Award Details

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)

Honorable Mentions:
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); Christina Saidy for “Moving from Them to Us: Making New Arguments about Teaching and Learning via Teacher Inquiry” (Vol. 38, No. 2, October 2015)

Emily S. Meixner, “Nurturing Teacher Leadership through Homegrown Professional Development” (Vol. 37, No. 2, October 2014)

Honorable Mentions:
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)

Honorable Mentions:
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)

B. Joyce Stallworth and Louel Gibbons, “What’s On the List…Now? A Survey of Book-Length Works Taught in Secondary Schools” (Vol. 34, No. 3, February 2012)

Honorable Mentions:
Eunjyu Yu, “Ready for College? What College Students Have to Say about their High School English Experiences”; Dawn Dalton, “Reflections on Teaching (Or Not Teaching) Reading from the Field” (Vol. 35, No. 1, August 2012)
Jill Henderson, “Dear Mr. President” (Vol. 33, No. 3, February 2011)

Honorable Mention:
Deborah Bieler, “Lessons from NETS: New English Teachers for Social Justice” (Vol. 33, No. 4, April 2011)
Anne Elrod Whitney and Bernard Badiali, “Writing as Teacher Leadership” (Vol. 33, No. 2, October 2010)

Honorable Mentions:
Alan Brown, “Preparing First-Year English Teachers for the First Days: A Critical Review of English Journal—1995 to 2010” (Vol. 33, No. 1, August 2010); Holly Hungerford-Kresser, “’We’re Viewed as Not Making It Because of Our Race’: Lessons Learned about Race and Academic Literacies from Latino/a College Students” (Vol. 32, No. 3, February 2010)
Tamara K. O’Hearn, “Unearthing Writing in Unlikely Places” (Vol. 32, No. 1, August 2009)

Honorable Mention:
Lindsey Hilgenkamp and Pat McCoy; Melissa Simons, “The Other Ten Percent” (Vol. 31, No. 3, February 2009)
Crystal K. Whitlow, “Ninety Minutes of Inclusion: 10 Essentials Elements Observed” (Vol. 30, No. 4, April 2008)

Honorable Mention: Noah Borrero, “What Students See, Hear, and Do: Language as an Asset at the Bay School” (Vol. 30, No. 3, February 2008)
Peg Graham, James Marshall, Chandra Power, and Patti McWhorter, “The Way We Teach Now: Teachers of English in the New World of High-Stakes Assessment” (Vol. 30, No. 2, October 2007)

Honorable Mentions:
Daria Plumb, “New Rules for Old Literature: Connecting At-Risk Kids to the Classics “Commando Style” (Vol. 30, No. 1, August 2007); Nancy Robb-Singer, “Taking Time for Inquiry: Revisiting Collaborative Teacher Inquiry to Improve Student Achievement” (Vol. 29, No. 3, February 2007)
Brent McKeown, “What is Your Fascination with These Outcomes?” (Vol. 28, No. 4, April 2006)

Honorable Mentions:
Sheryl Lain, “Literacy Circles as a Schoolwide Reading Intervention” (Vol. 29, No. 1, August 2006); Anna Roseboro, “Chair’s Cheat Sheet of Advice for Novice ELA Teachers” (Vol. 29, No. 2, October 2006)
Susan Groenke, Joellen Maples, and Daniel Dunlap, “Understanding and Unlocking the Potential of Virtual Talk in Cyberspace” (Vol. 28, No. 2, October 2005)

Honorable Mention: Lisa Lamoth, “A Matter of Voice” (Vol. 27, No. 3, February 2005)
Anne DiPardo, “Learning for Our Lives: Sustaining the Wise Child in an Era of High-Stakes Testing” (Vol. 26, No. 3, February 2004)
Jane M. Blystone, “Best Practice in English Education” (Vol. 26, No. 1, August 2003)
James A. Salzman, Donna Snodgrass, and Don Mastrobuono, “Collaborative Action Research: Helping Teachers Find Their Own Realities in Data” (Vol. 24, No. 4, April 2002)
Josh Slifkin, “Writing the Care of the Self: Variances in Higher Order Thinking and Narrative Topics in High School Students’ Reflective Journals” (Vol. 24, No. 1, August 2001)
John R. Maitino, “Using Personal Qualities of Student Teachers to Develop Effective Mentoring Relationships” (Vol. 23, No. 2, October 2000)
Rebecca Bowers Sipe, “Innovations with Staying Power: Creating a Climate for Change” (Vol. 22, No. 2, October 1999)
Kathleen Siegfried, “Breaking the Bonds of Time: Block Scheduling as a Pathway to Change” (Vol. 2, No. 2, May 1998)
Barbara E. Kovach, “Leadership and the Time Warp of Rapid Change” (Vol. 19, No. 1, February 1997)
Lynn Langer Meeks, “When Worldviews Collide: The Curriculum Explodes” (Vol. 18, No. 4, December 1996)
Janet Beyersdorfer, “Teachers and Technology: A Story about Changes in Literacy” (Vol. 17, No. 2, May 1995)
Ted Lehmann, “Losing the Chair: Whose Seat Is It, Anyway?” (Vol 16, No. 3, October 1994)
Barbara King-Shaver, “Whole Language: Implication for Secondary Classrooms” (Vol. 13, No. 1, February 1991)