Nomination Deadline: May 1 in even-numbered years.
Purpose: To recognize published research-based work that promotes English Language Arts teacher development at any educational level and in any scope and setting. The Award was established in 1988 in honor of the late Richard Meade of the University of Virginia for his contributions to research in the teaching of composition and in teacher preparation.
Eligibility: Works eligible for the 2016 Award must have been published between January 1, 2014 and December 31, 2015.
- The Selection Committee may consider published material of any length and modality focused on the preparation and education of preservice and/or practicing English Language Arts teachers.
- Eligibility extends to any research-based approach that promotes English Language Arts teacher development at any educational level.
- To be considered, studies must have been published between January 1, 2014 and December 31, 2015 for the 2016 Award.
Award Specifics: The Meade Award is presented in even-numbered years, effective January 2014. Nominations may be made by any Language Arts educator or by self-nomination. Nominations for the 2016 award must be received no later than May 1, 2016. Submit nominations to firstname.lastname@example.org.
Winners will be notified in July 2016 and announced at the 2016 NCTE Fall Convention in Atlanta, GA.
Richard Meade Award Winners
2014: Troy Hicks, Crafting Digital Writing
2013: Wendy Glenn, "Developing Understandings of Race: Preservice Teachers' Counter-
Narrative (re)Constructions of People of Color in Young Adult Literature" (English
Education, July, 2013.
2012: no award given
2011: Mollie V. Blackburn, Caroline T. Clark, Lauren M. Kenney, and Jill M. Smith, Acting
Out! Combating Homophobia Through Teacher Activism
2010: Deborah Appleman, Critical Encounters in High School English: Teaching Literary
Theory to Adolescents
2009: Carol Booth Olson and Robert Land, "A Cognitive Strategies Approach to Reading
and Writing Instruction for English Language Learners in Secondary School"
(Research in the Teaching of English, February 2007)
2008: George Hillocks, Jr., Narrative Writing: Learning a New Model for Teaching
2007: sj Miller and Linda Norris, Unpacking the Loaded Teacher Matrix:
Negotiating Space and Time Between University and Secondary English
2006: Thomas M. McCann, Larry R. Johannessen, and Bernard P. Ricca,
Supporting Beginning English Teachers: Research and Implications for
2005: Dawn Abt-Perkins and Stuart Greene, Making Race Visible:
Literacy Research for Cultural Understanding
2004: Sheridan Blau, The Literature Workshop: Teaching Texts and Their
2003: no award given
2002: Cathy Fleischer, Teachers Organizing for Change: Making Literacy
Learning Everybody's Business
Todd DeStigter, Reflections of a Citizen Teacher: Literacy,
Democracy, and the Forgotten Students of Addison High
2001: no award given
2000: Anne DiPardo, Teaching in Common: Challenges to Joint Work in
Classrooms and Schools
1999: Lorri Neilsen, Knowing Her Place: Research Literacies and Feminist
1998: Susan Hynds, On the Brink: Negotiating Literature and Life with
1997: Ruth Vinz, Composing a Teaching Life
1996: Patricia Lambert Stock, The Dialogic Curriculum: Teaching and Learning
in a Multicultural Society
1995: Sarah W. Freedman, Exchanging Writing, Exchanging Cultures:
Lessons in School Reform from the United States and Great Britain
1994: Victor Villanueva, Jr., Bootstraps: From an American Academic of
1993: Renee T. Clift, "Learning to Teach English - Maybe: A Study of
Knowledge Development," Journal of Teacher Education, Nov-Dec 1991
Anne Ruggles Gere, Colleen Fairbanks, Alan Howes, Laura Roop,
David Schaafsma, Language and Reflection: An Integrated Approach To
C. Mark Hurlbert and Samual Tottens, Editors, Social Issues in the
1992: Judith Newman, Interwoven Conversations: Learning and Teaching
Through Critical Reflections
Marilyn Cochran-Smith, Cynthia L. Paris, and Jessica Kahn. Edited
by Judith Green, Learning to Write Differently: Beginning Writers and
Susan L. Lytle and Robert Fecho, "Meeting Strangers in Familiar
Places: Teachers Collaboration by Cross- Visitation," English Education
Volume 23, number 1, February 1991
1991: Pamela Grossman, The Making of a Teacher: Teacher Knowledge and
Nancy B. Lester and Cynthia S. Onore, Learning Change: One School
District Meets Language Across the Curriculum
Denny Taylor, "Teaching without Testing: Assessing the Complexity of
Children's Literacy Learning," English Education, February 1990
1990: Beatrice Naff Cain, "With Worldmaking, Planning Models Matter,"
English Education, Ferbruary 1989
Lynn Craig Briggs, Sharon Kane, Patricia Spencer Soper,
"Considerations, Complications and Consequences of Practitioner
Inquiry," Journal of Teaching Writing, Special 1989 issue
Pamela Grossman, "Learning to Teach without Teacher Education,"
Teachers College Record, winter 1989
1989: Jesse Goodman, "The Political Tactics and Teaching Strategies of
Reflective Active Preservice Teachers," Elementary School Journal,
Pamela L. Grossman and Anna E. Richert, "Unacknowledged
Knowledge Growth: A Reexamination of the effects of Teacher Education,"
Teaching and Teacher Education, 1988
Judith A. Langer and Arthur N. Applebee, How Writing Shapes
Sarah Warshauer Freedman, Response to Student Writing
1988: Renee Clift, "English Teacher and English Major: Epistemological
Differences in the Teaching of English," English Education, December
David Marsh, Debra Knudsen, and Gene Knudsen, "The Role of Staff
Development in Implementing the Bay Area Writing
Program," Journal of Teacher Education, Nov-Dec 1987