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The Middle Level Education Research SIG’s Graduate Student Award is intended to promote and recognize outstanding research in middle-level education and is presented annually to a graduate student or recent graduate of a masters, specialist, or doctoral program.
Graduate students are encouraged to apply for the MLER Graduate Student Award!
Specific information about eligibility and proposal submission are listed on the Graduate Student Award Application. Direct questions to Dr. Kathleen Brinegar - kathleen.brinegar@uvm.edu
Deadline February 1, 2026
2023 Graduate Student Award Recipient
Susan Leonard, The University of Georgia
The Balancing Act: A Novice Teacher’s Equity-Oriented Antidotes to Critical Issues in a Middle School
2019 Graduate Student Award Recipient
Katie Walker, Texas Women's College
Texas School’s To Watch and Middle -Level ESL Programs: A Multiple Case Study
2018 Graduate Student Award Recipient
Scott Woods, University of Illinois at Urbana-Champaign
Measuring the Middle School Concept: The Status and Effectiveness of Middle School Concept Implementation in Illinois
2017 Graduate Student Award Recipient
Shane Fletcher, North Carolina State
Finding Their Voices: A Narrative Inquiry of Sixth-Grade Lumbee Males Who Struggle with Reading
2015 Graduate Student Award Recipient
Jessica DeMink-Carthew, University of Vermont
Reform-Oriented Collaborative Inquiry as a Pedagogy for Student Teaching in Middle School
2013 Graduate Student Award Recipient
Meixun Zheng, North Carolina State University
Fifth Graders’ Flow Experience in a Digital Game-Based Science Learning Environment
2010 Graduate Student Award Recipient
Tarra Ellis, University of North Carolina at Charlotte
Effects of the Shared Principles of Middle School Philosophy and Culturally Responsive Education on the Academic Achievement of African American Middle School Students
2011 Graduate Student Award Recipient
Jacqueline J. Gale, University of Vermont
“I Feel Like I’m Safe Again”: The Middle School Experiences of Immigrants In A Multilingual/Multicultural Setting
2008 Graduate Student Award Recipient
Molly Lawrence, University of Georgia
Preservice Teachers’ Negotiation of Middle Grades Science Teaching Identity
2007 Graduate Student Award Recipient
Emily Nelson, M.S. Massey University, New Zealand
Co-Constructing Early Adolescent Education Through Image-Based Research
2006 Graduate Student Award Recipient
Bogum Yoon, University at Buffalo, State University of New York
Uninvited Guests: The Impact of English and ESL Teachers’ Beliefs, Roles, and Pedagogies on the Identities of English Language Learners
2005 Graduate Student Award Recipient
Lauren Liang University of Minnesota
Using Scaffolding to Foster Middle School Students’ Comprehension of and Response to Short Stories
2004 Graduate Student Award Recipient
Jennifer S. Goodwin, Teachers College, Columbia University
Urban Students’ Experiences with Advisory: A Case Study
2003 Graduate Student Award Recipient
Nancy Barnes Mansberger, Western Michigan University
After Turning Points: Evidence of the Adoption of Middle School Reforms in the United States 1987-2000
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