Award Details

Nomination Deadline:  March 1

Purpose:
This award honors an outstanding work of scholarship or research in language, literature, rhetoric, or pedagogy and learning.

Eligibility:
Any work or works of scholarship or research in language, literature, rhetoric, or pedagogy and learning published during the previous five-year period prior to January 1 of the year of the award. If an individual or company nominates more than three books, only the first three of its nominations to be received will be considered.

Award Criteria:
Any published research (a work or works by the same author or authors) in language, literature, rhetoric, teaching procedures, or cognitive processes that may sharpen the teaching or the content of English at any instructional level. Publication must be available in English. Commercially published instructional materials are not eligible for consideration. Reports of doctoral studies, while not precluded from consideration for the Russell Award, are typically considered as part of NCTE’s separate “Promising Researcher” program.

Award Specifics:
The award recipient is announced in November each year and honored at the NCTE Annual Convention with a plaque and honorarium.

The award was established in 1963 as the Distinguished Research Award and renamed in 1966 to honor the Council’s late president David H. Russell.

Deadline:
Nomination materials must be postmarked no later than March 1 and sent to college@ncte.org or by postal mail to NCTE David H. Russell Award, 1111 W. Kenyon Road, Urbana, IL  61801-1096.

Nominations should include:

  • A nomination letter with your name, phone, email, author, title, publisher, date of publication, and one paragraph indicating your reasons for nominating the work.
  • Four copies of the publication for distribution to the Selection Committee, or if that is not possible, provide full bibliographic information so that the Selection Committee will not encounter any difficulty in locating the publication nominated.

NOTE: Publications sent without supporting documents will not be considered.

Judging:
The Selection Committee determines the winner based upon the nominations meeting the criteria each year. The Selection Committee consists of three members, who serve three-year staggered terms. The chair of the committee shall be the member who has served longest. Each year, before the NCTE Annual Convention, the incumbent NCTE president shall appoint one member of the committee to replace the retiring member.

David H. Russell Award for Distinguished Research in the Teaching of English Winners

2016
Jeffrey D. Wilhelm, Boise State University, Idaho and Michael W. Smith, Temple University, Philadelphia, Pennsylvania, Reading Unbound: Why Kids Need to Read What They Want and Why We Should Let Them (Scholastic, 2014)
2015
Anne Haas Dyson, University of Illinois, Urbana-Champaign, Rewriting the Basics: Literacy Learning in Children’s Cultures (Teachers College Press, 2013)
2014
David E. Kirkland, Michigan State University, East Lansing, A Search Past Silence: The Literacy of Young Black Men (Teachers College Press, 2013)
2013
Peter Smagorinsky, University of Georgia, Athens, Vygotsky and Literacy Research: A Methodological Framework (Boston, 2011)
2012
Judith A. Langer, University of Albany, Albany, New York, Envisioning Knowledge: Building Literacy in the Academic Literacies (Teachers College Press, 2011)
2011
Neal Lerner, Massachusetts Institute of Technology, The Idea of a Writing Laboratory (Southern Illinois University Press, 2009)
2010
Marc Lamont Hill, Teachers College, Columbia University, New York, Beats, Rhymes, and Classroom Life: Hip-Hop Pedagogy and the Politics of Identity (Teachers College press, 2009)
2009
Gerald Campano, Indiana University, Bloomington, Immigrant Students and Literacy: Reading, Writing, and Remembering (Teachers College Press, 2007)
2008
Leila Christenbury, Virginia Commonwealth University, Richmond, Retracing the Journey: Teaching and Learning in an American High School
2007
Sharon Crowley, Arizona State University, Tempe, Toward a Civil Discourse: Rhetoric and Fundamentalism (Pittsburgh Press, 2006)
2006
Catherine Prendergast, University of Illinois at Urbana-Champaign, Literacy and Racial Justice: The Politics of Learning after Brown v. Board of Education (Southern Illinois University, 2003)
2005
No award given
2004
Gerald Graff, University of Illinois, Chicago, Clueless in Academe (Yale University Press, 2004)
2003
Michael W. Smith, Temple University and Jeffrey D. Wilhelm, Boise State University, Reading Don’t Fix No Chevys: Literacy in the Lives of Young Men (Heinemann, 2002)
2002
Anne J. Herrington, University of Massachusetts, Amherst and Marcia Curtis, University of Cincinnati, Persons in Process: Four Stories of Writing and Personal Development in College (NCTE, 2000)
2001
Geneva Smitherman, Michigan State University, East Lansing, Talkin That Talk: Language, Culture and Education in African America (Routledge, 1999)
2000
Thomas Newkirk, University of New Hampshire, The Performance of Self in Student Writing (Heinemann, 1997)
1999
Vivian Gussin Paley, The Girl with the Brown Crayon: How Children Use Stories to Shape Their Lives (Harvard University Press, 1998)
1998
Arthur N. Applebee, University at Albany-SUNY, New York, Curriculum as Conversation: Transforming Traditions of Teaching and Learning (University of Chicago Press, 1996)
1997
George Hillocks, Jr., University of Chicago, Teaching Writing as Reflective Practice (Teachers College Press, 1995) (A synthesis of theory and practice for the reflective teaching of writing)
1996
Brian Street: Social Literacies: Critical Approaches to Literacy Development, Ethnography, and Education (1995) (An exploration of multiple literacies in crosscultural contexts)
1995
Victor Villanueva, Jr.: From an American Academic of Color (1994) (An account and a study of race, class, literacy, and literacy instruction)
1994
Anne Haas Dyson: Social Worlds of Children Learning to Write in an Urban Primary School(1993) (A study of the social lives and literacy learning of urban school children)
1993
Deborah Brandt: Literacy as Involvement: The Acts of Writers, Readers, and Texts (1990) (A redefinition of literacy and literacy development through a process perspective)
1992
James Moffett: Storm in the Mountains: A Case Study of Censorship, Conflict, and Consciousness (1998) (A case study of censorship, conflict and consciousness)
1991
John S. Mayher: Uncommon Sense: Theoretical Practice in Language Education (1990) (A synthesis of various perspectives of the use and power of language in classrooms)
1990
Nancie Atwell: In the Middle: Writing, Reading, and Learning with Adolescents (1998) (Classroom-based research into effective middle school language arts teaching)
1989
Mike Rose: Lives on the Boundary: The Struggles and Achievements of America’s Under-prepared (1989) (A study of under preparation in American education)
1988
Robert Scholes: Textual Power: Literary, Theory and the Teaching of English (1985) (An analysis of literary criticism as it relates to the teaching of English)
1987
Jerome C. Harste, Carolyn Burke, and Virginia Woodward: Language Stories and Literacy Lessons (1984) (A study of preschool children’s literacy learning)
1986
Frederic G. Cassidy: Dictionary of American Regional English (1985) (Development of the multi-volume Dictionary of American Regional English)
1985
Shirley Brice-Heath: Ways with Words: Language, Life, and Work in Communities and Classrooms (1983) (A study of language patterns in Appalachian towns)
1984
Frank Smith: Writing and the Writer (1982) (A synthesis of information on philosophy of language, modern reading and interpretation theory, and cognitive development)
1983
Margaret Donaldson: Children’s Minds (1979) (New insights into the stages of children’s intellectual development)
1982
Donald Graves: Balance the Basics: Let Them Write (1978) (Studies of writing development in children)
1981
Michael A.K. Halliday: Language as a Social Semiotic (1978) (Study of language development in its social settings)
1980
Louise Rosenblatt: The Reader, The Text, The Poem: The Transactional Theory of the Literary Work (1978) (Theoretical depiction of the response to literature)
1979
Marie M. Clay: Reading: The Patterning of Complex Behavior, What Did I Write? And other titles (1973) (Studies of children’s writing)
1978
Mina Shaughnessy: Errors and Expectations: A Guide for the Teacher of Basic Writing (1977) (Error analysis in the writing of college students)
1977
James Britton: Language and Learning (1970) (Studies on the development of writing abilities)
1976
No award given
1975
Kenneth S. Goodman: (Studies in reading miscue analysis)
1974
Roger Brown: A First Language: The Early Stages (1973) (A study of early acquisition of language)
1973
Harold B. Allen: Linguistic Atlas of the Upper Midwest (1973) (A study of dialect patterns in the upper Midwest)
1972
No award given
1971
Carol Chomsky: The Acquisition of Syntax in Children 5 to 10 (Studies on Acquisition of syntax in children from 5 to 10)
1970
Albert H. Marckwardt (Extensive research in English linguistics, characterized by concern for implications and applications to the process of teaching)
1969
Raven I. McDavid (Research in Regional and social dialects)
1968
William Labov (A study of dialects and social stratification)
1967
Walter Loban (Twelve-year longitudinal study of children’s language)
1966
Wayne C. Booth (A study of the nature of fiction)
1965
Ruth G. Strickland (Studies of children’s oral language)
1964
Kellogg W. Hunt (Studies of the writing of children)