2020- 2021 Division K Award Winners

Outstanding Dissertation Award 

Winner: Dr. Jenni Conrad, (University of Washington/Temple University)

"Grandmother Cedar as sovereignty teacher: Transformations in teacher learning, research-practice partnerships, and curriculum"

Conrad headshot

The award recognizes Dr. Conrad’s dissertation for its rigor, basis in partnership with and elevation of the knowledges, voices and perspectives of Indigenous communities.  The dissertation “stretches our imagination” of the possibilities Indigenous knowledges and practices hold for teacher education scholarship. 

Honorable Mentions

Adrian Neely (Georgia State University)

"School Connectedness And African American Students: An Examination With Implications For Policy And Teacher Education"


Desiree Pallais (University of Texas)

"Re-figuring informational texts when using Spanish to create and teach with them in a Bilingual Teacher Preparation Program: Latinx Contributions to Linguistics and Pedagogy"


Committee: Elizabeth Van Es(Chair), Niral Shah, Alexis Patterson Williams, Margarita Jimenez-Silva, Roderick Carey, Priyanka Agarwal

Early Career Award 

Winner: Dr. Travis Bristol (University of California Berkeley)


Dr. Bristol’s scholarship was recognized for its powerful insights into the professional pathways, experiences and retention of teachers of color, especially Black male teachers. Dr. Bristol’s work has opened new terrain in our field and is distinguished by its innovative approach to examining the intersection of race and gender in the policies that shape teachers’ work.  

Committee: Kimberly A White-Smith (Chair), Marvin Lynn, Danny Martinez, Kenneth Varner, Yolanda Sealey-Ruiz

Mid-Career Award 

Winner: Dr. Rita Kohli (University of California Riverside)

Kohli headshot

Dr. Kohli was recognized for the rigorous quality of her scholarship and her efforts to bring her scholarship to the public sphere to improve the well-being of teachers and students. Dr. Kohli’s studies of the racialized experiences of teachers of color and efforts to amplify their voices through her work are models of critically engaged teacher education scholarship. 

Committee: Corey Drake (Chair), Paula Lancaster, Amy Roth McDuffie, Jon Wargo

Exemplary Research in Teaching and Teacher Education

Winner: Dr. Cheryl J. Craig (Texas A&M University)


“Data is [G]od”: The influence of cumulative policy reforms on teachers’ knowledge in an urban middle school in the United States, published in the journal Teaching and Teacher Education.

Dr Craig’s article  was recognized for its innovative approach to the study of how policy shapes teachers’ professional lives and experiences over time.  The article develops a dual approach to narrative inquiry: as a research method for unpacking teachers’ work overtime and as teachers’ ways of knowing. In doing so, Dr. Craig’s article provides insights into how policies could respect the professionalism of teachers and both speaks to educators and addresses issues of equity and justice in policy implementation.

Committee: Maria Teresa Tatto (Chair), Beatrice Avalos, Megan Madigan Peercy, Gloriana Gonzalez Rivera, David Stroupe

Innovations in Research on Equity and Social Justice in Teacher Education

Winner: Rahat Zaidi (University of Calgary)


Dr. Zaidi is recognized for the theoretical innovation and extraordinary impact of her scholarship in the field of multilingual literacies. Her conceptualization of teacher-led dual-language reading strategies and commitment to informing teacher practice grounded in culturally relevant teaching expand our visions of teaching for equity and social justice.

Committee: Mayida Zaal, (Chair), Darla Linville,, Jillian Ford Fernando Naiditch, Margary Martin, Patricia Lopez

Legacy Award


Dr. Gloria Boutte (University of South Carolina) 

Dr. Boutte was recognized for her important and influential scholarship on teaching and teacher education.  Throughout her career, Dr. Boutte has created agentive spaces for students, teachers and faculty, alike, to explore culturally sustaining approaches to teaching and learning for African American students, most notably via the Center for the Education and Equity of African American Students at the University of South Carolina. The theoretical and empirical attention to African Americans and the African Diaspora in Dr. Boutte’s scholarship are critical models for transforming teaching and teacher education scholarship and practice.


Dr. Cheryl J. Craig (Texas A&M University)

Dr. Craig was recognized for the depth and breadth of the scholarship she has produced over her professional career.  Dr. Craig has been critical to the development of narrative approaches to studying teaching and teachers’ experiences.  Her mentoring of graduate students and junior faculty are exemplary. Dr. Craig was further recognized for the national and international reach of her scholarship. 


Committee: Francisco Rios (Chair), Christine Sleeter, Anthony Brown, Mara Sapon-Shevin, Cleveland Hayes, Elham Kazemi