Research Initiative - National Council of Teachers of English

Successful Past Proposal Samples

Successful proposals meet the guidelines in various ways. The two proposals below demonstrate two ways to meet the guidelines but these are not the only two ways. We look for well-written, high-quality proposals that meet all of the proposal guidelines and that will advance the mission of the organization as articulated through our various position statements and sponsored publications.

Sample 1
Sample 2

ELATE Research Initiative Grants Recipients


Jin Kyeong Jung, Texas Tech University, “Weaving Stories and Identities: Enhancing Social Justice for Asian Adolescents in English Language Arts Education”

Beth Krone, Kennesaw State University, “Supporting Georgia First-Year English Educators as they Foster Critical Conversations about Literature”

Amber E. Wagnon and Michael J. Martin, Stephen F. Austin State University, “Beyond Mere Apprenticeship: Teacher Candidates preparing Curriculum for Experienced Teachers”

Shuling Yang, East Tennessee State University, “Love Different Hues: Elementary Teachers and Students Explore Picturebooks of Names”


Rachel Donegan, Northern Illinois University; Jessica Torelli, Western Kentucky University; and Ellen Casale, Western Kentucky University, “Teacher Knowledge and Perceptions of Intensive Reading Interventions”

Cori McKenzie, SUNY Cortland, and Elizabeth Jach, University at Albany, “Supporting Preservice Teachers in Troubled Times: A Transdisciplinary Intervention to Develop Pre-Major’s Sense of Belonging to a Justice-Oriented English Education Program”


Elizabeth A. Kahn, Northern Illinois University, “Methods of Teaching High Leverage Practices in English Methods: Authentic Discussion”

Catherine Lammert, Texas Tech University, “Can we Prepare Elementary Teachers to Select Texts that both Authentically Reflect Racial Diversity and are Appropriately Complex for Teaching Reading?”

Mike Metz, the University of Missouri-Columbia, “Teachers Learning to Teach about Langauge and Race in an Anti-CRT Climate”

Jon M. Wargo, Boston College, “Preparing Anti-Racist English Language Arts Teacher Educators: Examining the “for-s,” “in-s,” and of-s” of Teaching for Justice”


Cassie J. Brownell, University of Toronto, “Learning to ‘Be Loud’ Through Radio Broadcasting: Examining How Children Use Digital Literacies to Amplify Community Stories”

Kisha Porcher, University of Delaware, “Black Lives Matter in Action: Centering Blackness in English Education”


Mandie B. Dunn, University of South Florida, Tampa, “Teaching Literary Texts While Grieving a Death”

Susan Weinstein, Louisiana State University, Baton Rouge, “Amplifying ELA with Humanities Amped”


Noah Asher Golden, Champman University, Orange, CA
“Learning from/with adolescent scholars: Supporting self-authoring through (re)positioning literacies”

Amy Vetter, The University of North Carolina at Greensboro
“The Writing Identities of Teens”

Thea Williamson, Salisbury University, MD, and Kira LeeKeenan, University of Texas at Austin
“Understanding Youth Literacy Identity”

Cati V. de los Ríos, University of California, Riverside
“Developing Students’ Ethnic Studies Literacies: An Ethnographic Study of One Urban English Classroom”

Michelle Fowler-Amato, Old Dominion University, and Amber Warrington, Boise State University
“Seeking Antideficit English Education Through Teacher/Researcher Collaborations”

Alison Heron Hruby, Morehead State University, and James Chisholm, University of Louisville
“Learning to Teach Writing Using Digital Mediation: Teacher Candidates as Online Writing Mentors for High School Students”

Stephanie Shelton, The University of Alabama, Tuscaloosa
“An Intersectional Approach to English Education: Professional Development and Classroom Implementation”

Nadia Behizadeh, Georgia State University, Atlanta
“Examining the Effects of a Practice-Embedded Educational Research Collaborative on Critical Text Production in Middle School”

Limarys Caraballo, Queens College–City University of New York, and Danielle Filipiak and Jamila Lyiscott, Teachers College, Columbia University, NY
“Students and Pre-service Teachers as Critical Researchers: Transforming English Teacher Education”

Bianca Nightengale-Lee, University of Louisville, KY
“Educating Critically: Intersectionality of Critical Pedagogy in the Literacy Methods Classroom”

Luke Rodesiler, Indiana University-Purdue University Fort Wayne
“Jump-starting Career-long Learning: How Prospective Teachers are Prepared for Participatory Online Professional Development”

Cassie J. Brownell and Jon M. Wargo, Michigan State University, East Lansing, MI
“#hearmyhome: (Re)Educating the Senses to Community Literacies”

Nicole Mirra, Ph.D., The University of Texas at El Paso
“Exploring Connected Learning as a Framework for Transforming Digital Literacy Teacher

Gholnecsar E. Muhammad, Georgia State University, Atlanta, GA
“Black Lives Matter in Multimodal Literacy Practices: A Descriptive Case Study of Resistance Writing within a Literacy Collaborative”

Sunshine Sullivan, Houghton College, Houghton NY and David Bruce, University of Buffalo, Buffalo, NY
“Professional Learning Communities around Digital Literacies in Rural Schools”

Deborah Bieler, University of Delaware, Newark
“Staying to Talk, Talking to Stay:  A Study of the Relationships between Teacher/Student Talk and Teacher/Student Retention”

Mollie V. Blackburn, The Ohio State University, Columbus
“Exploring the Teaching and Learning of LGBT-Themed Young Adult Literature in a Queer-Friendly High School”

Ryan M. Rish, Kennesaw State University, Kennesaw, GA
“Students Producing Critical Digital Media:  Leveraging Social Media to Address Social Issues”

Terri L. Rodriguez, College of St. Benedict, St. Joseph, MN
“Conceptions, Goals, and Practice of Socially Just English Education: Who Are We As Activist Allies?”

Steven Z. Athanases, University of California-Davis, Davis
“Common Core and Beyond: Mapping Multiple Knowledge Sources in Preservice Teacher Inquiry for Learning to Teach Culturally and Linguistically Diverse Youth”

Nicole Sieben, Adelphi University, Bethpage, New York
“Teaching Writing Hope: A Matter of Social Justice in English Education”

Tara Star Johnson, Purdue University, West Lafayette, Indiana
“The Common Core in an Uncommon Era of Standards and Assessments”

Samantha Caughlan, Michigan State University, East Lansing; Heidi Hallman, University of Kansas, Lawrence; Donna Pasternak, University of Wisconsin-Milwaukee; Laura Renzi, West Chester University of Pennsylvania; Leslie Rush, University of Wyoming, Laramie
“A New Era of English Teacher Preparation: Findings from a National Survey”

Ebony Elizabeth Thomas, Ph.D., University of Pennsylvania
“Amplifying Previously Silenced Dialogues: An African American Male English Language Arts Teacher as Culturally Responsive Practitioner, Researcher, and Activist”

Emily Hodge, The Pennsylvania State University
“How English Teachers Make Sense of the Common Core State Standards Across Tracked Classrooms:  A Critical Investigation of Standards-Based Reform and the Implications for English Education”

Kristen Hawley Turner, Ph.D., Fordham University
Troy Hicks, Central Michigan University
“What difference does a decade make?  Digital writing as social justice in teacher education”

Marcelle Haddix, Syracuse University
“Cultivating Racial and Linguistic Teacher Diversity in English Education”

Luke Rodesiler, University of Florida
“Understanding English Teachers’ Experiences Performing Acts of Constructivist Teacher Leadership in Online Environments”

Ileana Cortés Santiago and Zaira R. Arvelo Alicea, Purdue University
“Latino/a Families – English Educators Partnerships for the Literacy Development of Underrepresented Youth”

Lisa S. Eckert and Robert Petrone, Montana State University
“Virtual Field Experience in a Rural State: Using Moodle to Connect Pre-service Teachers to Rural Schools and Teachers”

Heidi L. Hallman, The University of Kansas
“Pre-service English Teachers’ Work with Homeless Adolescents”

Melanie Shoffner, Purdue University
“Pedagogy, Passion and Preparation: Exploring the Concerns of Beginning English Teachers”