Katherine McDonald, Ph.D., was in a brainstorming session with other editors from the innovative journal “Autism in Adulthood” and jokingly says that “I made the mistake of having a good idea for a special issue.” The result: McDonald, a professor…
Haddix Named Recipient of AERA Early Career Award
Marcelle Haddix, assistant professor in the Reading and Language Arts Center at the School of Education, has been named the recipient of the 2014 Division K Early Career Award.
This award is given annually to a researcher in the initial stages of her/his research career in recognition of significant research that addresses important issues, characterized by methodological rigor, and that shows potential to contribute significantly to scholarship in education. Haddix will be celebrated and presented with her award at the American Educational Research Association (AERA) Annual Meeting in Philadelphia in April.
AERA is a national research society concerned with improving the educational process by encouraging scholarly inquiry related to education and evaluation. Division K, “Teaching & Teacher Education,” is one of 12 divisions organized to represent major scholarly or scientific areas within education research.
“This is an outstanding honor of and wonderful recognition for Marcelle’s scholarly work and her community-based activism,” School of Education Interim Dean Joanna Masingila says. “The award is extremely well-deserved and we celebrate Marcelle’s excellent contributions to her field and to the School of Education and Syracuse University.”
Haddix’s background includes work as a secondary English language arts teacher, college administrator, composition instructor and teacher educator. She is a critical English educator who focuses on how to best prepare all teachers for working in culturally and linguistically diverse settings. She teaches graduate and undergraduate courses in literacy and English education. She is also director of the “Writing Our Lives” project, a community program geared toward supporting the writing practices of urban youth within and beyond school contexts.