Christina Saidy for "Moving from Them to Us: Making New Arguments about Teaching and Learning via Teacher Inquiry" (Vol. 38, No. 2, October 2015)
By telling one teacher’s story of professional growth, Saidy explores the power of effective teacher inquiry groups. Through her collaboration and research with a school in an urban Southwest community, Saidy describes how one teacher’s shift from a deficit mindset to a growth and activist mindset benefited the students in his school. Given “access to specific writing exercises, writing environments, research strategies, and collaborative activities,” participants in Saidy’s inquiry group were able “to think critically and respond actively to perceived questions or problems in their teaching and professional lives.”
Christina Saidy is an Assistant Professor of English at Arizona State University where she also serves as the Co-director of the Central Arizona Writing Project. Her research focuses on writing and writing transitions with secondary students, teachers in professional development groups, and students entering college. Christina’s work has appeared in journals such as English Leadership Quarterly, English Journal, College Composition and Communication, and The Journal of Adolescent and Adult Literacy.
Chris Drew for "An Argument Worth Having: Championing Creative Writing in the Disciplines" (Vol. 38, No. 2, October 2015)
Chris Drew is an Assistant Professor at Indiana State University in Terre Haute, Indiana, where he coordinates the English Teaching program and teaches creative writing. He previously taught middle and high school English. His current project works to bridge the gap between post secondary and secondary creative writers and their pedagogies. Chris received the AWP Intro Journals Award for his essay, “Four by Eight,” and his writing has appeared in a variety of publications, including ELQ, JMMLA, Bellevue Literary Review, and Quarterly West. He is the co-editor of Dispatches from the Classroom: Graduate Students on Creative Writing Pedagogy (Bloomsbury).
Nicole Sieben and Gordon Hultberg for "Collaboration Fosters Hope" (Vol. 37, No. 4, April 2015)
Nicole Sieben, EdD, is an assistant professor of secondary English education at SUNY College at Old Westbury, where she is currently the program coordinator for the graduate programs in English education and teaches graduate and undergraduate courses in education and composition. She chairs NCTE’s Genders and Sexualities Equality Alliance (GSEA), served on NCTE’s Nominating Committee, and is a past recipient of the Edwin M. Hopkins Award for her March 2009 English Journal article “‘Watch What You Teach’: A First-Year Teacher Refuses to Play It Safe.” She is also the author of “‘Why Are You a Teacher?’ and Other Questions My Students Dared to Ask” (English Journal, November 2013).
Nicole's research interests include intersections of writing teacher education, composition studies, critical literacy, hope theory, and English teacher education with social justice as the overarching theme of this research. In November 2013, she received the CEE Research Initiative Award and began a research project titled, “Teaching Writing Hope: A Matter of Social Justice in English Education" to implement and research effective writing hope strategies in secondary school classrooms to build students' writing competencies. Read her recent blog "My Compliments to You."
Gordon Hultberg is an English language arts teacher at Intermountain Christian School in Salt Lake City, Utah. He teaches AP English Literature and Composition and is drama director. He is currently the Assistant Nominations Chair for the CEL Executive Committee.
Nominations are not accepted for this award.
Purpose: The CEL English Leadership Quarterly Best Article Award honors the authors of two articles written and published in English Leadership Quarterly.
Eligibility: Book reviewers will not be eligible for consideration, but articles written for specific English Leadership Quarterly columns may be considered. Teachers currently on leave may be considered, as may former teachers presently not employed. The editor(s) of English Leadership Quarterly shall draw up the annual list of eligible authors and shall be the arbiter of eligibility.
Award Criteria: The award shall be given once each year, covering issues published between February and October of any given school year. An honorable mention (runners-up) may be also named.
Award Specifics: The awards are announced by the English Leadership Quarterly editor(s) at the Sunday CEL Luncheon during the NCTE Annual Convention. The award winner receives a plaque, $100 honorarium, and ticket to the CEL Luncheon.
Judging: The editorial panel may consist of a chair and three to five readers, selected by the editor(s) of the English Leadership Quarterly. The panel shall be nominated for a one-year term. Panel members will be expected to excuse themselves from the judging if an article on which they are an author is eligible for the award. If necessary, the editor(s) of the English Leadership Quarterly will name a replacement.
Past Winners: Full List of Past Winners
2015: Emily S. Meixner, "Nurturing Teacher Leadership through Homegrown Professional Development" (Vol. 37, No. 2, October 2014)
Honorable Mentions: Limarys Caraballo and Meredith Hill, "Curriculum-in-Action: Cultivating Literacy, Community and Creativity in Urban Contexts" (Vol. 27, No. 1, August 2014); Jessica Singer Early, "Imagining the Possibilities: Improving the Teaching of Writing through Teacher-Led Inquiry" (Vol. 36, No. 4, April 2014)
2014: Patsy Callaghan, “Literature and Ecology: Integrating Story, Science, and Standards” (Vol. 35, No. 4, April 2013)
Honorable Mentions: Stacey Reece, "Lessons Learned from a First Post-Observation Conference” (Vol. 36, No. 3, February 2014); Rebecca Sipe, "Lessons Keeping Your Head above Water: Leading Literacy in the Wake of Standards" (Vol. 36, No. 4, April 2014)
2013: B. Joyce Stallworth and Louel Gibbons, “What’s On the List…Now? A Survey of Book-Length Works Taught in Secondary Schools” (Vol. 34, No. 3, February 2012)
Honorable Mentions: Eunjyu Yu, “Ready for College? What College Students Have to Say about their High School English Experiences”; Dawn Dalton, “Reflections on Teaching (Or Not Teaching) Reading from the Field” (Vol. 35, No. 1, August 2012)
2012: Jill Henderson, “Dear Mr. President” (Vol. 33, No. 3, February 2011)
Honorable Mention: Deborah Bieler, “Lessons from NETS: New English Teachers for Social Justice” (Vol. 33, No. 4, April 2011)