IRA Jerry Johns Outstanding Teacher Educator in Reading Award

The IRA Jerry Johns Outstanding Teacher Educator in Reading Award is a US$1,000 award supported by Jerry Johns. This award honors an outstanding college or university teacher of reading methods or reading-related courses. Nominees must be Association members, affiliated with a college or a university, and engaged in teacher preparation in reading at the undergraduate and/or graduate levels.

IRA Jerry Johns Outstanding Teacher Educator in Reading Award Application

For additional information, contact the committees@reading.org.

Submission deadline: November 15, 2014

Award Recipients

2013
Cheryl Dozier

Cheryl Dozier is an associate professor at the University at Albany – State University of New York. A former classroom teacher of kindergarten through eighth grade in urban and suburban classrooms, Cheryl has taught methods courses at the undergraduate and graduate levels for over twenty years. Currently she teaches a writing practicum course and a Literacy Lab capstone practicum for literacy specialists. In these practicum experiences situated in urban schools, Cheryl engages with graduate students, elementary students and their families, classroom teachers, and administrators to prepare responsive teachers. Cheryl co-leads the Literacy Research Association (LRA) study group on literacy lab/reading clinic preparation. Her professional development initiatives involve collaborating with school districts as they redesign their literacy instruction. Two of the schools where she consulted received the New York State Exemplary Reading Award through the New York State Reading Association (NYSRA). In 2010 she was recognized for her university level teaching with two awards, the State University of New York Chancellor’s Award for Excellence in Teaching and the University at Albany Excellence in Teaching Award. In 1996, Cheryl received the New York State Reading Association’s Reading Educator of the Year Award.

Cheryl Dozier is the author of Responsive Literacy Coaching published by Stenhouse. She also co-wrote Critical Literacy/Critical Teaching: Tools for Preparing Responsive Teachers with Peter Johnston and Rebecca Rogers (Teachers College Press). She has articles published in The Reading Teacher, Journal of Literacy Research, and Reading and Writing Quarterly (forthcoming). Cheryl’s research and teaching examine relationships among responsive teaching, learners, and families toward creating a more just society. She has shared her research on responsive literacy coaching and teacher preparation at national and international conferences.
2012
Charline Barnes Rowland
2011
Carol Donovan
2010
Maureen McLaughlin
2009
R. Timothy Rush
2008
Susan Keehn
2007
Gloria A. Neubert
2006
Terrell A. Young
2005
Barbara M. Taylor
2004
Ronald L. Cramer
2003
Camille L. Z. Blachowicz
2002
Laura R. Roehler
2001
Leonie M. Rose
2000
Jerry L. Johns
1999
—Not Given—
1998
Linda Gambrell & Susan Glazer
1997
Taffy E. Raphael
1996
Diane Lapp
1995
Mary Jett-Simpson
1994
Lesley Mandel Morrow
1993
Pose M. Lamb
1992
Dorothy Grant Hennings
1991
Robert M. Wilson
1990
Edmund Henderson
1989
John C. Manning
1988
Roger Farr
1987
Dorothy J. Watson
1986
John J. Pikulski
1985
Dorothy Strickland
1984
Harold Herber
1983
Yetta M. Goodman
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