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CEL English Leadership Quarterly Best Article Award

2017 Winner:

"Conversations, Connections, and Culturally Responsive Teaching: Young Adult Literature in the English Methods Class" (Volume 39, Number. 2, October 2016) by Elsie Lindy Olan and Kia Jane Richmond

Elsie Lindy OlanDr. Elsie Lindy Olan is assistant professor and track coordinator for Secondary English Language Arts in the School of Teaching, Learning and Leadership at the University of Central Florida. She researches the role of language and writing, literacy, literature, and diversity in learning and teaching in language arts education and cross-disciplinary education, and teachers’ narratives, inquiry, and reflective practices in national and international teaching environments and professional development settings. Her work has been published in English Education, Research in the Teaching of English, Education and Learning Research Journal, Argentinian Journal of Applied Linguistics, and Language Arts. Her current research on teacher education and diversity will be shared in a forthcoming book, Transformative Pedagogies: Moving Towards Critical Praxis in an Era of Change.

Kia Jane RichmondDr. Kia Jane Richmond, professor of English at Northern Michigan University, directs the English education program and supervises student teachers in Michigan and Wisconsin. Her publications have appeared in English Education, Teaching English in the Two-Year College, Language Arts Journal of Michigan, Composition Studies, Issues in Writing, and Journal of the Assembly for Expanded Perspectives on Learning. Her current research on mental illness and adolescent literature will be shared in a forthcoming book, Mental Illness in Young Adult Literature: Exploring Real Struggles through Fictional Characters.



Honorable Mentions:
"The Top Five Reasons We Love Giving Students Choice in Reading" (Volume 38, Number 3, February 2016) by Keri Skeeters, Bridget Campbell, Andrea Dubitsky, Elizabeth Faron, Kelly Gieselmann, Deborah George, Brooke Goldschmidt, Erica Wagner, Wentzville School District, Wentzville, Missouri
 
"Promoting Social Justice through School and Community Research" (Volume 39, Number 1, August 2016) by George Iannuzzi, Chatham Middle School, New Jersey, Jill Ewing Flynn, University of Delaware, Newark, and Veronica Zuccarello, Chesterfield County Public Schools, Virginia


 

CEL Annual ConventionThe award presentation will be held at the opening session on Sunday, November 19 during the CEL Annual Convention in St. Louis, Missouri.

 


 

Award Information

CEL logo

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.

English Leadership Quarterly

Award Specifics:  The awards are announced by the English Leadership Quarterly editor(s) at the CEL Annual Convention. The award winner receives a plaque and $100 honorarium.

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

2016:  Christina Saidy, "Moving from Them to Us: Making New Arguments about Teaching and Learning via Teacher Inquiry" (Vol. 38, No. 2, October 2015)

Honorable Mentions: Chris Drew, "An Argument Worth Having: Championing Creative Writing in the Disciplines" (Vol. 38, No. 2, October 2015); Nicole Sieben and Gordon Hultberg, "Collaboration Fosters Hope" (Vol. 37, No. 4, April 2015)

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)

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