
Abstract
This narrative inquiry explores how evidence of a “sense of wonder” in secondary teacher candidates’ content literacy instruction reveals access to and opportunities for student learning. We suggest a deliberate focus on cultivating “wonder,” which is systemically absent from standards guidelines, and on conceptualizing “wonder” as a possible benchmark for secondary literacy teaching.
Reference
Wold, L. & Elish-Piper, L. 2008. Building a sense of wonder in secondary content literacy instruction. The Journal of Reading Education, 34(1), 16-24.
Journal
Journal of Reading Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
30
Duration of Data Collection
Data Sources
- email correspondence
- fieldnotes
- lesson plans
- Observations
- student reflections
Data Analysis Tools
- Constant comparative analysis
- Statistical analysis
Researcher Positionality
- Inside (studying their own programs)
Research Questions
“How do wonder and curiosity interplay in the development of quality content secondary literacy teachers?”
Is this research question explicit from the manuscript? Yes