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Promising Researcher Award Recipient - Previous Revision

The National Council of Teachers of English
Standing Committee on Research

Announces its
2012 Promising Researcher Award Winner...

Tisha Y. Lewis, Ph.D.  

"We txt 2 sty cnnectd: Digital literacies, Meaning-Making, and Activity Theory Systems between an African American mother and son"

Tisha Y. Lewis is an assistant professor in Language and Literacy at Georgia State University. Her background includes work as a Title 1 Reading/Writing skills teacher, reading specialist, lecturer, reading clinician, and consultant. She completed her Ph.D. in Reading at the University of Albany, SUNY. She was a finalist of the 2011 Outstanding Dissertation Award from the International Reading Association; a recipient of the Literacy Reading Association (LRA) Scholars of Color Transitioning into Academic Research Mentoring Program, and a past fellow of the National Council of Teachers of English’s Research Foundation’s Cultivating New Voices among Scholars of Color Fellowship Program. Tisha’s research interests explore how agency, identity, and power among African American families are constructed as they use digital literacies as mediating tools to make sense of their lives. Tisha’s work has appeared in the Reading Research Quarterly, LRA Yearbook, and Language Arts and has been featured in Artifactual literacies: Every object tells a story and Bedtime Stories and Book Reports: Connecting Parent Involvement and Family Literacy. Tisha was a recipient of the J. Michael Parker Award and is currently serving on that committee. She is on the Language Arts editorial board, editorial reviewer for the LRA Yearbook, reviewer for the LRA Area 7 Committee (Social, Cultural, and Political Issues of Literacy Practices In and Out of School), and reviewer for the American Educational Research Association’s Family-School-Community Partnership SIG. She will be a keynote speaker of the Challenging the Binaries - Centre for the Study of Literacies International Conference at the University of Sheffield, Sheffield, UK in June 2012 and a panelist at the Symposium on Digital Literacies and Adolescent Literacy at the University of Georgia in August 2012.





Honorable Mention: Ebony Elizabeth Thomas, "Sustaining Culturally Responsive Discourse in Black and White: Negotiating Social solidarities Through English Teacher Talk"

Ebony Elizabeth Thomas is an assistant professor at the University of Pennsylvania’s Graduate School of Education. Previously, Ebony was an assistant professor of teacher education at Wayne State University in Detroit, Michigan, her initial position after finishing her Ph.D. at the Joint Program in English and Education, University of Michigan – Ann Arbor in 2010. A former Detroit Public Schools teacher, Ebony’s program of research is most keenly focused on children’s and adolescent texts (broadly construed), the teaching of African American literature, and the role of race in classroom discourse and interaction. Ebony is the co-editor of Reading African American Experiences in the Obama Era: Theory, Advocacy, Activism (Peter Lang, 2012), and has published current and forthcoming peer reviewed articles in Qualitative Inquiry, English Journal, The ALAN Review, and Sankofa: A Journal of African Children’s and Young Adult Literature. Her scholarly work has also appeared in Diversity in Youth Literature:  Opening Doors Through Reading (ALA Editions, 2012), and A Narrative Compass:  Stories That Guide Women’s Lives (University of Illinois Press, 2009).  Ebony was a 2011-2012 Wayne State University Humanities Center Faculty Fellow, is a former NCTE Cultivating New Voices Among Scholars of Color Fellow (2008-2010 Cohort), served as a member of the 2011 ALAN Award Committee, and was recently appointed to the NCTE Standing Committee on Research (2012-2015).



Apply for the 2013 Award


Past PRA Recipients


Jennifer Buehler, "'We Have a Culture of Failure Here": Analyzing the Production of School Culture in an Urban High School."  

Marcelle Haddix, "No Longer on the Margins: Researching the Hybrid Literate Identities of Black and Latina Preservice Teachers."

Steve Amendum, "Federally-Funded Reading Intervention and Reading Growth: Which Features Matter in High Poverty Schools?"

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
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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