Coyle Fellows

Coyle Fellows

The Coyle Fellows helps to establish early career, postdoctoral scholars in the field of literacy education research. These fellows may have recently written an excellent dissertation, and now need the guidance and capital to galvanize their careers in professional research. University of Notre Dame faculty members mentor fellows in how to develop and conduct research projects, write for a publication, and access professional societies.

Long-Term Professional Development for Literacy ResearchersIMG 1105

Each year, the Coyle Fellows program invites 5 promising researchers to create an idea proposal. Once accepted, the fellow will receive a stipend each year of the two-year program to execute the research project; however, the fellowship does not demand residence at the university. The Coyle Fellows program is particularly interested in candidates whose research would explore the intersection between faith formation and literacy achievement. For example, current Coyle fellows' research proposals investigate which texts best instill a social justice mindset or how the spirituality of hip-hop benefits marginalized students.

Throughout the year, Coyle Fellows visit campus 1-2 times, conduct virtual check-ins with mentors, and complete an annual report on their research.

Nomination

The CLE and IEI community must nominate an early career researcher for the fellowship. Potential candidates are referred to the program directors.

Benefits

  • Longitudinal professional growth in literacy research design, data collection, and data analysis
  • Individualized mentorship from tenured, high-profile literacy professors
  • Connection to the larger professional research community
  • Funding for research project
  • Qualification for tenure track position

Contact us for more information.

Coyle Fellows

School OutcomesNotre Dame Press Series

Through the University of Notre Dame Press, the CLE publishes research intended for scholars and teacher educators. Books produced through this publishing house are not necessarily geared toward practicing teachers (see Notre Dame ACE Press).

About ND Press

Established in 1949, the University of Notre Dame Press is the largest Catholic university press in the world, and a scholarly publisher of distinguished books in a number of academic disciplines; in poetry and fiction; and in areas of interest to general readers. The Press publishes forty to fifty books annually and maintains a robust backlist in print.

Located on the University of Notre Dame campus, the Press is a publishing partner with several university departments, programs, and institutes. Through those efforts, it extends the reach and reputation of the University while fulfilling its charge to advance intellectual exploration and knowledge.

The Press’s imprint is overseen by an editorial board comprised of scholars from a variety of university departments. New titles are approved by the board after a rigorous process of peer review.

Contact us for more information.

Notre Dame ACE Press

Notre Dame ACE PressNotre Dame ACE Press

The Notre Dame ACE Press is committed to producing smart books for practicing teachers—publications that leverage the Institute for Educational Initiative’s research to outline core instructional strategies. Our objective is to illuminate the connection between theory and practice in engaging, accessible language.

Have a proposal for a publication? Find submission guides for the ND ACE Press below.

Submission Guidelines for Authors

There are nearly 2 million children attending Catholic schools in the United States and more than 65 million globally, making Catholic schools the largest and fastest growing private provider of primary and secondary education in the world. Despite this rapid global growth and increasing importance, very few research-based professional resources exist for Catholic School educators and leaders. Notre Dame’s Alliance for Catholic Education Press publishes books that translate cutting edge theory into innovative and efficacious practices for tomorrow’s Catholic school teachers and leaders. We welcome proposals for research-based, practitioner-oriented titles. We are seeking original book-length manuscripts of approximately 30,000-50,000 words. While we are open to any innovative proposal, most books and resources will fit within one of four series:

  • Language, Literacy and Culture - Series Editor, Jodene Morrell
  • STEM Education - Series Editor, Matt Kloser
  • Religious Education - Series Editor, William Mattison
  • Catholic School Leadership and Policy 

Materials to Submit

  • Cover Letter
  • Resume or CV
  • A 15-25 page proposal that contains the following sections: Overview, Target Audience, Marketing Plan, Competitive Titles, Chapter Outline

— Recommended (but optional): Sample chapter(s)

How to submit your proposal

We accept both electronic (preferred) and postal mail submissions.  For electronic submissions please send all requested materials to emorrel1@nd.edu  and include “manuscript proposal” in the subject line.

For postal mail submissions please send your materials to:

Dr. Ernest Morrell
ACE Press Publishing
University of Notre Dame
107 Carole Sandner Hall
Notre Dame, IN 46556

James R. Squire Office

The James R. Squire Office of Policy Research in English Language Arts

In August 2019, CLE became the new home for the National Council of Teachers of English (NCTE) James R. Squire Office of Policy Research in English Language Arts, which had been hosted by the University of Michigan since 2003. The Squire Office publishes several policy briefs each year and conducts studies on key issues in the field of literacy education to inform policy and practice. The three briefs and study for 2020 - 2021 include:

  • Understanding Translanguaging in U.S. Literacy Classrooms: Reframing Bi/Multilingualism as the Norm - Dr. Kate Seltzer (Rowan University) & Dr. Cati de los Rios (UC Berkeley)
  • Critical Media Literacy and Popular Culture in ELA Classrooms - Dr. Jamila Lyiscott (University of Massachusetts Amherst), Dr. Nicole Mirra (Rutgers University), and  Dr. Antero Garcia (Stanford University)
  • Racial Literacy - Dr. Yolanda Sealey-Ruiz (Teachers College, Columbia University)
  • Research Study: “The Teaching of Literature in 21st Century Classrooms” - CLE Team and additional researchers from various universities.

The briefs will be widely distributed by NCTE and CLE throughout the academic year and shared at the NCTE annual convention and NCTE Policy Summit. Upon completion, findings from the research study will be presented at the NCTE annual convention and published in scholarly journals.

Please check back soon to access the first three policy briefs for 2020 - 2021.

Publications

Publications

Dr. Ernest Morrell

http://nd.academia.edu/ErnestMorrell

Books and Edited Special Journal Issues

  • Morrell, E. & Rowsell, J. (2020). Stories from Inequity to Justice in Literacy Education: Confronting Digital Divides. New York: Routledge.
  • Erickson, A., and Morrell, E. (2018). Educating Harlem: Schooling and Resistance in an American Community. New York: Columbia University Press.
  • Allyn, P., and Morrell, E. (2016). Every Child a Super Reader: 7 Strengths to Open a World of Possible. New York: Scholastic.
  • Mirra, N., Garcia, A., and Morrell, E. (2016). Doing youth participatory action research: Transforming Inquiry for researchers, educators, and students. New York: Routledge.
  • Morrell, E., and Scherff, L. (Eds.) (2015). New Directions in Teaching English: Reimagining Teaching, Teacher Education and Research. Lanham, MD: Rowman and Littlefield.
  • Morrell, E., Duenas, R., Garcia, V, and Lopez, J. (2013). Critical Media Pedagogies: Teaching for Achievement in City Schools. New York: Teachers College Press. 
  • Garcia, A., and Morrell, E. (Eds.) (2013). City Youth and the Pedagogy of Participatory Media. Learning, Media, and Technology. London: Taylor and Francis 
  • Duncan-Andrade, J., and Morrell, E. (2008) The Art of Critical Pedagogy: The Promise of Moving from Theory to Practice in Urban Schools. New York: Peter Lang.
  • Morrell, E. (2008). Critical Literacy and Urban Youth: Pedagogies of Access, Dissent, and Liberation. New York: Routledge.
  • Morrell, E. (2004). Linking Literacy and Popular Culture: Finding Connections for Lifelong Learning. Norwood, MA: Christopher-Gordon.
  • Morrell, E. (2004). Becoming Critical Researchers: Literacy and Empowerment for Urban Youth. New York: Peter Lang.

Selected Articles

  • Morrell, E., Mirra, N., and Filipiak, D. (2018). From digital consumption to digital invention: Toward a new critical theory of multiliteracies. Theory Into Practice, 57 (1), 12-19.
  • Lyiscott, J., Caraballo, L., and Morrell, E. (2018). An anticolonial framework for urban teacher preparation. The New Educator.
  • Morrell, E. (2017). Towards equity and diversity in literacy research, policy, and practice: A critical, global approach. Journal of Literacy Research, 49 (3), 454-463.
  • Caraballo, L., Lozenski, B., Lyiscott, J., and Morrell, E. (2017). Youth Participatory Action Research and Critical Epistemologies: Rethinking Educational Research. Review of Research in Education, 41(1), 311-336.
  • Morrell, E. (2015). Powerful English at NCTE Yesterday, Today, and Tomorrow: Toward the Next Movement. Research in the Teaching of English, 49 (3), 307-327.
  • Garcia, A., Mirra, N., Morrell, E. Scorza, D., and Martinez, A. (2015). The council of youth research: Critical literacy and civic agency in the digital age. Reading and Writing Quarterly, 31(2) 151-167.
  • Morrell, E. (2014). Toward a Critical Model of Teacher Learning: Lessons from the South Carolina Reading Initiative. Reading and Writing Quarterly, 30 (3).
  • Bautista, M., Bertrand, M., Morrell, E., Scorza, D., and Matthews, C. (2013). Participatory Action Research and City Youth: Methodological Insights from the Council of Youth Research. Teachers College Record, 115 (2).
  • Morrell, E. (2013). 21st century literacies, critical media pedagogy, and the future of English language arts. Reading Teacher, 66 (4)
  • Morrell, E., and Morrell, J. (2012). Multicultural Readings of Multicultural Literature and the Promotion of Social Awareness in ELA Classrooms. New England Reading Association Journal, 47(2), 10-16.
  • Morrell, E., and Noguera, P. (2011). A framework for change: A broader and bolder approach to school reform. Teachers College Record. 
  • Mirra, N., and Morrell, E. (2011). Teachers as Civic Agents: Toward a Critical Democratic Theory of Urban Teacher Development. Journal of Teacher Education, 62 (4), 408-420.
  • Morrell, E. (2009). Critical Research and the Future of Literacy Education. Journal of Adolescent and Adult Literacy, 53 (2), 96-104.
  • Morrell, E. (2008). Creating Communities of Writers and Connections Between Writers and Communities: Professional Resources for Teachers. Language Arts, 85 (4), 322-324.
  • Barone, D., and Morrell, E. (2007). Knowledge to Support the Teaching of Reading: Preparing Teachers for a Changing World. Reading Research Quarterly, 42 (1), 167-180.
  • Boyd, F., Morrell, E., et. al. (2006). Real teaching for real diversity: Preparing English language arts teachers for 21st century classrooms. English Education, 38 (4), 329-350.
  • Morrell, E. (2005). Toward a Critical English Education: Reflections on and Projections for the Discipline. English Education, 37 (4), 312-322
  • Morrell, E. (2003). Legitimate Peripheral Participation as Professional Development: Lessons from a Summer Research Seminar. Teacher Education Quarterly, 30 (2), 89-99.
  • Morrell, E. (2002). Toward a Critical Pedagogy of Popular Culture: Literacy Development among Urban Youth. Journal of Adolescent and Adult Literacy, 46 (1), 72-77.

Dissertation

Morrell, E. (2001). Transforming Classroom Discourse: Academic and Critical Literacy Development through Engaging Popular Culture. Dissertation, University of California at Berkeley. [Winner, Outstanding Dissertation Award.]


Dr. Jodene Morrell

http://nd.academia.edu/JodeneMorrell

  • Morrell, J (2018) "First Opinion: Stepping through Genres and Into a Dialogue on Liberty and Freedom." First Opinions, Second Reactions, 11(2). Available at: https://docs.lib.purdue.edu/fosr/vol11/iss2/3

  • Morrell, J. & Bennett-Armistead, S. (2013). Preparing Preservice Teachers for Productive and Positive Parent Relationships with Family Literacy Nights. New England Reading Association Journal, 48(2), 10-20.

  • Morrell, E. & Morrell, J. (2012). Multicultural readings of multicultural literature and the promotion of social awareness in ELA classrooms. New England Reading Association Journal, 47(2), 10 – 16.

  • Morrell, J. (2012). The Young Writers Group: Increasing struggling elementary students’ literacy achievement through dialogue and technology. In S. Ulanoff & J. Fingon (Eds.) Learning from culturally and linguistically diverse students. New York: Teachers College Press.Morrell, J. (2011). Honoring identities and learning in a diverse urban elementary classroom. In S. Florio-Ruane, L. Pardo & K. Hightower (Eds.) Standing for literacy: Teaching in the context of change (pp 41 – 57). Cresskill, NJ: Hampton Press.

  • Brown, M., Morrell, J. & Rowlands, K. D. (2011). Never more crucial: Transforming young writers’ attitudes toward writing and becoming writers. California English, 17(2), 15 - 17. 

  • Morrell, J. (2010). Teacher preparation and diversity: When American preservice teachers aren’t White and middle class. International Journal of Multicultural Education, 12 (1), 1 - 17.

  • Pardo, L. & Kersten, J. (2008) Challenges to children’s literature. Language Arts, 85(3), 242 – 246.

  • Kersten, J. & Pardo, L. (2007). Finessing and hybridizing: innovative literacy practices in Reading First classrooms. Reading Teacher, 61(2), 146-154.

  • Kersten, J., Apol, L., & Pataray-Ching, J. (2007). Professional resources: Exploring the role of children’s literature in the 21 st century classroom. Language Arts, 84(3), 286 - 292.

  • Kersten, J. (2006). Hybridization, resistance, and compliance: Negotiating policies to support literacy achievement. The New Educator, 2(2), 1 – 20.

  • Kersten, J. (2006). Literacy and choice: Urban elementary students’ perceptions of links between home, school and community literacy practices. In V. Purcell-Gates (Ed.) Cultural practices of literacy: Case studies of language, literacy, social practice, and power (pp. 133 - 154). Mahwah, NJ: Lawrence Erlbaum.

  • Kersten, J. (2006). Why’s everyone White? Moving toward critical pedagogy in an elementary classroom. Journal of Urban Learning, Teaching, and Research, 2, 31-38.

  • Kersten, J. (2005). Hybridity, collaboration, and resistance: Literacy pedagogy in an urban elementary classroom. Unpublished doctoral dissertation, Michigan State University, E. Lansing.

Other Publications

  • Kersten, J. (2009). Living Triumphantly. In Voices of Multiple Sclerosis: The Healing Companion: Stories for Courage, Comfort and Strength (p. 5 - 16). Brooklyn, NY: LaChance Publishing LLC.

 


Dr. Kati Macaluso

  • Macaluso, K. (2016).  Entering into Literary Communion: Re-imagining the Relationships Between Readers and Texts in the English Language Arts Curriculum.   
  • Macaluso, K., Macaluso, K., McKenzie, C., McKenzie, C., VanDerHeide, J., & Macaluso, M. (2016). Constructing English: pre-service ELA teachers navigating an unwieldy discipline. English Teaching: Practice & Critique, 15(2), 174-189. (Awarded the Outstanding Research Article Award in 2017)
  • McKenzie, C., Macaluso, M., & Macaluso, K. (2017). Finding Footholds in a Construction Zone:  Navigating the Discourses of English Language Arts with Pre-Service Teachers in the 21st Century. In Innovations in English Language Arts Teacher Education (pp. 5-26). Emerald Group Publishing Limited.
  • Juzwik, M., VanDerHeide, J., Macaluso, K., Perez, N., Macaluso, M., Caughlan, S., Smith, A., McKenzie, C., (2017). Constructing literacies in secondary English: History, discourse, ethics. In K. Hinchman & D. Appleman (Eds.), Adolescent literacy: A handbook for practice-based research. Guilford Press. 129-147.
  • Apol, L. & Macaluso, K. (2016). Using the Author-out workshop to counter students’ assumptions and anxieties about reading and writing poetry.  English Journal, 105(6), 31-35.
  • Macaluso, K. (2015).  From literary interpretation to poetic translation: Envisioning a Rancièrean emancipatory framework for literature instruction. Reading Research Quarterly, 50(2). 205-218.
  • Macaluso, K., Juzwik, M., & Cushman, E. (2015). Storying our research. Research in the Teaching of English, 50(1).  5-10.
  • Cushman, E., Juzwik, M., Macaluso, K., Milu, E. (2015).  Decolonizing research in the teaching of English(es). Research in the Teaching of English, 49(4), 333-339.

Dr. Michael Macaluso

http://nd.academia.edu/MichaelMacaluso

Books

  • Macaluso, M., & Macaluso, K. (Eds.) (2018). Teaching the canon in 21st century classrooms. Boston, MA: Brill Sense.

Journal Articles

  • Macaluso, M.  (2017). Teaching To Kill a Mockingbird today: Coming to terms with race, racism, and America’s novel.  Journal of Adolescent and Adult Literacy, 61(3), 279-287.
  • Macaluso, M.; Russo, A. (2016).  Respectfully rethinking resistance. English Journal, 106(2), 41-46.
  • Macaluso, K., McKenzie, C., VanDerHeide, J., Macaluso, M. (2016). Constructing English: Pre-service ELA teachers navigating an unwieldy discipline.  English Teaching: Practice and Critique, 15(2), 174-189.
  • Cooper, K.S., Macaluso, M., Stanulis, R.N. (2016).  The interplay between principal leadership and teacher leader efficacy.  Journal of School Leadership, 26, 1002-1032.
  • Macaluso, M. (2016). Reading pedagogy-as-text: Exploring gendered discourses as canonical in an English classroom. Linguistics and Education, 35, 15-25.
  • Cooper, K.S., Stanulis, R.N., Hamilton, E.R., Brondyk, S.K., Macaluso, M., Meier, J. (2016). The teacher leadership process: Attempting change within embedded systems. Journal of Educational Change, 17(1), 85-113.
  • Macaluso, M. (2015).  Pre-service teachers’ negotiation of identity and figured worlds through the reading of multicultural literature.  L1-Educational Studies in Language and Literature, 15, 1-21.
  • Macaluso, M. (2015).  Trending bedfellows: Critical theory and the teaching of literature. English Journal, 104 (6), 78-80.
  • Borsheim‐Black, C., Macaluso, M., & Petrone, R. (2014). Critical literature pedagogy. Journal of Adolescent & Adult Literacy, 58(2), 123-133.
  • Book Chapters
  • Macaluso, M., & Macaluso, K. (2018). It’s really all about Tom: Performances of the masculine self in The Great Gatsby.  In C. Hill & V. Malo-Juvera (Eds.), Critical approaches to teaching the high school novel (70-86).  New York, NY: Routledge.
  • Macaluso, K., & Macaluso, M. (2018). Challenging the canonical genre. In M. Macaluso, & K. Macaluso, K. (Eds.) (2018, October). Teaching the canon in 21st century classrooms. Boston, MA: Brill Sense.
  • Juzwik, M., Van Der Heide, J., Macaluso, K., Perez, N., Smith, A., Caughlan, S., Macaluso, M., McKenzie, C. (2016).  Constructing literacies in secondary English language arts curriculum: Discourses, histories, ethics. In K. A. Hinchman & D. A. Appleman (Eds.), Adolescent literacies: A handbook of practiced-based research.  New York, NY: Guilford Press.
  • McKenzie, C., Macaluso, M., Macaluso, K. (2016).  Finding footholds in a construction zone: Navigating the discourses of English language arts with preservice teachers in the 21st century. Edited Volume.  In H. L. Hallman (Ed.), Innovations in English Education (5-26).  United Kingdom: Emerald.
  • Macaluso, M. (2016).  The postfeminist princess: Disney’s curricular guide to feminism. In Sandlin, J.A., & Garlen, J. C. (Eds.). (2016). Disney, Culture, and Curriculum (73-86). New York, NY: Routledge.
  • Macaluso, M.; McKenzie, C. (2014).  Exploiting the gaps in the fence: Power, agency, and rebellion in The Hunger Games.  In Connors, S. P. (Ed.). (2014). The Politics of Panem: Challenging Genres. Springer.

Dr. Betsy Okello

  • Okello, B. F.. Artful tactics: Becoming an artist in western Kenya. Michigan State University, ProQuest, UMI Dissertations Publishing, 2014. 3631047.
  • Okello, B.F. “The Ink Murders Can’t Hold It Any Longer.” In G. Belliveau (Ed.), Research-based Theatre as Methodology: An Artistic Approach to Research. Bristol UK: Intellect.
  • Ferrer, B.A., & Uzum, B. (2013). “Community of practitioners” plays key role in IDS. Integrative Pathways, 35, 4-5.
  • Ferrer, B. A. (2014). Yearning to perform. In R. Ewing (Ed.), Performing scholartistry. Nova Scotia: Backalong Books.