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CEE Research Initiative

Call for Proposals
Due by August 8, 2017

 The Conference on English Education (CEE) is pleased to announce the eighth year of the CEE Research Initiative Grants. We invite proposals for research projects that advance the work of the organization as articulated through our various position statements and sponsored publications (see We hope that the research supported by this initiative contributes to and extends CEE’s efforts to communicate what we know and believe about English education with many different audiences: state and federal policymakers, accreditation agencies, school/department administrators, researchers, teacher educators, practicing teachers, and other education leaders.

Up to four proposals, at a maximum of $2,500 each, will be funded this year. We welcome proposals from applicants representing all levels of instruction (from K–12 to university) and all types of educational spaces (from teacher education classrooms to community programs), including doctoral students, early career faculty members, and K–12 based teacher-researchers. Please note, however, that the principal investigator(s) of each proposal must be a CEE member.  

Particular questions of interest include, but are not limited to, the following:

  • What does effective English language arts and literacy teacher education look like in the current educational climate?
  • What are the relationships between research-supported English language arts and literacy education pedagogies and effective secondary teaching?
  • How is the field of English language arts and literacy changing to respond to new/evolving content and issues?
  • How can English language arts and literacy teacher education address and support specific issues of social justice in community, global and digital spaces?

We invite proposals employing a variety of methods, including qualitative or mixed-methods research designs, case studies, interview or survey-based projects, and teacher-research projects. Proposals should state research questions, describe methods of gathering and analyzing data, and explain how the evidence and its analysis will address both the research questions and current educational policy issues of interest to CEE members.

Note: Previous CEE Research Initiative recipients are eligible to apply only once within a five-year period.

Proposals should include the following:

  • Cover page that provides the following:
    • title of the proposal
    • names of the investigator(s)
    • full contact information of the investigator(s): institution, address, phone, email
    • designation of a principal contact if multiple investigators are involved
    • proposal abstract (75 words maximum)
  • Narrative (1250 words maximum) clearly explaining the following:
    • aims of the research
    • question(s) to be addressed
    • key related work in the research literature
    • data to be gathered
    • methods for its collection and analysis
    • importance of the question(s) for CEE
    • potential implications beyond CEE
  • Outline of the work timeline, noting key events and processes
  • Detailed budget with rationale for all expenses
    • Note: The grant must be used to fund direct costs for specific research activities only. Funds may not be used to pay any indirect costs and/or overhead. The investigator(s) may determine whether funds are disbursed to the university or directly to the Principal Investigator (PI).
  • CV (2 pages maximum) for all investigators

Proposals are due by August 8, 2017. Proposals should be submitted as email attachments to the CEE Liaison at Decisions will be announced by late-September 2017, and award winners will be recognized at the CEE Luncheon and the CEE Business Meeting at the NCTE Annual Convention in St. Louis. Investigator(s) will be expected to present their research at the 2018 or 2019 NCTE Convention or at the 2019 CEE Summer Conference.

Successful Past Proposal Samples

Successful proposals meet the guidelines in various ways. The two proposals below demonstrate two ways to meet the guidelines but these are not the only two ways. We look for well-written, high-quality proposals that meet all of the proposal guidelines and that will advance the mission of the organization as articulated through our various position statements and sponsored publications.

Sample 1
Sample 2
CEE Research Initiative Grants Recipients

Nadia Behizadeh, Georgia State University, Atlanta
“Examining the Effects of a Practice-Embedded Educational Research Collaborative on Critical Text Production in Middle School”

Limarys Caraballo, Queens College–City University of New York, and Danielle Filipiak and Jamila Lyiscott, Teachers College, Columbia University, NY
“Students and Pre-service Teachers as Critical Researchers: Transforming English Teacher Education”

Bianca Nightengale-Lee, University of Louisville, KY
“Educating Critically: Intersectionality of Critical Pedagogy in the Literacy Methods Classroom”

Luke Rodesiler, Indiana University-Purdue University Fort Wayne
“Jump-starting Career-long Learning: How Prospective Teachers are Prepared for Participatory Online Professional Development”

Cassie J. Brownell and Jon M. Wargo, Michigan State University, East Lansing, MI
“#hearmyhome: (Re)Educating the Senses to Community Literacies”

Nicole Mirra, Ph.D., The University of Texas at El Paso
“Exploring Connected Learning as a Framework for Transforming Digital Literacy Teacher

Gholnecsar E. Muhammad, Georgia State University, Atlanta, GA
“Black Lives Matter in Multimodal Literacy Practices: A Descriptive Case Study of Resistance Writing within a Literacy Collaborative”

Sunshine Sullivan, Houghton College, Houghton NY and David Bruce, University of Buffalo, Buffalo, NY
"Professional Learning Communities around Digital Literacies in Rural Schools"

Deborah Bieler, University of Delaware, Newark
“Staying to Talk, Talking to Stay:  A Study of the Relationships between Teacher/Student Talk and Teacher/Student Retention”

Mollie V. Blackburn, The Ohio State University, Columbus
“Exploring the Teaching and Learning of LGBT-Themed Young Adult Literature in a Queer-Friendly High School”

Ryan M. Rish, Kennesaw State University, Kennesaw, GA
“Students Producing Critical Digital Media:  Leveraging Social Media to Address Social Issues”

Terri L. Rodriguez, College of St. Benedict, St. Joseph, MN
“Conceptions, Goals, and Practice of Socially Just English Education: Who Are We As Activist Allies?”

Steven Z. Athanases, University of California-Davis, Davis
"Common Core and Beyond: Mapping Multiple Knowledge Sources in Preservice Teacher Inquiry for Learning to Teach Culturally and Linguistically Diverse Youth"

Nicole Sieben, Adelphi University, Bethpage, New York
"Teaching Writing Hope: A Matter of Social Justice in English Education"

Tara Star Johnson, Purdue University, West Lafayette, Indiana
"The Common Core in an Uncommon Era of Standards and Assessments"

Samantha Caughlan, Michigan State University, East Lansing; Heidi Hallman, University of Kansas, Lawrence; Donna Pasternak, University of Wisconsin-Milwaukee; Laura Renzi, West Chester University of Pennsylvania; Leslie Rush, University of Wyoming, Laramie
"A New Era of English Teacher Preparation: Findings from a National Survey"

Ebony Elizabeth Thomas, Ph.D., University of Pennsylvania
“Amplifying Previously Silenced Dialogues: An African American Male English Language Arts Teacher as Culturally Responsive Practitioner, Researcher, and Activist”

Emily Hodge, The Pennsylvania State University
“How English Teachers Make Sense of the Common Core State Standards Across Tracked Classrooms:  A Critical Investigation of Standards-Based Reform and the Implications for English Education”

Kristen Hawley Turner, Ph.D., Fordham University
Troy Hicks, Central Michigan University
“What difference does a decade make?  Digital writing as social justice in teacher education”
Marcelle Haddix, Syracuse University
“Cultivating Racial and Linguistic Teacher Diversity in English Education”

Luke Rodesiler, University of Florida
“Understanding English Teachers’ Experiences Performing Acts of Constructivist Teacher Leadership in Online Environments”

Ileana Cortés Santiago and Zaira R. Arvelo Alicea, Purdue University
“Latino/a Families - English Educators Partnerships for the Literacy Development of Underrepresented Youth”

Lisa S. Eckert and Robert Petrone, Montana State University
“Virtual Field Experience in a Rural State: Using Moodle to Connect Pre-service Teachers to Rural Schools and Teachers”
Heidi L. Hallman, The University of Kansas
“Pre-service English Teachers’ Work with Homeless Adolescents”

Melanie Shoffner, Purdue University
“Pedagogy, Passion and Preparation: Exploring the Concerns of Beginning English Teachers”

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