The CEL English Leadership Quarterly Best Article Award is given annually to the authors of two articles written and 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 award covers issues published between February and October of any given school year.
The award winner receives an engraved plaque, $100 honorarium, and CEL Luncheon ticket. The awards are announced by the English Leadership Quarterly editor(s) at the Sunday CEL Luncheon during the NCTE Annual Convention.
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.