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?

Does this study draw on a large, preexisting data set?

Research Approach

Narrative Inquiry

Geographic Setting

midwest

Institutional Context

University based

Certification Level

Secondary

Programatic Focus

social justice

Research Location Context

University

Preservice Participants

Undergraduates (university based program)

Preservice Sample Size

Duration of Data Collection

Academic Semester

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