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CEE James N. Britton Award - Previous Revision

Criteria and Nomination Process

Purpose

To encourage English Language teacher development, consistent with the major goal of CEE, by promoting reflective inquiry in which teachers 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. Conducted by an English Language Arts Teacher at any level--preschool through university. 
      
  2. Published in any format including a distributed final research report 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

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, 2010 and December 31, 2011 must be received no later than May 1, 2012.   Winners will be notified in July 2012 and announced at the 2012 NCTE Fall Convention in Las Vegas, Nevada.

Submit nominations to cee@ncte.org or via postal mail to:
CEE Britton Award
NCTE
1111 West Kenyon Road
Urbana, IL  61801

Past Winners

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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