HR job title
- Professor
- Contact Info
- 281 923-0292
- Websites
- ORCiD
- 0000-0002-3190-9116
Craig, Cheryl Professor
Positions
- Houston Endowment Endowed Chair of Urban Education, School of Education and Human Development, Texas A&M University
- Founding Director, Collaborative for Innovation in Teacher Education, School of Education and Human Development, Texas A&M University
- Professor, Teaching, Learning and Culture, School of Education and Human Development
Cheryl J. Craig is a Professor, an Endowed Chair of Urban Education and the Program Lead for Technology and Teacher Education in the Department of Teaching, Learning and Culture, Texas A&M University. She is an American Educational Research Association (AERA) Fellow, a recipient of the AERA Division B (Curriculum) Outstanding Lifetime Career Award, a winner of the AERA Division K (Teaching & Teacher Education) Legacy Award and has been honored with AERA's Michael Huberman Award for Outstanding Contributions to Understanding the Lives of Teachers. She additionally was awarded the AERA Exemplary Research in Teaching and Teacher Education in 2021. Craig also has been honored with the International Study Association on Teachers and Teaching STAR Award for Significant and Exemplary Contributions through Research, Teaching and Professional Service in the International Field of Teaching and Teacher Education. Being an AERA Fellow and an ISATT STAR awardee, coupled with her many other recognitions (including KDP Teacher of the Year) make her one of the most distinguished professors in teaching and teacher education and the general field of education today. Further proof is that she is the only professor in AERA history to be honored with the Division K Legacy Award and Division K Exemplary Research Award in the same year (2021).
Research Areas
- Overview
- Publications
- Teaching
- Works By Students
- Background
- Contact
- Other
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Overview
Publications
selected publications
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academic article
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Craig, C. J., Flores, M. A., & Orland-Barak, L.
(2023).
A "life of optimism" in curriculum, teaching, and teacher education: the legacy of Miriam Ben-Peretz. 55(6), 734-745.
-
Yalvac, B., Craig, C., Hill-Jackson, V., & Cole, C.
(2023).
Toward Inquiry and Problem Posing in Teacher Education. 74(5), 417-421.
-
McDonough, K., Nieto, S., Hill-Jackson, V., & Craig, C.
(2023).
"Placing Equity Front and Center" for Teacher Education in a Time of Crisis. 74(4), 293-298.
-
Craig, C. J., Hill-Jackson, V., & Kwok, A.
(2023).
Teacher Shortages: What Are We Short Of?. Journal of Teacher Education.
74(3), 209-213.
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Gangone, L. M., Fenwick, L. T., Craig, C. J., & Hill-Jackson, V.
(2023).
75 Years of Transforming Teacher Education. Journal of Teacher Education.
74(2), 117-122.
-
Li, J., & Craig, C. J.
(2023).
A beginning teacher's living of counter stories in a high-needs school in rural China. 38(1), 1-20.
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Hill-Jackson, V., & Craig, C. J.
(2023).
(Re)Constructing Teacher Knowledge: Old Quests for New Reform. 74(1), 5-9.
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Kelley, M., Craig, C. J., & Curtis, G. A.
(2023).
Examining gender issues in education: exploring confounding experiences on three female educators' professional knowledge landscapes. Frontiers in Education.
8, 1162523.
-
Craig, C., Evans, P., Stokes, D., McAlister-Shields, L., & Curtis, G.
(2023).
Multi-layered mentoring: exemplars from a US STEM teacher education program. Teachers and Teaching: Theory and Practice.
ahead-of-print(ahead-of-print), 1-30.
-
Flores, M. A., & Craig, C. J.
(2023).
Reimagining teacher education in light of the teacher shortage and the aftershock of COVID-19: adjusting to a rapidly shifting world. European Journal of Teacher Education.
ahead-of-print(ahead-of-print), 1-17.
-
Craig, C. J., Li, J., Rios, A., Lee, H., & Verma, R. M.
(2022).
Wounded healer: The impact of a grant-supported scholarship on an underrepresented science, technology, engineering, and mathematics student's career and life. Frontiers in Education.
7, 1043518.
-
Cochran-Smith, M., Craig, C. J., Orland-Barak, L., Cole, C., & Hill-Jackson, V.
(2022).
Agents, Agency, and Teacher Education. 73(5), 445-448.
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Kelley, M., Curtis, G. A., Craig, C. J., Reid, D., & Easley, A.
(2022).
Reflection through critical friendship: Promoting growth of teachers. Frontiers in Education.
7, 1056471.
-
Williams, J., Hill-Jackson, V., Caldwell, C., & Craig, C. J.
(2022).
Teacher Recruitment and Retention: Local Strategies, Global Inspiration. Journal of Teacher Education.
73(4), 333-337.
-
Craig, C. J., Flores, M. A., Van Overschelde, J. P., & Hill-Jackson, V.
(2022).
Problematizing the Taken-For-Granted: Talking Across Differences in Teacher Education. Journal of Teacher Education.
73(3), 221-224.
-
Craig, C. J., Li, J., & Kelley, M.
(2022).
'Charting waters of New Seas': the scholarly contributions of Elliot Eisner. 54(2), 147-164.
-
Hallman, H. L., Rios, A., Craig, C. J., & Hill-Jackson, V.
(2022).
Teacher Education's Moment: From Solution to Challenge. Journal of Teacher Education.
73(2), 127-128.
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Venancio, L., Neto, L. S., Charlot, B., & Craig, C. J.
(2022).
RELATIONSHIPS TO KNOWLEDGE AND (SELF)EDUCATIVE EXPERIENCES IN PHYSICAL EDUCATION: TEACHER EDUCATORS' PERSPECTIVES ON CONFRONTING SOCIAL JUSTICE ISSUES IN ADVERSE TEACHING-LEARNING SITUATIONS. Movimento.
28, e28020-e28020.
-
Hill-Jackson, V., Ladson-Billings, G., & Craig, C. J.
(2022).
Teacher Education and "Climate Change": In Navigating Multiple Pandemics, Is the Field Forever Altered?. Journal of Teacher Education.
73(1), 5-7.
-
Craig, C. J.
(2020).
Fish Jumps Over the Dragon Gate:An Eastern Image of a Western Scholar's Career Trajectory. 35(6), 722-745.
-
Zhong, L., & Craig, C.
(2020).
A narrative inquiry into the cultivation of self and identity of three novice teachers in Chinese colleges----through the evolution of an online knowledge community. 46(5), 646-663.
-
Craig, C. J., & Flores, M. A.
(2020).
Fifty years of life in classrooms: an inquiry into the scholarly contributions of Philip Jackson. Journal of Curriculum Studies.
52(2), 161-176.
-
Craig, C. J.
(2020).
"Data is [G]od": The influence of cumulative policy reforms on teachers' knowledge in an urban middle school in the United States. Teaching and Teacher Education : An International Journal of Research and Studies.
93, 103027-103027.
-
Li, J., & Craig, C. J.
(2019).
A narrative inquiry into a rural teacher's emotions and identities in China: through a teacher knowledge community lens. 25(8), 918-936.
-
Craig, C. J., Zou, Y., & Curtis, G.
(2019).
Moving from arrogance to acceptance: narratively shifting human perceptions through a China study abroad programme. Pedagogies.
14(3), 206-228.
-
Li, J., Yang, X., & Craig, C. J.
(2019).
A narrative inquiry into the fostering of a teacher-principal's best-loved self in an online teacher community in China. 45(3), 290-305.
-
Craig, C. J., Evans, P., Verma, R., Stokes, D., & Li, J.
(2019).
A tribute to 'unsung teachers': teachers' influences on students enrolling in STEM programs with the intent of entering STEM careers. 42(3), 335-358.
-
Craig, C. J.
(2019).
From starting stories to staying stories to leaving stories: the experiences of an urban English as a Second Language teacher. 34(3), 298-329.
-
Craig, C. J.
(2019).
Teacher propensities, desires and practices. 25(3), 275-278.
-
You, J., Craig, C. J., & Oh, S.
(2019).
Challenges in the New Roles of Physical Education as Liberal Education in Higher Education. 71(1), 51-65.
-
Craig, C. J., & Lee, J.
(2019).
Editorial: Reciprocity, partnerships and learning. Teachers and Teaching: Theory and Practice.
25(6), 623-626.
-
You, J., Lee, E., Craig, C. J., & Kim, H.
(2018).
Exploring Professional Learning Styles of Beginning Physical Education Teachers in Learning Community. 27(5), 419-429.
-
Ben-Peretz, M., & Craig, C. J.
(2018).
Intergenerational impact of a curriculum enigma: the scholarly legacy of Joseph J. Schwab. 44(4), 421-448.
-
Craig, C. J., Zou, Y., & Curtis, G.
(2018).
The developing knowledge and identity of an Asian-American teacher: The influence of a China study abroad experience. Learning, Culture and Social Interaction.
17, 1-20.
-
Craig, C. J.
(2018).
The contexts of teaching: more to know and more to know about. 24(4), 329-331.
-
Craig, C. J., Verma, R., Stokes, D., Evans, P., & Abrol, B.
(2018).
The influence of parents on undergraduate and graduate students' entering the STEM disciplines and STEM careers. 40(6), 621-643.
-
Craig, C. J., You, J., Zou, Y., Verma, R., Stokes, D., Evans, P., & Curtis, G.
(2018).
The embodied nature of narrative knowledge: A cross-study analysis of embodied knowledge in teaching, learning, and life. 71, 329-340.
-
Craig, C. J.
(2018).
Metaphors of knowing, doing and being: Capturing experience in teaching and teacher education. Teaching and Teacher Education : An International Journal of Research and Studies.
69, 300-311.
-
Craig, C. J., You, J., & Oh, S.
(2017).
Pedagogy through the pearl metaphor: teaching as a process of ongoing refinement. 49(6), 757-781.
-
Craig, C. J.
(2017).
International teacher attrition: multiperspective views. Teachers and Teaching: Theory and Practice.
23(8), 859-862.
-
Craig, C. J.
(2017).
Support in teaching, teacher education and higher education: an international sampling. Teachers and Teaching: Theory and Practice.
23(3), 241-243.
-
Parker, D. C., & Craig, C. J.
(2017).
An International Inquiry: Stories of Poverty-Poverty Stories. 52(1), 120-151.
-
Zou, Y., Craig, C. J., & Poimbeauf, R. P.
(2016).
What the West could learn from the East: a reflective analysis. 22(7), 842-857.
-
McDonald, D., Craig, C., Markello, C., & Kahn, M.
(2016).
Our academic sandbox: Scholarly identities shaped through play, tantrums, building castles, and rebuffing backyard bullies. Qualitative Report: an online journal dedicated to qualitative research since 1990.
21(6), 1145-1163.
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Craig, C. J.
(2016).
Teaching and learning: participation and interaction. 22(3), 269-272.
-
Craig, C. J., & Orland-Barak, L.
(2015).
Concluding Chapter (Part C). Advances in Research on Teaching.
22C, 365-377.
-
Craig, C. J., & Orland-Barak, L.
(2015).
Series Concluding Chapter (Parts A, B and C). Advances in Research on Teaching.
22C, 379-387.
-
Orland-Barak, L., & Craig, C. J.
(2015).
INTERNATIONAL TEACHER EDUCATION: PROMISING PEDAGOGIES CONCLUDING CHAPTER. 22, 439-451.
-
Craig, C. J., & Orland-Barak, L.
(2015).
INTERNATIONAL TEACHER EDUCATION: PROMISING PEDAGOGIES INTRODUCTION. 22, 1-5.
-
Craig, C. J., Zou, Y., & Poimbeauf, R.
(2015).
Journal writing as a way to know culture: insights from a travel study abroad program. 21(4), 472-489.
-
You, J., & Craig, C. J.
(2015).
Narrative accounts of US teachers' collaborative curriculum making in a physical education department. 20(4), 501-526.
-
Craig, C. J.
(2015).
Complexities of teaching and learning: contexts, orientations and interpretations. 21(2), 127-130.
-
Craig, C. J., Zou, Y., & Poimbeauf, R. P.
(2015).
A narrative inquiry into schooling in China: three images of the principalship. 47(1), 141-169.
-
Craig, C. J., & Zou, Y.
(2015).
Traveling, living, and learning in a diverse setting: The china study abroad program. International Journal of Diversity in Education.
15(3), 23-36.
-
Craig, C. J., & Orland-Barak, L.
(2014).
INTERNATIONAL TEACHER EDUCATION: PROMISING PEDAGOGIES CONCLUDING CHAPTER. 22(Issue art/2014/s1479-3687201422/s1479-3687201), 447-462.
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Orland-Barak, L., & Craig, C. J.
(2014).
INTERNATIONAL TEACHER EDUCATION: PROMISING PEDAGOGIES INTRODUCTION. 22(Issue art/2014/s1479-3687201422/s1479-3687201), 1-11.
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Craig, C. J., You, J., & Oh, S.
(2014).
Tensions in teacher community: competing commitments in the teaching of US middle school physical education. 46(5), 697-728.
-
Craig, C. J., Zou, Y., & Poimbeauf, R.
(2014).
Narrative inquiry as travel study method: affordances and constraints. 15(1), 127-140.
-
Craig, C. J.
(2014).
From stories of staying to stories of leaving: a US beginning teacher's experience. 46(1), 81-115.
-
Gallavan, N. P., & Craig, C. J.
(2013).
Afterword. Action in Teacher Education.
35(5-6), 505-506.
-
Gallavan, N. P., & Craig, C. J.
(2013).
Introduction. Action in Teacher Education.
35(5-6), 318-319.
-
Gallavan, N. P., & Craig, C. J.
(2013).
Section I. Clinical Field-Based Experience Practica. Action in Teacher Education.
35(5-6), 320-322.
-
Gallavan, N. P., & Craig, C. J.
(2013).
Section I. Summary. Action in Teacher Education.
35(5-6), 426-427.
-
Craig, C. J., & Gallavan, N. P.
(2013).
Section II. Pedagogical Practices. Action in Teacher Education.
35(5-6), 428-429.
-
Gallavan, N. P., & Craig, C. J.
(2013).
Section II. Summary. Action in Teacher Education.
35(5-6), 503-504.
-
Curtis, G., Reid, D., Kelley, M., Martindell, P., & Craig, C.
(2013).
Braided Lives: Multiple ways of knowing, flowing in and out of knowledge communities. Studying Teacher Education.
9(2), 175-186.
-
Craig, C. J.
(2013).
LIFE ON SCHOOL LANDSCAPES: TEACHERS' EXPERIENCES, RELATIONSHIPS AND EMOTIONS. 18(Issue art/2013/s1479-3687(2013)18/s1479-3687(), 99-117.
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Craig, C. J., You, J., & Oh, S.
(2013).
Collaborative curriculum making in the physical education vein: a narrative inquiry of space, activity and relationship. Journal of Curriculum Studies.
45(2), 169-197.
-
Craig, C. J.
(2013).
Coming to know in the 'eye of the storm': A beginning teacher's introduction to different versions of teacher community. Teaching and Teacher Education : An International Journal of Research and Studies.
29(1), 25-38.
-
Craig, C. J.
(2013).
Opportunities and Challenges in Representing Narrative Inquiries Digitally. TEACHERS COLLEGE RECORD.
115(4), 1-45.
-
Craig, C. J.
(2013).
Teacher education and the best-loved self. Asia Pacific Journal of Education.
33(3), 261-272.
-
Craig, C. J.
(2013).
Teaching and learning to teach: roles, beliefs, attitudes, and interactions. Teachers and Teaching: Theory and Practice.
19(5), 475-477.
-
Oh, S., You, J., Kim, W., & Craig, C. J.
(2013).
What spurs curriculum making in physical education? Four narratives of experienced teachers. Sport, Education and Society.
18(2), 243-266.
-
Gallavan, N. P., & Craig, C. J.
(2012).
Afterword. Action in Teacher Education.
34(5-6), 594-594.
-
Craig, C. J., & Gallavan, N. P.
(2012).
Introduction. Action in Teacher Education.
34(5-6), 396-397.
-
Craig, C. J., & Gallavan, N. P.
(2012).
Section II. Programs. Action in Teacher Education.
34(5-6), 483-484.
-
Craig, C. J., & Gallavan, N. P.
(2012).
Section II. Summary. Action in Teacher Education.
34(5-6), 592-593.
-
Craig, C. J.
(2012).
Similarities among differences: an international sampling of interwoven themes. 18(5), 509-511.
-
Craig, C. J.
(2012).
"Butterfly Under a Pin": An Emergent Teacher Image amid Mandated Curriculum Reform. The Journal of Educational Research.
105(2), 90-101.
-
Keyes, D., & Craig, C.
(2012).
Chapter Two Burrowing and Broadening in the Storied Place of Teacher Education. Advances in Research on Teaching.
Volume 16(Issue art/2012/s1479-3687(2012)16/s1479-3687(), 23-49.
-
Gallavan, N. P., & Craig, C. J.
(2012).
Section I. Culture, Family, and Social Justice. Action in Teacher Education.
34(5-6), 398-400.
-
Gallavan, N. P., & Craig, C. J.
(2012).
Section I. Summary. Action in Teacher Education.
34(5-6), 480-482.
-
Olson, M. R., & Craig, C. J.
(2012).
Social Justice in Preservice and Graduate Education: A Reflective Narrative Analysis. Action in Teacher Education.
34(5-6), 433-446.
-
Craig, C. J.
(2012).
Tensions in Teacher Development and Community: Variations on a Recurring School Reform Theme. TEACHERS COLLEGE RECORD.
114(2), 1-28.
-
Craig, C. J., You, J., & Oh, S.
(2012).
Why school-based narrative inquiry in physical education research? An international perspective. Asia Pacific Journal of Education.
32(3), 271-284.
-
Gallavan, N. P., & Craig, C. J.
(2011).
Section I. Summary. Action in Teacher Education.
33(5-6), 476-477.
-
Gallavan, N. P., & Craig, C. J.
(2011).
Section III. Summary. Action in Teacher Education.
33(5-6), 596-597.
-
Gallavan, N. P., & Craig, C. J.
(2011).
Section IV. Global Connections. Action in Teacher Education.
33(5-6), 598-600.
-
Gallavan, N. P., & Craig, C. J.
(2011).
Section IV. Summary. Action in Teacher Education.
33(5-6), 658-659.
-
Gallavan, N. P., & Craig, C. J.
(2011).
Introduction. Action in Teacher Education.
33(5-6), 409-413.
-
Craig, C. J., & Gallavan, N. P.
(2011).
Section I. Self-Identity. Action in Teacher Education.
33(5-6), 414-415.
-
Gallavan, N. P., & Craig, C. J.
(2011).
Section II. Summary. Action in Teacher Education.
33(5-6), 537-539.
-
Gallavan, N. P., & Craig, C. J.
(2011).
Section II. Teacher Education. Action in Teacher Education.
33(5-6), 478-480.
-
Craig, C. J., & Gallavan, N. P.
(2011).
Section III. Classroom Practice. Action in Teacher Education.
33(5-6), 540-541.
-
Craig, C. J.
(2011).
NARRATIVE INQUIRY IN TEACHING AND TEACHER EDUCATION. 13(Issue art/2011/s1479-3687(2011)13/s1479-3687(), 19-42.
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Craig, C. J., & Deretchin, L. F.
(2010).
Afterword. Action in Teacher Education.
32(5-6), 265-265.
-
Craig, C. J., & Deretchin, L. F.
(2010).
Introduction. Action in Teacher Education.
32(5-6), xi-xii.
-
Craig, C. J., & Deretchin, L. F.
(2010).
Overview and Framework. Action in Teacher Education.
32(5-6), 3-4.
-
Craig, C. J., & Deretchin, L. F.
(2010).
Overview and Framework. Action in Teacher Education.
32(5-6), 107-108.
-
Craig, C. J., & Deretchin, L. F.
(2010).
Summary and Implications. Action in Teacher Education.
32(5-6), 103-104.
-
Craig, C. J., & Deretchin, L. F.
(2010).
Summary and Implications. Action in Teacher Education.
32(5-6), 262-264.
-
Craig, C. J.
(2010).
"Evaluation gone Awry": The teacher experience of the summative evaluation of a school reform initiative. Teaching and Teacher Education : An International Journal of Research and Studies.
26(6), 1290-1299.
-
Craig, C.
(2010).
Coming full circle: from teacher reflection to classroom action and places in-between. 16(4), 423-435.
-
Craig, C.
(2010).
Change, Changing, and Being Changed: A study of self in the throes of multiple accountability demands. Studying Teacher Education.
6(1), 63-73.
-
Craig, C. J.
(2010).
Chapter 11 Revisiting self in the midst of NCATE and other accountability demands. Advances in Research on Teaching.
Volume 12(Issue art/2010/s1479-3687(2010)12/s1479-3687(), 183-198.
-
Craig, C. J.
(2010).
Fictionalising a future for a field: Engaging possibilities in curriculum research. CURRICULUM MATTERS.
6, 48-65.
-
Craig, C. J.
(2010).
Teachers as learners: Critical discourse on challenges and opportunities, O. Kwo (Ed.). Comparative Education Research Centre, The University of Hong Kong and Springer, Hong Kong (2010). p. 350. Teaching and Teacher Education : An International Journal of Research and Studies.
26(7), 1490-1492.
-
Craig, C. J.
(2010).
The humanistic teacher: First the child, then curriculum. Teaching and Teacher Education : An International Journal of Research and Studies.
26(3), 742-743.
-
Craig, C. J.
(2009).
Research in the Midst of Organized School Reform: Versions of Teacher Community in Tension. American Educational Research Journal.
46(2), 598-619.
-
Olson, M. R., & Craig, C. J.
(2009).
"Small" Stories and Meganarratives: Accountability in Balance. TEACHERS COLLEGE RECORD.
111(2), 547-572.
-
Craig, C. J.
(2009).
Flights from the field and the plight of teacher education: a personal perspective. Journal of Curriculum Studies.
41(5), 605-624.
-
Craig, C. J.
(2009).
Learning about reflection through exploring narrative inquiry. Reflective Practice.
10(1), 105-116.
-
Craig, C. J.
(2009).
Research on the Boundaries: Narrative Inquiry in the Midst of Organized School Reform. The Journal of Educational Research.
103(2), 123-136.
-
Craig, C. J.
(2009).
The Contested Classroom Space: A Decade of Lived Educational Policy in Texas Schools. American Educational Research Journal.
46(4), 1034-1059.
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Olson, M. R., & Craig, C. J.
(2009).
Traveling stories: Converging milieus and educative conundrums. Teaching and Teacher Education : An International Journal of Research and Studies.
25(8), 1077-1085.
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Craig, C. J., & Deretchin, L. F.
(2008).
Afterword. Action in Teacher Education.
29(5-6), 441-441.
-
Craig, C. J., & Deretchin, L. F.
(2008).
Introduction. Action in Teacher Education.
29(5-6), xv-xviii.
-
Craig, C. J., & Deretchin, L. F.
(2008).
Overview and Framework. Action in Teacher Education.
29(5-6), 219-220.
-
Craig, C. J., & Deretchin, L. F.
(2008).
Overview and Framework. Action in Teacher Education.
29(5-6), 403-403.
-
Craig, C. J., & Deretchin, L. F.
(2008).
Overview and Framework. Action in Teacher Education.
29(5-6), 47-48.
-
Craig, C. J., & Deretchin, L. F.
(2008).
Overview and Framework. Action in Teacher Education.
29(5-6), 155-156.
-
Craig, C. J., & Deretchin, L. F.
(2008).
Summary and Implications. Action in Teacher Education.
29(5-6), 437-439.
-
Craig, C. J., & Deretchin, L. F.
(2008).
Summary and Implications. Action in Teacher Education.
29(5-6), 41-43.
-
Craig, C. J., & Deretchin, L. F.
(2008).
Summary and Implications. Action in Teacher Education.
29(5-6), 147-151.
-
Craig, C. J., & Deretchin, L. F.
(2008).
Summary and Implications. Action in Teacher Education.
29(5-6), 213-215.
-
Craig, C. J., & Deretchin, L. F.
(2008).
Summary and Implications. Action in Teacher Education.
29(5-6), 395-399.
-
Craig, C. J., & Deretchin, L. F.
(2008).
Summary and Implications. Action in Teacher Education.
29(5-6), 287-290.
-
Craig, C. J.
(2008).
Joseph Schwab, self-study of teaching and teacher education practices proponent? A personal perspective. Teaching and Teacher Education : An International Journal of Research and Studies.
24(8), 1993-2001.
-
Craig, C. J.
(2007).
Illuminating qualities of knowledge communities in a portfoliomaking context. 13(6), 617-636.
-
Craig, C. J.
(2007).
Dilemmas in crossing the boundaries: From K-12 to higher education and back again. Teaching and Teacher Education : An International Journal of Research and Studies.
23(7), 1165-1176.
-
Craig, C. J.
(2007).
Narrative inquiries of geographically close schools: Stories given, lived, and told. TEACHERS COLLEGE RECORD.
109(1), 160-191.
-
Craig, C. J.
(2007).
Story constellations: A narrative approach to contextualizing teachers' knowledge of school reform. Teaching and Teacher Education : An International Journal of Research and Studies.
23(2), 173-188.
-
Craig, C.
(2006).
Change, Changing, and Being Changed: A Self-study of a teacher educator's becoming real in the throes of urban school reform. Studying Teacher Education.
2(1), 105-116.
-
Craig, C. J.
(2006).
Why is dissemination so difficult? The nature of teacher knowledge and the spread of curriculum reform. American Educational Research Journal.
43(2), 257-293.
-
*, C.
(2005).
The epistemic role of novel metaphors in teachers knowledge constructions of school reform. Teachers and Teaching: Theory and Practice.
11(2), 195-208.
-
Olson, M. R., & Craig, C. J.
(2005).
Uncovering cover stories: Tensions and entailments in the development of teacher knowledge. 35(2), 161-182.
-
Craig, C. J.
(2004).
The Dragon in School Backyards: The Influence of Mandated Testing on School Contexts and Educators Narrative Knowing. TEACHERS COLLEGE RECORD.
106(6), 1229-1257.
-
Craig, C. J.
(2004).
The dragon in school backyards: The influence of mandated testing on school contexts and educators' narrative knowing. TEACHERS COLLEGE RECORD.
106(6), 1229-1257.
-
Craig, C. J.
(2004).
Shifting boundaries on the professional knowledge landscape: When teacher communications become less safe. 34(4), 395-424.
-
Craig, C. J.
(2003).
Learning from teaching in literacy education. TEACHERS COLLEGE RECORD.
105(7), 1381-1386.
-
Craig, C. J.
(2003).
Characterizing the human experience of reform in an urban middle-school context. Journal of Curriculum Studies.
35(5), 627-648.
-
Craig, C. J.
(2003).
School portfolio development - A teacher knowledge approach. Journal of Teacher Education.
54(2), 122-134.
-
Craig, C. J.
(2003).
What teachers come to know through school portfolio development. Teaching and Teacher Education : An International Journal of Research and Studies.
19(8), 815-827.
-
Craig, C. J.
(2002).
A Meta-Level Analysis of the Conduit in Lives Lived and Stories Told. Teachers and Teaching: Theory and Practice.
8(2), 197-221.
-
Craig, C.
(2001).
No satisfaction: A case of the monkey's paw,' top-down school reform, and the conduit. Curriculum Inquiry.
31(3), 348-350.
-
Craig, C. J.
(2001).
The relationships between and among teachers' narrative knowledge, communities of knowing, and school reform: A case of the monkey's paw. Curriculum Inquiry.
31(3), 328-331.
-
Olson, M. R., & Craig, C. J.
(2001).
Opportunities and challenges in the development of teachers' knowledge: the development of narrative authority through knowledge communities. 17(6), 667-684.
-
Craig, C. J.
(2001).
A Collaborative View of Knowledge in a Knowledge Society: An International Perspective. International Journal of Value-Based Management.
14(1), 27-34.
-
Craig, C. J.
(2001).
No satisfaction: "A Case of 'The Monkey's Paw,'" top-down school reform, and the conduit. Curriculum Inquiry.
31(3), 341-350.
-
Craig, C. J.
(2001).
The relationships between and among teachers' narrative knowledge, communities of knowing, and school reform: A case of "The monkey's paw". Curriculum Inquiry.
31(3), 303-331.
-
Craig, C. J.
(2000).
Stories of schools/teacher stories: a two-part invention on the walls theme. Curriculum Inquiry.
30(1), 38-41.
-
Craig, C. J.
(2000).
Stories of schools/teacher stories: A two-part invention on the walls theme. Curriculum Inquiry.
30(1), 11-41.
-
Craig, C. J.
(1999).
Parallel stories: a way of contextualizing teacher knowledge. 15(4), 397-411.
-
Craig, C. J.
(1998).
The influence of context on one teacher's interpretive knowledge of team teaching. 14(4), 371-383.
-
Craig, C. J.
(1998).
Lessons Students Teach: Learning from Carla and Bob. Teaching Education.
10(1), 79-84.
-
Craig, C. J.
(1997).
Telling Stories: Accessing Beginning Teacher Knowledge. Teaching Education.
9(1), 61-68.
-
CRAIG, C. J.
(1995).
KNOWLEDGE COMMUNITIES - A WAY OF MAKING SENSE OF HOW BEGINNING TEACHERS COME TO KNOW IN THEIR PROFESSIONAL KNOWLEDGE CONTEXTS. Curriculum Inquiry.
25(2), 151-175.
-
Craig, C. J.
(1995).
Knowledge Communities: A Way of Making Sense of How Beginning Teachers Come to Know in Their Professional Knowledge Contexts. Curriculum Inquiry.
25(2), 151-175.
-
You, J., Lee, H., & Craig, C. J.
Remaking textbook policy: analysis of national curriculum alignment in Korean school textbooks. Asia Pacific Journal of Education.
39(1), 14-30.
-
Craig, C. J., Flores, M. A., & Orland-Barak, L.
(2023).
A "life of optimism" in curriculum, teaching, and teacher education: the legacy of Miriam Ben-Peretz. 55(6), 734-745.
-
book
-
Craig, C. J., McDonald, D. M., & Curtis, G. A.
(2023).
Learning, Leading, and the Best-Loved Self in Teaching and Teacher Education. Ed. Craig, Cheryl.
Springer Nature.
-
Craig, C. J.
(2022).
A Life of Optimism Selected Works of Miriam Ben-Peretz. Ed. A Life of Optimism Selected Works of Miriam Ben-Peretz.
BRILL.
-
Craig, C. J.
(2020).
Curriculum Making, Reciprocal Learning, and the Best-Loved Self. Palgrave MacMillan.
-
Craig, C. J., Turchi, L., & McDonald, D. M.
(2020).
Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education Cases of Learning and Leading. Palgrave MacMillan.
-
Craig, C. J., Curtis, G. A., Kelley, M., Martindell, P. T., & Prez, M. M.
(2020).
Knowledge Communities in Teacher Education, Sustaining Collaborative Work. Springer Nature.
-
Clift, R. T., Loughran, J., Mills, G. E., & Craig, C. J.
(2015).
Inside the Role of Dean, International perspectives on leading in higher education. Taylor & Francis.
-
Craig, C. J.
(2003).
Narrative Inquiries of School Reform Storied Lives, Storied Landscapes, Storied Metaphors. IAP.
-
Craig, C. J., McDonald, D. M., & Curtis, G. A.
(2023).
Learning, Leading, and the Best-Loved Self in Teaching and Teacher Education. Ed. Craig, Cheryl.
Springer Nature.
-
chapter
-
Kelley, M., Curtis, G. A., & Craig, C. J.
(2023).
Annals, Chronicles, and Narratives of Collaborative Professional Growth. Exploring Meaningful and Sustainable Intentional Learning Communities for P-20 Educators.
(pp. 27-49).
IGI Global.
-
Scaramuzzo, P., Calabrese, J. E., & Craig, C. J.
(2023).
A Narrative Inquiry Investigating Teacher Burnout at a Bronx New York Middle School in 2020. Advances in Research on Teaching.
Drawn to the Flame.
(pp. 27-46).
Emerald.
-
Singer, E. A., Etchells, M. J., & Craig, C. J.
(2023).
Final Thoughts. Advances in Research on Teaching.
Drawn to the Flame.
(pp. 225-226).
Emerald.
-
Singer, E. A., Etchells, M. J., & Craig, C. J.
(2023).
Introduction: The Burning Out of Teachers and Administrators in Public Education. Advances in Research on Teaching.
Drawn to the Flame.
(pp. 1-5).
Emerald.
-
Craig, C. J.
(2023).
Data Is [G]od: The Influence of Cumulative Policy Reforms on Teachers' Knowledge in an Urban Middle School in the United States. Advances in Research on Teaching.
Teaching and Teacher Education in International Contexts.
(pp. 131-159).
Emerald.
-
Lee, H., Park, E., Rios, A., Li, J., & Craig, C. J.
(2023).
Digital and Musical Faces of a Generative Narrative Inquiry: Restorying the Wounded Healer Story. Advances in Research on Teaching.
Studying Teaching and Teacher Education.
(pp. 127-147).
Emerald.
-
Parker, D. C., & Craig, C. J.
(2023).
Experience Leads the Way: What Makes Narrative Inquiry Critical. Advances in Research on Teaching.
Studying Teaching and Teacher Education.
(pp. 91-109).
Emerald.
-
Flores, M. A., Parker, D. C., Marcondes, M. I., & Craig, C. J.
(2023).
Multinational Policy Analyses: Third Time Around. Advances in Research on Teaching.
Teaching and Teacher Education in International Contexts.
(pp. 273-287).
Emerald.
-
Craig, C. J.
(2023).
The Intersection Where Excessive Entitlement and the Best-Loved Self Meet: Stories of Experience. Advances in Research on Teaching.
Studying Teaching and Teacher Education.
(pp. 231-242).
Emerald.
-
Craig, C. J.
(2023).
Tribute to Freema Elbaz-Luwisch. Advances in Research on Teaching.
Approaches to Teaching and Teacher Education.
(pp. 11-13).
Emerald.
-
Pinnegar, E., & Craig, C. J.
(2023).
Tribute to Jean Clandinin. Advances in Research on Teaching.
Teaching and Teacher Education in International Contexts.
(pp. 7-9).
Emerald.
-
Craig, C. J., & Flores, M. A.
(2023).
Tribute to Miriam Ben-Peretz. Advances in Research on Teaching.
Teacher Education in the Wake of Covid-19.
(pp. 39-41).
Emerald.
-
Kane, R. G., & Craig, C. J.
(2023).
Tribute to Penny Haworth. Advances in Research on Teaching.
Teacher Education in the Wake of Covid-19.
(pp. 55-57).
Emerald.
-
Li, J., & Craig, C. J.
(2023).
Tribute to Xiaohong Yang. Advances in Research on Teaching.
Teacher Education in the Wake of Covid-19.
(pp. 71-72).
Emerald.
-
Craig, C. J.
(2023).
Challenges to lived curriculum making: 19902020. International Encyclopedia of Education(Fourth Edition).
(pp. 339-349).
Elsevier.
-
Craig, C. J., Flores, M. A., Marcondes, M. I., & Ciuffetelli Parker, D.
(2023).
Cases of Four International Reforming Contexts: Prelude to the Pandemic and Beyond. The Palgrave Handbook of Teacher Education Research.
(pp. 1431-1460).
Springer Nature.
-
Craig, C. J.
(2023).
The Best-Loved Self: Where to from Here?. Learning, Leading, and the Best-Loved Self in Teaching and Teacher Education.
(pp. 333-342).
Springer Nature.
-
Craig, C. J.
(2023).
Tracing the Roots of the Best-Loved Self. Learning, Leading, and the Best-Loved Self in Teaching and Teacher Education.
(pp. 9-29).
Springer Nature.
-
Monroy, M. B., Norton, M., & Craig, C. J.
(2023).
Unleashing the Best-Loved Self: Autobiographical Narratives of Experience in Higher Education. Learning, Leading, and the Best-Loved Self in Teaching and Teacher Education.
(pp. 171-193).
Springer Nature.
-
Kelley, M., Curtis, G. A., & Craig, C. J.
(2023).
Vignettes of the Best-Loved Self. Learning, Leading, and the Best-Loved Self in Teaching and Teacher Education.
(pp. 123-144).
Springer Nature.
-
Craig, C.
(2022).
Eros and Education: Miriam Ben-Peretzs Favorite Work. Orland-Barak, L., Flores, M. A., Guberman, A., & Craig, C. J. (Eds.),
A Life of Optimism Selected Works of Miriam Ben-Peretz.
BRILL.
-
Ben-Peretz, M., & Craig, C.
(2022).
Intergenerational Impact of a Curriculum Enigma: The Scholarly Legacy of Joseph J. Schwab. Orland-Barak, L., Flores, M. A., Guberman, A., & Craig, C. J. (Eds.),
A Life of Optimism Selected Works of Miriam Ben-Peretz.
BRILL.
-
Craig, C. J., Flores, M. A., Marcondes, M. I., & Ciuffetelli Parker, D.
(2022).
Cases of Four International Reforming Contexts: Prelude to the Pandemic and Beyond. The Palgrave Handbook of Teacher Education Research.
(pp. 1-30).
Springer Nature.
-
Craig, C. J.
(2021).
BACK IN THE MIDDLE (AGAIN): WORKING IN THE MIDST OF PROFESSORS AND GRADUATE STUDENTS. Advances in Research on Teaching.
UNDERSTANDING EXCESSIVE TEACHER AND FACULTY ENTITLEMENT.
(pp. 165-178).
Emerald.
-
Craig, C. J., & Ratnam, T.
(2021).
EXCESSIVE TEACHER/FACULTY ENTITLEMENT IN REVIEW: WHAT WE UNEARTHED, WHERE TO FROM HERE. Advances in Research on Teaching.
UNDERSTANDING EXCESSIVE TEACHER AND FACULTY ENTITLEMENT.
(pp. 273-283).
Emerald.
-
Ratnam, T., & Craig, C. J.
(2021).
INTRODUCTION: THE IDEA OF EXCESSIVE TEACHER ENTITLEMENT: BREAKING NEW GROUND. Advances in Research on Teaching.
UNDERSTANDING EXCESSIVE TEACHER AND FACULTY ENTITLEMENT.
(pp. 1-13).
Emerald.
-
Auzenne-Curl, C. T., Craig, C. J., & Curtis, G. A.
(2021).
Reflections on Research and Professional Development Partnerships in Post-Harvey Houston: Writing the Rip Tide. Advances in Research on Teaching.
Developing Knowledge Communities through Partnerships for Literacy.
(pp. 41-59).
Emerald.
-
Auzenne-Curl, C. T., & Craig, C. J.
(2021).
Research Across Four Pandemics: The End Is a Beginning. Advances in Research on Teaching.
Developing Knowledge Communities through Partnerships for Literacy.
(pp. 245-251).
Emerald.
-
Craig, C. J., Verma, R., Stokes, D. W., Evans, P. K., & Abrol, B.
(2021).
Parents' Influence on Undergraduate and Graduate Students' Entering the STEM Disciplines and STEM Careers. Advances in Research on Teaching.
Preparing Teachers to Teach the STEM Disciplines in Americas Urban Schools.
(pp. 109-133).
Emerald.
-
Evans, P. K., Stokes, D. W., & Craig, C. J.
(2021).
A Narrative Inquiry into Teaching Physics as Inquiry: One Teacher's Journey. Advances in Research on Teaching.
Preparing Teachers to Teach the STEM Disciplines in Americas Urban Schools.
(pp. 41-64).
Emerald.
-
Stokes, D. W., Evans, P. K., & Craig, C. J.
(2021).
Collaboration between a Physics Professor and a Physics Teacher/Teacher Educator. Advances in Research on Teaching.
Preparing Teachers to Teach the STEM Disciplines in Americas Urban Schools.
(pp. 27-40).
Emerald.
-
Craig, C. J., & Auzenne-Curl, C. T.
(2021).
Community, Identity, and Change: An Inquiry into Professional Development Partnerships for Literacy Education in Urban Context. Advances in Research on Teaching.
Developing Knowledge Communities through Partnerships for Literacy.
(pp. 1-18).
Emerald.
-
Evans, P. K., McAlister-Shields, L., Manuel, M., Stokes, D. W., Nguyen, H. a., & Craig, C. J.
(2021).
Examining the Impact of Informal Experiences on Preservice Teachers' Self-efficacy. Advances in Research on Teaching.
Preparing Teachers to Teach the STEM Disciplines in Americas Urban Schools.
(pp. 85-108).
Emerald.
-
Craig, C. J., Evans, P. K., & Stokes, D. W.
(2021).
Final Words. Advances in Research on Teaching.
Preparing Teachers to Teach the STEM Disciplines in Americas Urban Schools.
(pp. 227-230).
Emerald.
-
Evans, P. K., Craig, C. J., & Manuel, M.
(2021).
Generative Mentorship: Exemplars from a STEM Teacher Preparation Program. Teacher Induction and Mentoring.
(pp. 135-171).
Springer Nature.
-
Craig, C. J., Evans, P. K., Verma, R., Stokes, D. W., & Li, J.
(2021).
In Praise of Unsung Teachers: Teachers' Influences on Students Enrolling in STEM Programs with the Intent of Entering STEM Careers. Advances in Research on Teaching.
Preparing Teachers to Teach the STEM Disciplines in Americas Urban Schools.
(pp. 135-158).
Emerald.
-
Craig, C. J., Evans, P. K., & Stokes, D. W.
(2021).
Overview of the Book. Advances in Research on Teaching.
Preparing Teachers to Teach the STEM Disciplines in Americas Urban Schools.
(pp. 1-5).
Emerald.
-
Evans, P. K., Craig, C. J., Stokes, D. W., & Morgan, J.
(2021).
Overview of the teach HOUSTON Program *. Advances in Research on Teaching.
Preparing Teachers to Teach the STEM Disciplines in Americas Urban Schools.
(pp. 7-26).
Emerald.
-
Martindell, P. T., Craig, C. J., & Auzenne-Curl, C. T.
(2021).
Reflective Conversation on the Value of Longevity as Collaborators in Education. Advances in Research on Teaching.
Developing Knowledge Communities through Partnerships for Literacy.
(pp. 153-167).
Emerald.
-
Li, J., Evans, P. K., Craig, C. J., Stokes, D. W., Verma, R., & Zhu, G.
(2021).
The Influence of Professors on Students Enrolled in the STEM Programs with the Intent of Embarking on STEM Careers. Advances in Research on Teaching.
Preparing Teachers to Teach the STEM Disciplines in Americas Urban Schools.
(pp. 159-177).
Emerald.
-
Li, J., Craig, C. J., Gale, T., Norton, M., Zhu, G., Evans, P. K., Stokes, D. W., & Verma, R.
(2021).
The Value of STEM Scholarship Grants to Undergraduate and Graduate Students Intending to Study the STEM Disciplines and Pursue STEM Careers. Advances in Research on Teaching.
Preparing Teachers to Teach the STEM Disciplines in Americas Urban Schools.
(pp. 179-200).
Emerald.
-
Evans, P. K., Manuel, M., Nguyen, H. a., Stokes, D. W., Craig, C. J., Han, X., & Morgan, J.
(2021).
Where Are the teach HOUSTON Preservice Candidates Now? Are They Still in the Urban Teacher Force?. Advances in Research on Teaching.
Preparing Teachers to Teach the STEM Disciplines in Americas Urban Schools.
(pp. 201-226).
Emerald.
-
Curtis, G. A., & Craig, C. J.
(2020).
Faculty Academy: A New Version of an Established Concept of Collaboration. Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education.
(pp. 9-24).
Springer Nature.
-
Craig, C. J., & Curtis, G. A.
(2020).
Theoretical Roots of Self-Study Research. International Handbook of Self-Study of Teaching and Teacher Education Practices.
(pp. 57-96).
Springer Nature.
-
Craig, C. J., & Curtis, G. A.
(2020).
Theoretical Roots of Self-Study Research. 2nd International Handbook of Self-Study of Teaching and Teacher Education.
(pp. 1-40).
Springer Nature.
-
Craig, C. J., & Curtis, G. A.
(2020).
Theoretical Roots of Self-Study Research. 2nd International Handbook of Self-Study of Teaching and Teacher Education.
(pp. 1-40).
Springer Nature.
-
Raven, S., Davis, T. J., & Craig, C. J.
(2020).
The MentorMentee Faculty Relationship: Cases of Reciprocal Learning and Leading. Craig, C. J., Turchi, L., & McDonald, D. M. (Eds.),
Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education: Cases of Learning and Leading.
(pp. 83-95).
Springer International Publishing.
-
McDonald, D., Craig, C., & Curtis, G.
(2019).
A Big Picture View of Teacher Induction Experiences Across the Disciplines Helping Policy Makers See the Forest Through the Trees. FACING CHALLENGES AND COMPLEXITIES IN RETENTION OF NOVICE TEACHERS.
(pp. 279-282).
-
Craig, C. J.
(2019).
Positioning Others in Self-Facing Inquiries: Ethical Challenges in Self-Study of Teaching and Teacher Education Research. ETHICS, SELF-STUDY RESEARCH METHODOLOGY AND TEACHER EDUCATION.
(pp. 29-43).
Springer Nature.
-
McDonald, D., Craig, C. J., & Curtis, G.
(2019).
SITUATING TEACHER INDUCTION IN THE URBAN TEACHING CONTEXT A Journey Through New Terrain as Novice Teachers' Share Stories of Finding Their Way. FACING CHALLENGES AND COMPLEXITIES IN RETENTION OF NOVICE TEACHERS.
(pp. 1-2).
-
Craig, C. J., Evans, P., Li, J., & Stokes, D.
(2019).
THE GORDIAN KNOT OF TEACHER INDUCTION When Context Trumps Teacher Preparation and the Desire to Teach. FACING CHALLENGES AND COMPLEXITIES IN RETENTION OF NOVICE TEACHERS.
(pp. 185-203).
-
Craig, C. J.
(2019).
Sustaining Self and Others in the Teaching Profession: A Personal Perspective. International Research, Policy and Practice in Teacher Education.
(pp. 79-91).
Springer Nature.
-
Craig, C. J.
(2018).
Pre-Service Teacher Education and Induction in Southwest China A Narrative Inquiry through Cross-Cultural Teacher Development FOREWORD. PRE-SERVICE TEACHER EDUCATION AND INDUCTION IN SOUTHWEST CHINA: A NARRATIVE INQUIRY THROUGH CROSS-CULTURAL TEACHER DEVELOPMENT.
(pp. V-VI).
-
Craig, C. J., Evans, P., Bott, S., Stokes, D., & Abrol, B.
(2017).
Attracting, Preparing, and Retaining Teachers in High Need Areas: A Science as Inquiry Model of Teacher Education. A Companion to Research in Teacher Education.
(pp. 455-470).
Springer Nature.
-
Craig, C. J.
(2017).
Sustaining Teachers: Attending to the Best-Loved Self in Teacher Education and Beyond. QUALITY OF TEACHER EDUCATION AND LEARNING: THEORY AND PRACTICE.
(pp. 193-205).
Springer Nature.
-
Craig, C. J., Zou, Y., & Curtis, G.
(2016).
Preservice Teachers' Reflective Journaling: A Way to Know Culture. Chi-Kin Lee, J., & Day, C. (Eds.),
QUALITY AND CHANGE IN TEACHER EDUCATION: WESTERN AND CHINESE PERSPECTIVES.
(pp. 175-194).
Springer Nature.
-
Craig, C. J.
(2016).
Structure of Teacher Education. International Handbook of Teacher Education.
(pp. 69-135).
Springer Nature.
-
Craig, C. J., & Orland-Barak, L.
(2015).
Deaning: Duty and desire. Inside the Role of Dean: International Perspectives on Leading in Higher Education.
(pp. 152-161).
-
Clift, R. T., Loughran, J., Mills, G. E., & Craig, C. J.
(2015).
Preface. (pp. x-xi).
-
Craig, C. J., & Orland-Barak, L.
(2015).
Concluding Chapter (Part C) Abstract. Advances in Research on Teaching.
International Teacher Education: Promising Pedagogies (Part C).
(pp. 365-377).
Emerald.
-
Orland-Barak, L., & Craig, C. J.
(2015).
Foreword Abstract. Advances in Research on Teaching.
International Teacher Education: Promising Pedagogies (Part C).
(pp. 1-10).
Emerald.
-
Orland-Barak, L., & Craig, C. J.
(2015).
INTERNATIONAL TEACHER EDUCATION: PROMISING PEDAGOGIES (PART C) FOREWORD. Advances in Research on Teaching.
INTERNATIONAL TEACHER EDUCATION: PROMISING PEDAGOGIES, PT C.
(pp. 1-10).
-
Craig, C. J., & Orland-Barak, L.
(2015).
International Teacher Education: Promising Pedagogies (Part C). Advances in Research on Teaching.
Craig, C. J., & Orland-Barak, L. (Eds.),
International Teacher Education: Promising Pedagogies (Part C).
(pp. iii-iii).
Emerald.
-
Craig, C. J., & Orland-Barak, L.
(2015).
Series Concluding Chapter (Parts A, B and C) Abstract Notes. Advances in Research on Teaching.
International Teacher Education: Promising Pedagogies (Part C).
(pp. 379-387).
Emerald.
-
Craig, C. J., & Orland-Barak, L.
(2015).
VEHICLES OF TEACHER EDUCATION RESEARCH AND DISSEMINATION CONCLUDING CHAPTER (PART C). Advances in Research on Teaching.
INTERNATIONAL TEACHER EDUCATION: PROMISING PEDAGOGIES, PT C.
(pp. 365-377).
-
Craig, C. J., & Orland-Barak, L.
(2015).
VEHICLES OF TEACHER EDUCATION RESEARCH AND DISSEMINATION SERIES CONCLUDING CHAPTER (PARTS A, B AND C). Advances in Research on Teaching.
INTERNATIONAL TEACHER EDUCATION: PROMISING PEDAGOGIES, PT C.
(pp. 379-387).
-
Orland-Barak, L., & Craig, C. J.
(2015).
Foreword. Advances in Research on Teaching.
(pp. 1-10).
-
Craig, C. J., & Orland-Barak, L.
(2014).
International Teacher Education: Promising Pedagogies (Part A). Advances in Research on Teaching.
Craig, C. J., & Orland-Barak, L. (Eds.),
International Teacher Education: Promising Pedagogies (Part A).
(pp. iii-iii).
Emerald.
-
Craig, C.
(2013).
COMPOSING LIVES IN TRANSITION: A NARRATIVE INQUIRY INTO THE EXPERIENCES OF EARLY SCHOOL LEAVERS Foreword. COMPOSING LIVES IN TRANSITION: A NARRATIVE INQUIRY INTO THE EXPERIENCES OF EARLY SCHOOL LEAVERS.
(pp. XV-XVI).
-
Craig, C. J., Meijer, P. C., & Broeckmans, J.
(2013).
FROM TEACHER THINKING TO TEACHERS AND TEACHING: THE EVOLUTION OF A RESEARCH COMMUNITY FOREWORD. Advances in Research on Teaching.
FROM TEACHER THINKING TO TEACHERS AND TEACHING: THE EVOLUTION OF A RESEARCH COMMUNITY.
(pp. XV-XVIII).
Emerald Group Publishing.
-
Weinburgh, M. H., & Silva, C.
(2013).
An Instructional Theory for English Language Learners The 5R Model for Enhancing Academic Language Development in Inquiry-Based Science. HANDBOOK OF EDUCATIONAL THEORIES.
(pp. 293-303).
-
Craig, C. J.
(2013).
Back to the Future. Flores, M. A., Carvalho, A. A., Ferreira, F. I., & Vilaça, M. T. (Eds.),
(pp. ix-x).
SensePublishers.
-
Craig, C. J., Meijer, P. C., & Broeckmans, J.
(2013).
Foreword. Advances in Research on Teaching.
(pp. xv-xviii).
Emerald Group Publishing Limited.
-
Keyes, D., & Craig, C.
(2012).
BURROWING AND BROADENING IN THE STORIED PLACE OF TEACHER EDUCATION. Advances in Research on Teaching.
NARRATIVE INQUIRERS IN THE MIDST OF MEANING-MAKING: INTERPRETIVE ACTS OF TEACHER EDUCATORS.
(pp. 23-49).
-
Craig, C. J.
(2012).
KATHERINE VICKERY (1953-1958) Female Visionary. CENTURY OF LEADERSHIP: BIOGRAPHIES OF KAPPA DELTA PI PRESIDENTS.
(pp. 65-73).
-
Craig, C.
(2012).
Professional Development through a Teacher-as-Curriculum-Maker Lens. Kooy, M., & van Veen, K. (Eds.),
TEACHER LEARNING THAT MATTERS: INTERNATIONAL PERSPECTIVES.
(pp. 100-112).
Taylor & Francis.
-
Craig, C. J.
(2011).
ADVANCES IN RESEARCH ON TEACHING VOLUME 15 ADOLESCENT BOYS' LITERATE IDENTITY FOREWORD. Advances in Research on Teaching.
ADOLESCENT BOY'S LITERATE IDENTITY.
(pp. IX-X).
-
Craig, C. J.
(2011).
BOYS' STORIES AS A PRACTICAL PART OF CLASSROOM LIFE. Advances in Research on Teaching.
ADOLESCENT BOY'S LITERATE IDENTITY.
(pp. 113-121).
-
Craig, C. J.
(2011).
DUAL ROLE NEGOTIATION AS TEACHER AND RESEARCHER. Advances in Research on Teaching.
ADOLESCENT BOY'S LITERATE IDENTITY.
(pp. 15-33).
-
Craig, C. J.
(2011).
LITERATE IDENTITY AS EDIBLE CAPITAL. Advances in Research on Teaching.
ADOLESCENT BOY'S LITERATE IDENTITY.
(pp. 63-81).
-
Craig, C. J.
(2011).
NOTE TO READERS: NARRATIVE REPRESENTATIONS OF NARRATIVE INQUIRY RESEARCH. Advances in Research on Teaching.
ADOLESCENT BOY'S LITERATE IDENTITY.
(pp. XI-+).
-
Craig, C. J.
(2011).
ADVANCES IN RESEARCH ON TEACHING VOLUME 15 ADOLESCENT BOYS' LITERATE IDENTITY AFTERWORD. Advances in Research on Teaching.
ADOLESCENT BOY'S LITERATE IDENTITY.
(pp. 123-129).
-
Craig, C. J.
(2011).
COMEDIC INTEGRATION IN BOYS' STORIES OF THEIR LITERACIES. Advances in Research on Teaching.
ADOLESCENT BOY'S LITERATE IDENTITY.
(pp. 83-101).
-
Craig, C. J.
(2011).
PREFACE: NARRATIVE INQUIRY HEMSTITCHES IN THIS RESEARCH. Advances in Research on Teaching.
ADOLESCENT BOY'S LITERATE IDENTITY.
(pp. XV-XXII).
-
Craig, C. J.
(2011).
SPACES FOR COMPOSING LITERATE NARRATIVES. Advances in Research on Teaching.
ADOLESCENT BOY'S LITERATE IDENTITY.
(pp. 103-111).
-
Craig, C. J.
(2010).
REVISITING SELF IN THE MIDST OF NCATE AND OTHER ACCOUNTABILITY DEMANDS. Advances in Research on Teaching.
TENSIONS IN TEACHER PREPARATION: ACCOUNTABILITY, ASSESSMENT, AND ACCREDITATION.
(pp. 183-198).
-
Kelley, M., Gray, P. D., Reid, D. J., & Craig, C. J.
(2010).
Within K-12 Schools for School Reform: What Does it Take?. Lyons, N. (Eds.),
Handbook of Reflection and Reflective Inquiry: Mapping a Way of Knowing for Professional Reflective Inquiry.
(pp. 273-298).
Springer US.
-
Craig, C. J.
(2010).
Reflective Practice in the Professions: Teaching. HANDBOOK OF REFLECTION AND REFLECTIVE INQUIRY.
(pp. 189-214).
Springer Nature.
-
Craig, C. J.
(2009).
Teacher Research and Teacher as Researcher. International Handbook of Research on Teachers and Teaching.
(pp. 61-70).
Springer Nature.
-
Craig, C. J., & Ross, V.
(2008).
Cultivating the Image of Teachers as Curriculum Makers. The SAGE Handbook of Curriculum and Instruction.
(pp. 282-305).
SAGE Publications.
-
Kelley, M., Curtis, G. A., & Craig, C. J.
(2023).
Annals, Chronicles, and Narratives of Collaborative Professional Growth. Exploring Meaningful and Sustainable Intentional Learning Communities for P-20 Educators.
(pp. 27-49).
IGI Global.
editor of
-
book
-
Craig, C. J., McDonald, D. M., & Curtis, G. A.
(2023).
Learning, Leading, and the Best-Loved Self in Teaching and Teacher Education
Craig, C. J. (Eds.),
Springer Nature.
-
Craig, C. J.
(2022).
A Life of Optimism Selected Works of Miriam Ben-Peretz
Craig, C. J. (Eds.),
BRILL.
-
Loughran, J., & Hamilton, M. L.
(2016).
International Handbook of Teacher Education
Craig, C. J. (Eds.),
Springer.
-
Haworth, P., & Craig, C.
(2016).
The Career Trajectories of English Language Teachers
Craig, C. J. (Eds.),
Symposium Books Ltd.
-
Craig, C. J., & Deretchin, L. F.
(2011).
Cultivating Curious and Creative Minds The Role of Teachers and Teacher Educators
Craig, C. J. (Eds.),
R&L Education.
-
Craig, C. J., & Deretchin, L. F.
(2009).
Teacher Learning in Small-group Settings
Craig, C. J. (Eds.),
-
Craig, C. J., & Deretchin, L. F.
(2008).
Imagining a Renaissance in Teacher Education
Craig, C. J. (Eds.),
-
Deretchin, L. F., Craig, C. J., & Educators, A.
(2006).
International research on the impact of accountability systems
Craig, C. J. (Eds.),
-
Craig, C. J., McDonald, D. M., & Curtis, G. A.
(2023).
Learning, Leading, and the Best-Loved Self in Teaching and Teacher Education
Craig, C. J. (Eds.),
Springer Nature.
-
chapter
-
Craig, C. J., Meijer, P. C., & Broeckmans, J.
(2013).
FROM TEACHER THINKING TO TEACHERS AND TEACHING: THE EVOLUTION OF A RESEARCH COMMUNITY FOREWORD
Advances in Research on Teaching.
Emerald Group Publishing.
XV-XVIII.
-
Craig, C. J., Meijer, P. C., & Broeckmans, J.
(2013).
FROM TEACHER THINKING TO TEACHERS AND TEACHING: THE EVOLUTION OF A RESEARCH COMMUNITY FOREWORD
Advances in Research on Teaching.
Emerald Group Publishing.
XV-XVIII.
Teaching
teaching activities
- EDCI605 Qual Rsrch Mthds In C&i Instructor
- EDCI636 Educator As Researcher Instructor
- EDCI644 Curriculum Development Instructor
- EDCI645 Soc&educ In World Pers Instructor
- EDCI646 Instruction Theory Instructor
- EDCI684 Prof Internship Instructor
- EDCI685 Directed Studies Instructor
- EDCI689 Sptp: Exp Based Rsch I Instructor
- EDCI689 Sptp: Narrative Inquiry C&i Ii Instructor
- EDCI689 Sptp: Narrative Inquiry Ii Instructor
- EDCI691 Research Instructor
- EDCI703 Intl Teacher Education Instructor
- EDCI704 U.s. Teacher Education Instructor
- EDCI705 Studying Teacher Education Instructor
- EDCI706 Narrative Inquiry I Instructor
- EDCI707 Narrative Inquiry Ii Instructor
Works By Students
chaired theses and dissertations
-
Asadi, Lobat (2021-08). Art, Learning and Literacy: Parallel Monsters from Borderland Spaces.
-
Burgess, Michael (2020-07). Teacher Recruitment and Retention and the Minority Teacher Shortage among Latinx Teachers in the United States and Mexico.
-
Currens, Kimberly Ann (2023-01). Reading Mathematics--Eleven English Teachers Plus One Mathematics Teacher, the Scoping Review, and a New Survey: A Sequential Mixed Method, Three-Article Dissertation.
-
Davoodi, Amin (2021-08). Promoting Equity and Access for English Language Learners and Home-Bound Students: From Bilingual Education to Robot Assisted Learning.
-
Etchells, Matthew James (2018-12). How Pre-Service Teachers Make Sense and Form Professional Identities as Teachers During Initial Field Placement in an Alternative and Discipline Alternative Education Placement.
-
Gale, Tenesha (2020-05). Gentri-Migration: A Contextualized Journey into the Urbanization of Suburban Schools.
-
Gilley, Taylor Allison (2021-12). The Promise of Spring: Cultivating Resilience in Growing Educators.
-
Jones, Kevin Levar (2020-01). "Pick up Your Feet, Play Your Part; Drive, Drive, Drive": An African American Male Music Educator Successfully Teaching African American Males in Urban Secondary Schools.
-
Lee, Hyeseung (2019-07). Parallel Stories to Return by: A Spiritual Sense of Calling to Return to Integrated Being as Physical Educator.
-
Li, Jing (2018-05). Narrative Inquiries into Teachers' Fostering Their Best-Loved Selves in Rural China.
-
Meister, Samantha Marie (2018-06). Baptized by Fire: A Narrative Study of Two White Females Transitioning from Student to Teacher in an Urban School Context.
-
Meister, Samantha Marie (2018-08). Baptized by Fire: A Narrative Study of Two White Females Transitioning from Student to Teacher in an Urban School Context.
-
Mokuria, Vicki G. (2019-07). Turning Poison into Medicine: Exploring the Transformative Power of Soka Educational Philosophy through Narrative Inquiry.
-
Norton, Michele Lynn (2020-05). A Narrative Inquiry into Design-Based Learning Experiences, Transversal Skills, and Flourishing as Your Best-Loved Self.
-
Park, Eunhee (2021-08). Unearthing Embodied Truths in Curriculum and Instruction: Narrative Plotlines Through A Musical Lens.
-
Razmeh, Shakiba (2021-08). ESL Beyond the Classroom: Life Stories, Virtual Knowledge Communities, and Identity Reconstruction of Three Immigrants in the USA.
-
Rios, Ambyr Ruth Acton (2022-07). Cultivating Culturally Multidimensional Literacy Teachers: Examining Possibilities in Preservice Teacher Preparation.
-
Singer, Erin Anne (2019-10). Novice Teachers and Mentoring.
-
Wandix-White, Diana R. (2019-05). C.A.R.E: Calling All Responsible Educators.
-
Zhu, Gang (2018-08). Narrative Inquiry of Chinese and American Student Teachers' Professional Identities in Their Teaching Practicums: A Story Constellations Approach.
Background
education and training
- Ph.D., University of Alberta - (Edmonton, Alberta, Canada) 1992
- B.E., Brandon University - (Brandon, Manitoba, Canada) 1985
- M.Ed., University of Calgary - (Calgary, Alberta, Canada) 1980
- B.A. in History; English/Music, Brandon University - (Brandon, Manitoba, Canada) 1976
- University of Toronto - (Toronto, Ontario, Canada) , Postdoctoral Training 1994
awards and honors
- Association of Former Students University-Level Distinguished Achievement Award, The, conferred by Texas A&M University - (College Station, Texas, United States), 2023
- Noyce by the Numbers: 20 Years of Noyce, conferred by American Academy of Arts and Sciences - (Cambridge, Massachusetts, United States), 2022
- SEHD Senior Scholar Research Excellence Award, conferred by Texas A&M University - (College Station, Texas, United States), 2022
- Janusz Korczak Excellence in Education Award, conferred by Greater Houston Community Foundation - (Houston, Texas, United States), 2021
- NSF STEM for All Video Showcase Public Choice Award, conferred by Technical Education Research Centers - (Cambridge, Massachusetts, United States), 2021
- Division K Legacy Career Award, conferred by American Educational Research Association - (Washington D.C., District of Columbia, United States), 2021
- Division K Exemplary Research in Teaching and Teacher Education, conferred by American Educational Research Association - (Washington D.C., District of Columbia, United States), 2021
- ISATT ST²AR Award, conferred by International Study Association on Teachers and Teaching – ISATT - (Netherlands), 2019
- Outstanding Article Award, conferred by American Educational Research Association - (Washington D.C., District of Columbia, United States), 2019
- SEHD Mentor Award, conferred by Texas A&M University - (College Station, Texas, United States), 2017
- Wall of Fame Award, conferred by Brandon University - (Brandon, Manitoba, Canada), 2016
- Michael Huberman Award, conferred by American Educational Research Association - (Washington D.C., District of Columbia, United States), 2015
- Presidents Service to ATE Award, conferred by Association of Teacher Educators - (Fairfax, Virginia, United States), 2014
- Outstanding Article Award, conferred by American Educational Research Association - (Washington D.C., District of Columbia, United States), 2014
- Outstanding Service and Dedication to ISATT Award, conferred by International Study Association on Teachers and Teaching – ISATT - (Netherlands), 2013
- Outstanding Article Award, conferred by International Study Association on Teachers and Teaching – ISATT - (Netherlands), 2013
- Service Award, conferred by American Association for Teaching & Curriculum - (United States), 2013
- Literati Society of Excellence Award, conferred by Emerald Group Publishing - (Bingley, United Kingdom), 2012
- Division B Lifetime Achievement Award, conferred by American Educational Research Association - (Washington D.C., District of Columbia, United States), 2012
- Lifetime Achievement Award, conferred by American Educational Research Association - (Washington D.C., District of Columbia, United States), 2012
- Teaching Excellence Award, conferred by University of Houston - (Houston, Texas, United States), 2012
- Special Recognition of Long-Time Service Award, conferred by American Association for Teaching & Curriculum - (United States), 2011
- AERA Fellows, conferred by American Educational Research Association - (Washington D.C., District of Columbia, United States), 2011
- Outstanding Research Methodology Article, conferred by American Educational Research Association - (Washington D.C., District of Columbia, United States), 2009
- Distinguished Teacher Educator, conferred by Association of Teacher Educators - (Fairfax, Virginia, United States), 2007
- Research Mentorship Award, conferred by University of Houston - (Houston, Texas, United States), 2007
- Teacher Learning in Groups Award, conferred by Houston A+ Challenge - (Houston, Texas, United States), 2006
- Research Excellence Award, conferred by University of Houston - (Houston, Texas, United States), 2006
- Presidential Service Award, conferred by American Association for Teaching & Curriculum - (United States), 2005
- National Commendation as an Evaluator, conferred by United States Department of Education - (Washington D.C., District of Columbia, United States), 2004
- Teaching Excellence Award, conferred by University of Houston - (Houston, Texas, United States), 2004
- Service Award, conferred by American Association for Teaching & Curriculum - (United States), 2003
- External Funding Achievement Award, conferred by University of Houston - (Houston, Texas, United States), 2002
- External Funding Achievement Award, conferred by University of Houston - (Houston, Texas, United States), 2001
- Research Excellence Award, conferred by University of Houston - (Houston, Texas, United States), 2001
- Presidents Award, conferred by American Association for Teaching & Curriculum - (United States), 2000
- Fellow, conferred by Royal Canadian Geographical Society - (Ottawa, Ontario, Canada), 1996
- Social Studies Council Award of Excellence, conferred by The Alberta Teachers' Association - (Edmonton, Alberta, Canada), 1994
- Service Award, conferred by Kappa Delta Pi - (Indianapolis, Indiana, United States), 1993
- Teacher of the Year, conferred by Kappa Delta Pi - (Indianapolis, Indiana, United States), 1990
Contact
first name
- Cheryl
has last name
- Craig
mailing address
-
EDCT 402
Texas A&M University
Texas A&M University
College Station, TX 77843-4232
USA
Other
- cheryljcraig@gmail.com