Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
This study explored how literature circles were used to encourage 32 tenthgrade students enrolled in an English 10 class to generate critical questions about memoirs. The literature review overviewed the philosophy of studentcentered classrooms as well as the specific benefits of using literature circles and questionanswer relationship (QAR) reading strategies. This study covered a fourweek unit where teams of students were observed in interestbased literature circles. Students discussed the texts and recorded questions that they used for discussions. Other data included analysis of teachergenerated reflection journals. The results of the study revealed that the students overall responded positively to the choice of choosing their own groups, and moreover, formed personal connections with text. The findings also revealed that students needed variety in the activities, and more authentic opportunities to engage in inquiry. Perhaps most significantly, the findings revealed that students needed clear guidance from the teacher in order to learn about the context of the stories that they read that would have enabled them to ask the critical questions that would inspire authentic inquiry about reallife social issues and problems that impact their current and future lives.
Curriculum, Literacy, Motivation, Reading
Brook, Damon Reuben, "Encouraging Student-Generated Critical Questions through Literature Circles in a Tenth-Grade Classroom" (2015). School of Education Student Capstone Theses and Dissertations. 176.