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聽听补苍诲听sponsored publications.
ELATE Research Initiative Grants Recipients
2025
E. Sybil Durand, University of Arizona, 鈥淪eeking Sankofa: A Qualitative Study of Student-led Reading Groups and Black Diaspora YA Literature鈥�
Kierstin Giunco, University of Cincinnati, Poonam Arya, Wayne State University, Xiufang Chen, Rowan University, Christine M. Leighton, Emmanuel College, and Crystal Rose, Tarleton State University, 鈥淭eacher Agency to Adapt ELA Curriculum for Culturally Relevant Pedagogy: A Mixed-Methods Study鈥�
Aimee Hendrix-Soto, Texas Woman鈥檚 University, and Brady Nash, University of Florida, 鈥淏uilding Critical Literacy for Today鈥檚 and Tomorrow鈥檚 English Classrooms: Exploring Interactive Narratives in Preservice Teacher 贰诲耻肠补迟颈辞苍鈥�
Dulcey Bishop Hunter, University of South Florida, 鈥淭eaching Through Trauma in the English Language Arts Classroom: Teachers鈥� Living Stories, A Narrative Inquiry鈥�
Mellinee Lesley, Texas Tech University, 鈥淗igh School English Teachers鈥� Explorations of Disciplinary Writing in English鈥�
Scott Storm, University at Albany, 鈥淨ueering the Word and the World: Facilitating Place-Based Critical Inquiry with LGBTQIA+ Literature鈥�
Zhongfeng Tian, Rutgers University鈥揘ewark, and Sharon Lai-LaGrotteria, Montclair State University, 鈥淐o-Learning for Justice: Supporting Grade 1 ELA Teachers in Integrating AAPI Literature for Cross-Racial Solidarity鈥�
Ashlynn Wittchow and Paige Watts, Louisiana State University, 鈥淒eveloping Professional Dispositions through 起点传媒at LSU鈥�
2024
Karis Jones, SUNY Empire State University, Emily Schindler, San Diego Comic Com Museum, and Alecia Magnifico, University of New Hampshire, “Facilitating ELA Teacher Learning at San Diego Comic Con”
Stephanie M. Robillard, St. Mary鈥檚 College of California, “Club YESS! A Book Club for Young Engaged Sister Scholars”
Kelli A. Rushek and Katherine E. Batchelor, Miami University, “Neoliberalism as it is Framed in Literature for Youth: Critical Analysis of School Choice Initiatives with Preservice ELA Teachers”
Honorable Mention: Erica Holyoke, University of Colorado Denver, and Heather Dunham, Clemson University, “Shared Transformative and Inclusive Education Research: Literacy Teacher Inquiry Groups Focusing on Young Multilingual Learners”
2023
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”
2022
Rachel Donegan, Northern Illinois University; Jessica Torelli, Western Kentucky University; and Ellen Casale, Western Kentucky University, 鈥淭eacher Knowledge and Perceptions of Intensive Reading Interventions鈥�
Cori McKenzie, SUNY Cortland, and Elizabeth Jach, University at Albany, 鈥淪upporting Preservice Teachers in Troubled Times: A Transdisciplinary Intervention to Develop Pre-Major鈥檚 Sense of Belonging to a Justice-Oriented English Education Program鈥�
2021
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聽of-s” of Teaching for Justice”
2020
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”
2019
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”
2018
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”
2017
Cati V. de los R铆os, University of California, Riverside
“Developing Students鈥� 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”
2016
Nadia Behizadeh, Georgia State University, Atlanta
鈥淓xamining the Effects of a Practice-Embedded Educational Research Collaborative on Critical Text Production in Middle School鈥�
Limarys Caraballo, Queens College鈥揅ity University of New York, and Danielle Filipiak and Jamila Lyiscott, Teachers College, Columbia University, NY
鈥淪tudents and Pre-service Teachers as Critical Researchers: Transforming English Teacher 贰诲耻肠补迟颈辞苍鈥�
Bianca Nightengale-Lee, University of Louisville, KY
鈥淓ducating Critically: Intersectionality of Critical Pedagogy in the Literacy Methods Classroom鈥�
Luke Rodesiler, Indiana University-Purdue University Fort Wayne
鈥淛ump-starting Career-long Learning: How Prospective Teachers are Prepared for Participatory Online Professional Development鈥�
2015
Cassie J. Brownell and Jon M. Wargo, Michigan State University, East Lansing, MI
鈥�#hearmyhome: (Re)Educating the Senses to Community Literacies鈥�
Nicole Mirra, Ph.D., The University of Texas at El Paso
鈥淓xploring Connected Learning as a Framework for Transforming Digital Literacy Teacher
贰诲耻肠补迟颈辞苍鈥�
Gholnecsar E. Muhammad, Georgia State University, Atlanta, GA
鈥淏lack Lives Matter in Multimodal Literacy Practices: A Descriptive Case Study of Resistance Writing within a Literacy Collaborative鈥�
Sunshine Sullivan, Houghton College, Houghton NY and David Bruce, University of Buffalo, Buffalo, NY
“Professional Learning Communities around Digital Literacies in Rural Schools”
2014
Deborah Bieler, University of Delaware, Newark
鈥淪taying to Talk, Talking to Stay:聽 A Study of the Relationships between Teacher/Student Talk and Teacher/Student Retention鈥�
Mollie V. Blackburn, The Ohio State University, Columbus
鈥淓xploring the Teaching and Learning of LGBT-Themed Young Adult Literature in a Queer-Friendly High School鈥�
Ryan M. Rish, Kennesaw State University, Kennesaw, GA
鈥淪tudents Producing Critical Digital Media:聽 Leveraging Social Media to Address Social Issues鈥�
Terri L. Rodriguez, College of St. Benedict, St. Joseph, MN
鈥淐onceptions, Goals, and Practice of Socially Just English Education: Who Are We As Activist Allies?鈥�
2013
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”
2012
Ebony Elizabeth Thomas, Ph.D., University of Pennsylvania
鈥淎mplifying Previously Silenced Dialogues: An African American Male English Language Arts Teacher as Culturally Responsive Practitioner, Researcher, and Activist鈥�
Emily Hodge, The Pennsylvania State University
鈥淗ow English Teachers Make Sense of the Common Core State Standards Across Tracked Classrooms:聽 A Critical Investigation of Standards-Based Reform and the Implications for English 贰诲耻肠补迟颈辞苍鈥�
Kristen Hawley Turner, Ph.D., Fordham University
Troy Hicks, Central Michigan University
鈥淲hat difference does a decade make?聽 Digital writing as social justice in teacher education鈥�
2011
Marcelle Haddix, Syracuse University
鈥淐ultivating Racial and Linguistic Teacher Diversity in English 贰诲耻肠补迟颈辞苍鈥�
Luke Rodesiler, University of Florida
鈥淯nderstanding English Teachers鈥� Experiences Performing Acts of Constructivist Teacher Leadership in Online Environments鈥�
Ileana Cort茅s Santiago and Zaira R. Arvelo Alicea, Purdue University
鈥淟atino/a Families – English Educators Partnerships for the Literacy Development of Underrepresented Youth鈥�
2010
Lisa S. Eckert and Robert Petrone, Montana State University
鈥淰irtual Field Experience in a Rural State: Using Moodle to Connect Pre-service Teachers to Rural Schools and Teachers鈥�
Heidi L. Hallman, The University of Kansas
鈥淧re-service English Teachers鈥� Work with Homeless Adolescents鈥�
Melanie Shoffner, Purdue University
鈥淧edagogy, Passion and Preparation: Exploring the Concerns of Beginning English Teachers鈥�