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CEE James N. Britton Award

Criteria and Nomination Process

Purpose

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
  1. Nominated work should represent classroom based research conducted by an English Language Arts Teacher at any level--preschool through university. 
      
  2. 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. 
      
  3. Focused on a systematic study of any aspect of the inquirer's own teaching, including collaborative research with other practitioners.
Application Procedures
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 cee@ncte.org or via postal mail to:
CEE Britton Award
NCTE
1111 West Kenyon Road
Urbana, IL  61801

Past Winners

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
           High School

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
            Achievement Gap

2005:  Vivian Vasquez, Negotiating Critical Literacies with Young Children

2004:  Bob Fecho, Is This English?": Race, Language, and Culture in the
            Classroom

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 
           Classroom Practice

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 
           Change

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 
           Research"

           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 
           Four

           R. Ardyth Sadownik, "Contructs and Intention in Response," In Teacher 
           as Researcher, edited by  Merron Chorney, 1988

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