Emily S. Meixner for "Nurturing Teacher Leadership through Homegrown Professional Development" (Vol. 37, No. 2, October 2014).
In this article, Emily Meixner explains how tuning in to her students’ requests for more specific instruction helped her form meaningful professional learning experiences for her preservice teachers.
In selecting this article for the award, ELQ Editor Oona Abrams and the selection committee wrote, "In discussing her ongoing work with preservice teachers, Emily Meixner shares the initial discomfort she experienced with students who advocated for direct instruction on how to teach specific texts. After fielding this request for several years, Meixner began organizing “How to Teach” seminars, in which preservice teachers and alumni instructors collaborated. By bringing the practical and the theoretical together in these seminars, all stakeholders experienced what Meixner terms “unanticipated positive outcomes.” Meixner’s article is a prime example of how we all might listen closely to the requests of our students—especially the requests that most perplex us."
Dr. Emily S. Meixner is an associate professor of English and the coordinator of the Secondary English Education Program at The College of New Jersey in Ewing, New Jersey where she teaches undergraduate courses in English Language Arts reading and writing pedagogy as well as graduate and undergraduate courses on young adult literature. Her research interests include teacher identity formation, multicultural preservice teacher preparation, LGBTQIA Young Adult Literature, and novice teacher professional development.
Limarys Caraballo (pictured) and Meredith Hill for "Curriculum-in-Action: Cultivating Literacy, Community and Creativity in Urban Contexts" (Vol. 27, No. 1, August 2014)
Limarys Caraballo and Meredith Hill discuss their experiences working with urban youth to ignite meaningful learning experiences.
Limarys Caraballo is Assistant Professor of English Education in the Department of Secondary Education at Queens College of the City University of New York, and a Faculty Fellow of the Institute for Urban and Minority Education at Teachers College, Columbia University. Limarys has been a Cultivating New Voices among Researchers of Color Research Fellow of the National Council of Teachers of English and an American Educational Research Association (AERA) Minority Research Fellow. Grounded in her experiences as an English teacher, administrator, and consultant in public and private secondary schools, Limarys’ research supports the development of culturally sustaining approaches to curriculum and pedagogy. Her research interests include students’ multiple identities and literacies, academic achievement, youth participatory action research, and teacher education. She received outstanding dissertation awards from AERA and the American Association for Teaching and Curriculum, and her work has been published in academic journals such as the Journal of Curriculum and Pedagogy, English Leadership Quarterly, and the International Journal of Multicultural Education, as well as in the Encyclopedia of Diversity in Education.
Jessica Singer Early for "Imagining the Possibilities: Improving the Teaching of Writing through Teacher-Led Inquiry" (Vol. 36, No. 4, April 2014)
Jessica Singer Early shows us what teacher leadership looks like on the ground,as a teacher-led inquiry group aims to define “college-ready writing” and improve writing instruction in an urban charter school.
The name of the award shall be the Conference on English Leadership English Leadership Quarterly Best Article Award
The award shall be given annually to the authors of two articles written by published in English Leadership Quarterly. 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.
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.
The editorial panel may consist of a chair, nominated by the editor(s) of the English Leadership Quarterly, 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.
In November of each year, or as soon as the editor determines which articles will be published in the final issue of the volume year, the editor(s) shall send each reader a list of authors eligible for the award.
After reviewing the articles, each reader shall nominate and rank five articles and send these nominations to the chair/editor(s).
The chair/editor(s) shall tabulate the nominations and consider, but not be mathematically bound to, the rank ordering of articles. That is, the chair should carefully consider the recommendations and rankings of the readers, but is to use his or her own judgment in determining award winners.
The chair/editor(s) shall choose the author of one article as winner, and, at his or her discretion, may name the author of one additional article as recipients of honorable mention.
The award winners shall receive an engraved plaque (if one author is selected/a certificate if two or more authors are selected), and honorarium of $100 each, and a luncheon ticket to the CEL Sunday Luncheon during the CEL Convention. NCTE shall send invitation letters to winners and announcement letters to the winners’ principals, school superintendents, chairs of boards of education, and appropriate newspapers upon request.