Grant for Conducting Research Inquiries in the Classroom
The International Literacy Association’s (ILA) Teacher as Researcher Grant supports teachers who conduct research inquiries in their classrooms and show outstanding leadership in translating theory and current research into practice in developing content-area literacy. Teacher as Researcher studies may be carried out using any research method or approach as long as the focus is on reading and writing, or literacy. At completion of the study, the grant recipient must disseminate the research findings in the form of an article or a presentation at the ILA Annual Conference. Activities such as developing new programs or instructional materials are not eligible for funding unless these activities are necessary for conducting the research. All applicants must be members of the ILA and practicing preK–12 teachers with fulltime or permanent halftime teaching responsibilities (includes librarians, Title I teachers, classroom teachers, literacy coaches, and resource teachers). Classroom teachers are given preference. Applicants may apply as a collaborative group or individually. Grants of up to $5,000 will be awarded. Interested applicants will find this grant opportunity on GetEdFunding, a free database sponsored by CDW•G of thousands of funding opportunities for educators.
As teachers, we must check our systems for
equity each time we walk into our classrooms. The key word here is “systems,” for
without thoughtful practices, even the most well-intentioned among us fall into
the old traps of expediency, implicit bias, and tradition. Here are a few
practical structures I use as equity checks that take very little time to
“Poetry didn’t save my life; it saved yours.” This quote has been dancing around in my head for several days now. The poet who spoke these words meant them quite literally. If it had not been for the countless hours he spent developing, drafting, and delivering his words, he very well could have been out in the streets up to no good. Additionally, without the impact of his poetic words, someone else’s life may have been negatively impacted or even lost. This sentiment, though on the negative end of the spectrum, still communicates an important message: poetry is powerful, and it changes and saves lives.
Choice of five emphases: Children’s Literature, STEM Education, Elementary Education, Curriculum and Supervision, and Theory and Practice in English, Social Studies, and World Languages
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