The National Council of Teachers of English
Standing Committee on Research
2009 Promising Researcher Award Winner...
Federally-Funded Reading Intervention and Reading Growth: Which Features matter in High Poverty Schools?
The manuscript “Federally-funded Reading Intervention and Reading Growth:” Which Features Matter in High Poverty Schools?” is the unanimous winner of the NCTE 2009 Promising Researcher Award. In this manuscript, Steve Amendum reports on his context-sensitive examination of different types of Reading Excellence Act (REA) initiatives. Addressing questions about relationships between REA initiative practices, school effectiveness, and the two-year growth in reading performance by kindergarten through second-graders, the study identified specific features of school effectiveness (degree of structure and degree of support) as related to students’ growth as readers. In this era of often charged discourse about how best to teach young children to read, this research offers a deeply reasoned and thoughtful approach, one that could help shape reform efforts. With his carefully designed study and meticulous methodology, Amendum sheds light, not heat, on an often heated topic.
~ Chair, PRA Committee
As the 2009 recipient of the Standing Committee on Research of the National Council of Teachers of English Promising Researcher in English Education awrd, Steve will receive a complimentary registration to the 2009 NCTE Annual Convention in Philadelphia, PA. Steve will also be given the opportunity to present his research at the Opening Day of Research during the annual convention. Finally, Steve will be recognized for his achievement at the College Section Luncheon on Saturday, November 21, 2009.
Apply for the 2010 Award
Elizabeth Dutro: "What 'Hard Times' Means: Mandated Curricula, Middle-Class Assumptions, and the Lives of Poor Children."
Amy Suzanne Johnson: "Literate Practice as Answerable Response: Sally Harris' Mandate for Literacy in the Rural South."
Leah Zuidema: "Give 'Em Some Space: Online Induction Networks for Beginning Teachers."
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
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
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