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Alan C. Purves Award

The Alan C. Purves Award is presented annually to the author(s) of the Research in the Teaching of English article from the previous year's volume judged as likely to have the greatest impact on educational practice.

Recipients of the NCTE Alan C. Purves Award

2016
Denise Dávila
"#WhoNeedsDiverseBooks?: Preservice Teachers and Religious Neutrality with Children’s Literature" (August 2015)

2015
Robert Jiménez, Sam David, Keenan Fagan, Victoria J. Risko, Mark Pacheco, Lisa Pray, and Mark Gonzales
"Using Translation to Drive Conceptual Development for Students Becoming Literate in English as an Additional Language" (February 2015)

Honorable Mention: Gholnecsar E. Muhammad, "Searching for Full Vision: Writing Representations of African American Adolescent Girls" (February 2015)

2014
Victoria Purcell-Gates
"Literacy Worlds of Children of Migrant Farmworker Communities Participating in a Migrant Head Start Program" (August 2013)


2013
Maureen Kendrick, Margaret Early, and Walter Chemjor
"Integrated Literacies in a Rural Kenyan Girls’ Secondary School Journalism Club" (May 2013)

2012
Mary Christianakis
"Children’s Text Development: Drawing, Pictures, and Writing" (August 2011)


2011
Ramón Antonio Martínez
"Spanglish as a Literacy Tool:  Toward an Understanding of the Potential Role of Spanish-English Code-Switching in the Development of Academic Literacy" (November 2010)

2010
Elizabeth Dutro
"What "Hard Times" Means: Mandated Curricula, Class-Privileged Assumptions, and the Lives of Poor Children" (February 2010)

2009
Rebecca Black
"Online Fan Fiction, Global Identities, and Imagination" (May 2009)


2008
Beth Maloch
"Beyond Exposure: The Uses of Informational Texts in a Second Grade Classroom" (February 2008)


2007
Carol Booth Olson and Robert Land
"A Cognitive Strategies Approach to Reading and Writing Instruction for English Language Learners in Secondary School" (February 2007)


2006
Sarah Warshauer Freedman, Verda Delp, and Suzanne Mills Crawford

"Teaching English in Untracked Classrooms" (August 2005)


2005
Mollie V. Blackburn

"Disrupting Dichotomies for Social Change: A Review of, Critique of, and Complement to Current Educational Literacy Scholarship on Gender" (May 2005)


2004
Ailing Kong and P. David Pearson

"The Road to Participation: The Construction of a Literacy Practice in a Learning Community of Linguistically Diverse Learners" (August 2003)


2003
Pauline Harris, Jillian Trezise, and W. N. Winser
 
"'Is the Story on My Face?': Intertextual Conflicts during Teacher-Class Interactions around Texts in Early Grade Classrooms" (August 2002)


2002
Bob Fecho

"'Why Are You Doing This?': Acknowledging and Transcending Threat in a Critical Inquiry Classroom" (August 2001)


2001
Julie E. Wollman-Bonilla
 
"Teaching Science Writing to First Graders: Genre Learning and Recontextualization" (August 2000)


2000
Diane Stephens, Gail Boldt, Candace Clark, Janet S. Gaffney, Judith Shelton, Jennifer Story, and Janelle Weinzierl
"Learning (about Learning) from Four Teachers" (May 2000)


1999
Anne Haas Dyson 
"Coach Bombay's Kids Learn to Write: Children's Appropriation of Media Material for School Literacy" (May 1999)


1998
Todd DeStigter 
"The Tesoros Literacy Project: An Experiment in Democratic Communities" (February 1998)

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