Graduate Student Award – Middle Level Education Research

Graduate Student Award

The Middle Level Education Research SIG’s Graduate Student Award is intended to promote and recognize outstanding research in middle-level education and is presented annually to a graduate student or recent graduate of a masters, specialist, or doctoral program.

Graduate students are encouraged to apply for the MLER Graduate Student Award!

Specific information about eligibility and proposal submission are listed on the Graduate Student Award Application. Direct questions to Dr. Cheryl Ellerbrock at ellerbro@usf.edu

Graduate Student Award Application – 2024

Deadline January 1, 2024

CONGRATULATIONS to …

	2023 Graduate Student Award Recipient Susan Leonard, The University of Georgia The Balancing Act: A Novice Teacher’s Equity-Oriented Antidotes to Critical Issues in a Middle School Abstract
	2019 Graduate Student Award Recipient Katie Walker, Texas Women’s College Texas School’s To Watch and Middle -Level ESL Programs: A Multiple Case Study Abstract
	2018 Graduate Student Award Recipient Scott Woods, University of Illinois at Urbana-Champaign Measuring the Middle School Concept: The Status and Effectiveness of Middle School Concept Implementation in Illinois Abstract
	2017 Graduate Student Award Recipient Shane Fletcher, North Carolina State Finding Their Voices: A Narrative Inquiry of Sixth-Grade Lumbee Males Who Struggle with Reading Abstract
	2015 Graduate Student Award Recipient Jessica DeMink-Carthew, University of Vermont Reform-Oriented Collaborative Inquiry as a Pedagogy for Student Teaching in Middle School Abstract
	2013 Graduate Student Award Recipient Meixun Zheng, North Carolina State University Fifth Graders’ Flow Experience in a Digital Game-Based Science Learning Environment Abstract
	2012 Graduate Student Award Recipient Hilary Hughes-Decatur, University of Georgia Rethinking Girls: Phenomenology and the Body Abstract
	2011 Graduate Student Award Recipient Jacqueline J. Gale, University of Vermont Examining Principals’ Perceptions of Middle Grades Leadership Abstract
	2010 Graduate Student Award Recipient Tarra Ellis, University of North Carolina at Charlotte Effects of the Shared Principles of Middle School Philosophy and Culturally Responsive Education on the Academic Achievement of African American Middle School Students Abstract
	2009 Graduate Student Award Recipient Kathleen Brinegar, University of Vermont “I Feel Like I’m Safe Again”: The Middle School Experiences of Immigrants In A Multilingual/Multicultural Setting Abstract
	2008 Graduate Student Award Recipient Molly Lawrence, University of Georgia Preservice Teachers’ Negotiation of Middle Grades Science Teaching Identity Abstract
	2007 Graduate Student Award Recipient Emily Nelson, M.S. Massey University, New Zealand Co-Constructing Early Adolescent Education Through Image-Based Research Abstract
	2006 Graduate Student Award Recipient Bogum Yoon, University at Buffalo, State University of New York Uninvited Guests: The Impact of English and ESL Teachers’ Beliefs, Roles, and Pedagogies on the Identities of English Language Learners Abstract
	2005 Graduate Student Award Recipient Lauren Liang University of Minnesota Using Scaffolding to Foster Middle School Students’ Comprehension of and Response to Short Stories Abstract
	2004 Graduate Student Award Recipient Jennifer S. Goodwin, Teachers College, Columbia University Urban Students’ Experiences with Advisory: A Case Study Abstract
	2003 Graduate Student Award Recipient Nancy Barnes Mansberger, Western Michigan University After Turning Points: Evidence of the Adoption of Middle School Reforms in the United States 1987-2000 A bstract