To encourage English Language Arts teacher development, consistent with the major goal of CEE, by promoting classroom-based research in which teachers at any educational level raise questions about teaching and learning in their own teaching/learning settings.
"It is the continual reformulation of what we know in the light of what we perceive that matters: and the hardening of what we know into a formula that we apply ready-made instead of reformulating - that is the danger. Thus, our most powerful ideas are relatively general, relatively unformulated starting points from which we constantly reformulate......Research findings are things we can know which could have bearing on what we do when we teach. And 'development' should be the name of the process of bringing this kind of knowing into relationship with this kind of doing." p. 150-James N. Britton, A Note on Teaching, Research and 'Development' in Prospect and Retrospect: Selected Essays of James Britton. Edited by G.M.Pradl, Boyton/Cook, 1982.
Criteria for the Award
- Nominated work should represent classroom based research conducted by an English Language Arts Teacher at any level--preschool through university.
- Published in any format/modality, including books, articles, and digital illustrations of model practices in the field, during the two-year time period under consideration.
- Focused on a systematic study of any aspect of the inquirer's own teaching, including collaborative research with other practitioners.
Note: The Britton Award is presented in odd-numbered years, effective January 2014.
Nominations accompanied by three copies of the published material, if possible, may be made by any Language Arts educator or by self-nomination. Nominations for studies published between January 1, 2013 and December 31, 2014 must be received no later than May 1, 2015. Winners will be notified in July 2015 and announced at the 2015 NCTE Fall Convention in Minneapolis, Minnesota.
Submit nominations to firstname.lastname@example.org or via postal mail to:
CEE Britton Award
1111 West Kenyon Road
Urbana, IL 61801
2013: Scott Filkins, Beyond Standardized Truth: Improving Teaching and Learning Through
Inquiry-Based Reading Assessment
Ryan Lund Neumann, What Had Happened
2012: Sara Kajder, Adolescents and Digital Literacies: Learning Alongside Our Students
2011: no award given
2010: Cathy Fleischer and Sarah Andrew-Vaughan, Writing Outside Your Comfort Zone:
Helping Students Navigate Unfamiliar Genres
2009: Penny Kittle, Write beside Them: Risk, Voice, and Clarity in High School Writing
2008: Leila Christenbury, Retracing the Journey: Teaching and Learning in an American
2007: Maja Wilson, Rethinking Rubrics in Writing Assessment
2006: Richard E. Miller, Writing at the End of the World
Alfred Tatum, Teaching Reading to Black Adolescent Males: Closing the
2005: Vivian Vasquez, Negotiating Critical Literacies with Young Children
2004: Bob Fecho, Is This English?": Race, Language, and Culture in the
2003: no award given
2002: John Gaughan, Reinventing English: Teaching in the Contact Zone
Peter Elbow, Everyone Can Write: Essays Toward a Hopeful Theory of
Writing and Teaching Writing
2001: Carol Pope, "Reflection and Refraction: A Reflexive Look at an Evolving
Model for Methods Instruction," English Education, April 1999
2000: Stephen M. Fishman and Lucille McCarthy, John Dewey and the
Challenge of Classroom Practice
Stephen Wolk, A Democratic Classroom
1999: Curt Dudley-Marling, Living with Uncertainty: The Messy Reality of
1998: Fran Claggett, "A Measure of Success: From Assignment to Assessment,"
English Language Arts, 1996
1997: Maureen Barbieri, Sounds from the Heart: Learning to Listen to Girls
1996: Jane Isenberg, Going by the Book: The Role of Popular Classroom
Chronicles in the Professional Development of Teachers
Robert Tremmel, "Zen and the Art of Reflective Practice in Teacher
Education," Harvard Educational Review, Winter 1993
1995: Patricia Lambert Stock, "The Function of Anecdote in Teacher
Research," English Education, October 1993
1994: Janice Neuleib, "The Friendly Stranger: Twenty-five Years as 'Other',"
College Composition and Communication, May 1992
Susan Church, Rethinking Whole Language: The Politics of Educational
1993: Lucille Parkinson McCarthy and Stephen M. Fishman, "Boundary
Conversations: Conflicting Ways of Knowing in Philosophy and
Interdisciplinary Research," Research in the Teaching of English, December 1991
1992: Cathy Ann Fleischer, "Reforming Student Literacy: Informing Teacher
Janet L. Miller with collaborating teacher researchers Georgette
Neville Vosseler, Esther Ranells, Mary Lee Martens, Gerry Seifert,
and Elizabeth Bauer, Creating Spaces and Finding Voices: Teachers
Collaborating for Empowerment
1991: Cynthia Ann Bowman, "Effects of Learning Logs on High School
Literature Achievement," thesis
Lorraine Cockle, "When is Art? Art Language and the Spectator Role,"
Teacher as Researcher
Special Citation to the Kentucky English Bulletin for its Fall
1989 issue (vol 39, no 1) "Teacher- Researchers"
1990: Anne Martin, "Screening, Early Intervention and Remediation: Obscuring
Children's Potential," Harvard Educational Review, 58(4), November 1988
Vivian Gussin Paley, Bad Guys Don't Have Birthdays: Fantasy Play at
R. Ardyth Sadownik, "Contructs and Intention in Response," In Teacher
as Researcher, edited by Merron Chorney, 1988