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 Opening Session during the CEL Convention. The award winner receives a plaque and honorarium.
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
“Take Time to Write!: A Teacher’s Story of Writing within a Community of Teacher Writers” (Vol. 40, No. 2, October 2017) by
Katie Alford and Jessica Singer Early, Arizona State University, Tempe
Elsie Lindy Olan and Kia Jane Richmond for “Conversations, Connections, and Culturally Responsive Teaching: Young Adult Literature in the English Methods Class” (Vol. 39, No. 2, October 2016)
Keri Skeeters, Bridget Campbell, Andrea Dubitsky, Elizabeth Faron, Kelly Gieselmann, Deborah George, Brooke Goldschmidt, Erica Wagner for “The Top Five Reasons We Love Giving Students Choice in Reading” (Vol. 38, No. 3, February 2016)
George Iannuzzi, Jill Ewing Flynn, and Veronica Zuccarello for “Promoting Social Justice through School and Community Research” (Vol. 39, No. 1, August 2016)