NCTEAR 2021 Election
NCTEAR invites you to vote in our 2021 Election for Treasurer.
The election will run until March 5 at 11:59 PM EST.
Please use the online ballot that was sent to your email to cast your vote.
Thank you for participating in the NCTEAR 2021 Election!
NCTEAR invites you to vote in our 2021 Election for Treasurer.
The election will run until March 5 at 11:59 PM EST.
Please use the online ballot that was sent to your email to cast your vote.
Thank you for participating in the NCTEAR 2021 Election!
Cassie J. Brownell (she/hers) is an Assistant Professor at the University of Toronto. Cassie’s teaching, research, and service are unified by her commitment to issues of educational justice, equity, and culturally sustaining perspectives in early childhood. As a teacher educator, Cassie draws on her experiences as a elementary teacher to challenge prospective educators to consider how they can sustain children’s diverse ways of knowing and also cultivate an anti-racist stance. Her award-winning research has been funded by the National Academy of Education / Spencer Foundation, the Canadian Social Sciences and Humanities Research Council as well as NCTE, and appears in journals like Language Arts and Curriculum Inquiry, and in a forthcoming issue of Research in the Teaching of English. Since first attending NCTEAR in 2015, Cassie has remained consistently involved, presenting numerous times, including twice as an invited panelist. Additionally, in 2016, she helped to plan and facilitate NCTEAR’s mentoring session.
Nicole Mirra (she/her) is an assistant professor of urban teacher education in the Graduate School of Education at Rutgers, The State University of New Jersey. She previously taught high school English Language Arts in Brooklyn, New York and Los Angeles, California. Her research explores the intersections of critical literacy and civic engagement with youth and teachers across classroom, community, and digital learning environments. Nicole has been a member of NCTE since 2008 and has served the organization in multiple capacities, including as a member of the Standing Committee on Research, the Standing Committee on Global Citizenship, and the Studies in Literacy and Multimedia Assembly. She is interested in using her organizational skills and knowledge to support NCTEAR.
As a former middle school teacher of urban Black youth, Tiffany M. Nyachae (she/her) is interested in the continuous transparent and reflective work that is required from those who claim to center social justice in their leadership, instruction, and research. This agenda is evident in her research on: (a) supporting urban teachers committed to social justice through “race space” critical professional development; (b) social justice literacy workshops for youth of Color; (c) and extracurricular programming and curriculum for Black girls. Her publications have appeared in journals such as Urban Education, Journal of Adolescent and Adult Literacy, Multicultural Learning and Teaching, Gender and Education, and Qualitative Inquiry. She is also founder of the Evolving Education Project, a fellow in the STAR (Scholars of Color Transitioning into Academic Research Institutions) Mentoring Program through the Literacy Research Association (LRA) and a Cultivating New Voices (CNV) Among Scholars of Color Fellow (2018-2020 cohort) through NCTE.
Melissa Schieble (she/her) is Associate Professor of English Education at Hunter College-CUNY. She is also a member of the doctoral faculty in Urban Education at The Graduate Center, CUNY. She is a former middle and high school English teacher and earned her Ph.D. from the University of Wisconsin-Madison. Her research investigates the intersections of critical literacies and classroom discourse in English education. Specifically, her work examines critical conversations about race, class, gender, sexuality, ability, and religion during literature-based discussions. She also investigates how social identities, power, and privilege are portrayed in young adult literature, including research on the pedagogical implications of such textual analyses for teachers. Her work has appeared in journals such as English Education, Journal of Teacher Education, Journal of Adolescent and Adult Literacy, and English Journal, and she has most recently co-authored the award winning book, Classroom Talk for Social Change (Teacher College Press, 2020). From 2018-2020, she served as Co-Chair of the ELATE Commission on Social Justice in Teacher Education Programs.
Matt Seymour (he, him, his) is an Assistant Professor of English language arts education at the University of Wisconsin-Eau Claire. From 2016 to 2019, he served as a field researcher for the Ohio State University Argumentative Writing Project, collaborating with classroom teachers and researchers. He has taught courses for pre-service teachers in writing methods and he has supervised student teachers. His current research interests include early career teacher education, argumentative writing, and dialogic approaches to teaching literature
and writing.
and writing.
Jon M. Wargo (he, him, his) is an assistant professor of Teaching, Curriculum, and Society in the Lynch School of Education & Human Development at Boston College. An educational researcher who attends closely to qualitative methods, Wargo engages community-based, ethnographic, and multimodal methodologies to examine how digital media and technology mediate contemporary conceptions of children and youths’ social and civic education. Leveraging children’s and youths’ ingenuity and difference as sites/sights for teacher learning, his teaching and research focus on understanding and sustaining the literacies and lifeworlds of minoritized communities amid the context of social change. At BC, Wargo teaches undergraduate and graduate courses in literacy, social studies education, children’s and young adult literature, teacher education, and qualitative research methods. You can find Wargo’s scholarship in Anthropology & Education Quarterly, the Journal of Literacy Research, Learning, Media & Technology, the Journal of Children’s Literature, and Theory & Research in Social Education.