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.
Award Specifics: The awards are announced by the English Leadership Quarterly editor(s) at the Sunday CEL Luncheon during the NCTE Annual Convention. The award winner receives a plaque, $100 honorarium, and ticket to the CEL Luncheon.
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.
CEL English Leadership Quarterly Best Article Award Winners
Christina Saidy for “Moving from Them to Us: Making New Arguments about Teaching and Learning via Teacher Inquiry” (Vol. 38, No. 2, October 2015)
Chris Drew for “An Argument Worth Having: Championing Creative Writing in the Disciplines” (Vol. 38, No. 2, October 2015); Nicole Sieben and Gordon Hultberg for “Collaboration Fosters Hope” (Vol. 37, No. 4, April 2015)
Emily S. Meixner, “Nurturing Teacher Leadership through Homegrown Professional Development” (Vol. 37, No. 2, October 2014)
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)
Patsy Callaghan, “Literature and Ecology: Integrating Story, Science, and Standards” (Vol. 35, No. 4, April 2013)
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)