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Mary F. Roe Equity in Literacy Education


Mary F. Roe Equity in Literacy Education Award

The Mary F. Roe Equity in Literacy Education Award

Est. 2019

Mary F. Roe established the Equity in Literacy Education Award (2019) to recognize an individual who shares her emphasis on optimizing the educational opportunities for all students by an attention to equity and its link to their literacy achievement.  This award especially targets middle grade students (grades 6-8) and their teachers - a focus that aligns with Mary’s early years as a middle grade English teacher at Gardner Junior High in Lansing, Michigan, to her later efforts as a reading specialist, literacy teacher educator, and researcher.  The award includes a $500 honorarium and a formal letter of notification.  The recipient will be determined by the Awards Committee chaired by the Past President of ALER. The following information provides guidance for a candidate’s application and the selection committee’s decision:

 

Supporting documents:

Qualitative and/or quantitative data to support the candidate’s accomplishment in promoting equity in literacy education for middle grade students (i.e., a published manuscript in a highly regarded outlet, a paper presentation at a conference sponsored by a highly regarded professional organization, or other documentation of comparable regard)

Evidence of ongoing attention to middle grade students’ literacy achievement and/or their teachers’ professional growth in understanding literacy acquisition and instruction that promotes the possibilities of literacy for all students (e.g., an essay not to exceed 500 words, a current vita). 


Award Winners

The first recipient will be announced online in November 2020. The award winner will be recognized at ALER 2021 in Hilton Head, South Carolina.

 

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ALER seeks to stimulate the self-development and professional growth of professors, teachers, reading specialists and students at all educational levels. We encourage the continuing improvement of college and university curricula and assist preparation programs for teachers and reading specialists. Our members work at the forefront of policy, pedagogy and practice.  Further, we encourage the continuing improvement of administrative, clinical, diagnostic and instructional practices related to the learning process.
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