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Promising Researcher Award Recipient - Previous Revision

The National Council of Teachers of English
Standing Committee on Research

Announces its
2008 Promising Researcher Award Winners...


Elizabeth Dutro

Elizabeth Dutro, What 'Hard Times' Means: Mandated Curricula, Middle-Class Assumptions, and the Lives of Poor Children.

Elizabeth Dutro is Assistant Professor in the Literacy program in the School of Education at the University of Colorado at Boulder. Before earning her Ph.D. from the University of Michigan, she taught elementary school in California. In her research, she collaborates with teachers and kids to examine the intersections among children’s and youth’s identities and life experiences and the literacy practices with which they engage in high-poverty urban classrooms.


Amy JohnsonAmy Suzanne Johnson, Literate Practice as Answerable Response: Sally Harris' Mandate for Literacy in the Rural South.

Amy Suzanne Johnson is Assistant Professor in the Language and Literacy program in the Department of Instruction and Teacher Education at the University of South Carolina. Before earning her Ph.D. in 2005 from the University of Wisconsin-Madison, she taught elementary school in Baltimore and Milwaukee. Her research interests include sociocultural and historical approaches to understanding how individuals (of various ages and backgrounds) practice literacy across their life spans. Currently, she is particularly interested in how literacy teaching and learning takes place in schools and communities in the rural South.

Leah ZuidemaLeah Zuidema, Give 'Em Some Space: Online Induction Networks for Beginning Teachers

Leah Zuidema is Assistant Professor of English at Dordt College in Sioux Center, Iowa.  She began her career as a high school English teacher in Michigan, and in 2007, she completed her Ph.D. in the Critical Studies in the Teaching of English program at Michigan State University.  Her teaching and research focuses on English teacher education, and she is particularly interested in teacher induction, networks for teacher learning, teachers as writers, and teaching for adolescent literacy learning.  Currently, she is exploring the unique roles of small colleges in preparing, supporting, and partnering with secondary school English language arts teachers.


Brenda Glascott, Evangelical Literacy and the Public Sphere: American Tract Society Literature and Nineteenth-Century Constructions of Literacy.

The 2008 Promising Researcher Award will be presented at the NCTE Annual Convention in San Antonio, TX at the Opening Session of the Day of Research, Saturday, November 22, 2008.

Joanne Larson, University of Rochester, NY, Chair of the Standing Committee on Research.

Interested in applying for the 2009 Promising Researcher Award? 

Past Recipients

Tara Star Johnson: "Crossing the Line: When Pedagogical Relationships Go Awry."

Steven Talmy: "The cultural productions of the ESL student at Tradewinds High: Contingency, multidirectionality and identity in L2 socialization."

Amanda Thein: "She's not a prostitute!: Re-reading working-class girls' responses to literature throught an examination of interpretive practices.

Deborah Bieler: "Re-Imagining mentoring as Dialogic Praxis: using Discourse Analysis to Examine Student-Teacher/University Mentor Talk."

Jessica Zacher: "Analyzing children's social positioning and struggles for recognition in a classroom literacy event."

Victoria Haviland: "Things Get glossed Over: Rearticulating the Silencing Power of Whiteness in Education."

Beth L. Samuelson: "Ventriloquation in discussionso of student writing."

Mary Juzwik: “Narrative performance in teaching as a rhetoric of identification: A stylistic analysis of parallelism in “Violence was the way to go.”

Karen Macbeth: “Diverse, Unforeseen, and Quaint Difficulties:” The Sensible Responses of Novices Learning to Follow Instructions in Academic Writing.

Korina Jocson: “Bob Dylan and Hip Hop”: Hybrid Cultural and Literacy Practices in Youth Poetry Communities.

Maisha Tulivu Fisher: “Every city has soldiers”: The Role of Apprenticeship in
Participatory Literacy Communities”

Aria Razfar: “Repair: A Practice of Language Ideologies in Engish Language
Learner Classrooms”

2003 None Selected

Lorraine Cella: “Reading the Complex World: Students Approach The Scarlet
Letter from Multiple Perspectives.” West Wood School, New Jersey

Don Pedersen: “Question and Answer: Reading Nonfiction to Develop the
Persuasive Essay.”

Ronald Pitcock: “Let the Youths Beware!”: The Sponsorship of Early
Nineteenth-Century Native American Literacy.”  Texas Christian University,

Yolanda J. Majors, Ph.D.: “Shoptalk: Teaching and Learning in an African
American Hair Salon.”  The University of Georgia, Athens.

Jill Heinrich: “Boys’ Talk: Mediating Masculinity in the English Classroom.”
The University of Iowa, Iowa City.

Diane Downer Anderson:  “Casting Gender as Social Identity through Literacy
Practices: Third and Fourth Graders in Two Multi-Age Classrooms”,
Swarthmore College-Swarthmore, Pennsylvania

Steven Bialostok:  “Discourses of Literacy: Cultural Models of White, Urban, Middle-Class Parents of Kindergarten Children”, University of Wyoming, Laramie

Cindy O’Donnell-Allen:  “Teaching with a Questioning Mind: The Development of a Teacher Research Group into a Discourse Community”, Colorado State University-Fort Collins

Dr. Su-Yueh Wu: “The Influence of Collectivism and Individualism on
Argumentative Writing by Chinese and North American”, Sponsor: Don Rubin, University of Georgia

Dr. Nell K. Duke: “3.6 Minutes Per Day: The Scarcity of Informational Texts in
First Grade”, Sponsor: Victoria Purcell-Gates, Harvard University

Dr. Chandra Adkins: “Challenging the Pluralism of Our Past: Presentism and
the Selective Tradition in Historical Fiction for Young People”, Sponsor: Joel
Taxel, University of Georgia

Professor Zhihui Fang: “Extending Literate Register Potential in Whole
Language and Code Emphasis Classrooms: A discourse Perspective on Young
Children’s Writing Development”, Sponsor: Beverly Cox, University of Florida

Dr. Lawrence R. Sipe: “The Construction of Literary Understanding by First
and Second Graders in Response to Picture Storybook Readalouds”, Sponsor:
Janet Hickman, University of Pennsylvania

Susi Long: “Learning to Get Along: Language and Literacy in a New Cultural
Setting”, University of South Carolina-Columbia

Cynthia Lewis: “The Social Drama of Literature Discussions in a Fifth/Sixth-
Grade Classroom”, Grinnell College-Iowa

Terry Underwood: “The Impact of a Portfolio Assessment System on the
Instruction, Motivation, and Achievement of Seventh and Eighth-Grade English
Language Arts Students in a Northern California Middle School”, Roseville-

Margaret J. Finders: “Just Girls’: Literacy and Allegiance in Junior High School”,  Purdue University-West Lafayette, Indiana

Jeffrey D. Wilhelm: “Reading is Seeing: Using Visual Response to Improve the
Literary Reading of Reluctant Readers”, Beaver Dam Middle School, Wisconsin

Steven Z. Athanases: “Beyond Silence and the Graceful Liberal Gesture: Urban Tenth Graders Discussing Literature and Diversity”, Stanford University-

Joy Pie-Lin Chung: “Language Socialization in a Clique of Chinese Immigrant
Students: An Enthnography of a Process of Social Identity Formation”, San

Elaine Chin: “Learning to Write the News”, University of Michigan

Cheri L. Williams: “The Language and Literacy Worlds of Three Profoundly
Deaf Preschool Children”, University of Cincinnati

Rebecca E. Burnett: “Conflict in the Collaborative Planning of Co-authors:
How Substantive Conflict, Representation of Task, and Dominance Relate to
High-Quality Documents”, Iowa State University

Anne DiPardo: “Nested Contexts: A Basic Writing Adjunct Program and the
Challenge of ‘Educational Equity’”, University of Iowa

Carol D. Lee:  “Signifying as a Scaffold for Literary Interpretation: The
Pedagogical Implications of an African American Discourse Genre”

Cynthia Greenleaf:  “Technological Indeterminacy: The Role of Classroom
Writing Practices in Shaping Computer Use”, University of California-Berkeley

Peggy Trump Loofbourrow:  “Composition in the Context of the CAP: A Case
Study of the Influences of the California Assessment Program on the Life of One
Junior High School”, Castro Valley-California

John M. Ackerman:  “Reading, Writing, and Knowledge: The Role of
Disciplinary Knowledge in Comprehension and Composing”, University of Utah

William Sweigart:  “Classroom Talk as It Affects Process and Product Writing”,
Indiana University Southeast-New Albany

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