2013-2014 Call for Proposals
CEE is pleased to announce the fourth year of its Research Initiative. We invite proposals for research projects that will advance the mission of the organization as articulated through our various position statements and sponsored publications. Particular questions of interest include:
What constitutes an effective or innovative English/language arts education licensure program and how do we know?
What constitutes an effective or innovative English/language arts education graduate program and how do we know?
How does English/language arts education practice compare to various accreditation agency expectations?
What are the relationships between research-supported English/language arts education pedagogies and effective secondary teaching?
What is “teacher quality” and what does it mean to be an effective English/language arts teacher?
What are the connections/disconnections between the Common Core State Standards and research-based English/language arts teacher education?
We hope that research conducted through this program will support CEE’s efforts to communicate more effectively with state and federal policy makers, accreditation agencies, and school/department administrators. We welcome proposals from applicants representing all levels of instruction, preK-college/university.
CEE plans to fund up to four proposals at a maximum of $4,000 each. The principal investigators of each proposal must be members of CEE. We invite proposals employing a variety of methods, including qualitative or mixed method 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. Doctoral students and early career faculty members are encouraged to apply. Previous CEE Research Initiative recipients are eligible to apply only once in every five-year period.
Proposals are to be submitted no later than September 22, 2013 as email attachments to the CEE Administrative Liaison at email@example.com. Decisions will be announced by October 15, 2013, and award winners will be recognized at the annual CEE Social/Membership Reunion at the Boston NCTE convention. Investigator(s) will be expected to present their research at the 2014 or 2015 NCTE Convention or at the 2015 CEE Summer Conference. Proposals should include the following:
A cover page that contains the title of the proposal, the names and full contact information of the investigator(s) (institution, address, phone, e-mail), and, in the event of multiple investigators, the designation of a principal contact.
A narrative of not more than five pages explaining the aims of the research, the question(s) to be addressed, the importance of the question for the organization, key related work in the research literature, the data to be gathered and methods for its collection and analysis, and plans for disseminating the findings.
A work plan with a timeline of key events and processes.
A detailed budget with rationale for all expenses. NOTE: This grant may not be used to pay indirect costs and/or overhead and must be used to fund specific research activities.
Brief (one-two page) CVs for all investigators.
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”
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”
Kristen Hawley Turner, Ph.D., Fordham University, and 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"
Zaira R. Arvelo-Alicea and Ileana Cortés Santiago, Purdue University, " Latino/a Families - English Educators Partnerships for the Literacy Development of Underrepresented Youth"
Lisa 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 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”