2026 Award Recipient 
 

Nicole Patton Terry
Florida State University

Dr. Nicole Patton Terry is the recipient of the 2026 Exemplary Contributions to Practice-Engaged Research Award for her sustained, transformative leadership in advancing research–practice partnerships that improve language and literacy outcomes for children and youth. Dr. Patton Terry has created and nurtured robust infrastructures that authentically engage educators, families, and community stakeholders as co-creators of research, ensuring that scientific knowledge directly informs practice and policy. Her work centers on addressing systemic inequities in education, particularly for Black children, children experiencing poverty, and children with disabilities, and is distinguished by its rigorous methodology, translational focus, and responsiveness to community needs. Supported by major federal and foundation funding, her research has generated scalable, evidence-based solutions that are implemented in schools and communities across the Southeast. Through her visionary leadership, collaborative scholarship, and unwavering commitment to educational equity, Dr. Patton Terry exemplifies the highest ideals of practice-engaged research and has produced lasting impact on educational systems and student outcomes as well as partnership-oriented research.

The Exemplary Contributions to Practice-Engaged Research Award is presented to an education research scholar or scholars in recognition of collaborative project(s) between researchers and practitioners that have had sustained and observable effects on contexts of practice.

Research conducted in settings in which collaboration between researchers and practitioners is integral to addressing challenging issues, constructing research-based innovations, or undertaking research‐based evaluations that have an impact beyond a single program or site are eligible for consideration. 

For purposes of this award, practice settings are understood to span the spectrum of educational contexts and levels of education, including informal environments, in which learning occurs. This award excludes work designed to influence the larger public or policy makers, or to have an indirect influence on education settings or practice though publications or research. 

The award will be presented annually, but may represent work conducted within a five-year time frame preceding the year in which the award is conferred.