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Cheryl Craig
Professor, Teaching, Learning, and Culture
Office Phone: Not provided
Other Title: Endowed Chair of Urban Education
Web Site: https://cheryljcraig.weebly.com/
Wednesday 11:00 am -1:00 pm
Thursday 2:00 pm -4:00 pm
Cheryl J. Craig is a Professor and the Houston Endowment Endowed Chair in Urban Education in the Department of Teaching, Learning and Culture in the College of Education and Human Development, Texas A&M University. Her empirical research is situated at the intersection where teaching and curriculum meet. Using the narrative inquiry research method, she conducts research with preservice and in-service teachers within reforming school contexts in Houston's urban core. Such campuses typically serve diverse, high poverty children at risk of school failure. Her research programs centers on the influence of various school reform agendas on teachers' knowledge developments and communities of knowing and the unintended consequences that school reform initiatives and educational policies may have on student learning. Cheryl J. Craig is a Past-President of the American Association of Teaching and Curriculum (2005), a Past Chair of the Narrative Research Special Interest Group and a Past Chair of the Portfolios and Refection in Teaching and Teacher Education Special Interest Group of the American Educational Research Association. For six years (2009-2015), she served as the Executive Secretary of the International Study Association of Teachers and Teaching. Cheryl J. Craig received a Literati Network Award in 2011 for a chapter she authored and outstanding paper awards from the American Educational Research Association in 2009 and 2014. In 2011, she was named an American Educational Research Association (AERA) Fellow, the most highly esteemed honor in the field of education. In 2012, she received the American Educational Research Association (AERA) Division B (Curriculum) Lifetime Achievement Award, the second most prestigious award in her area of study. In 2013, a paper authored by Cheryl Craig received ISATT's Outstanding Article award. Two of Dr. Craig's more recently conferred awards are the President's Award from the American Association of Teacher Educators, which she received in February of 2014, and the highly coveted Michael Huberman Award, her fifth American Educational Research Association award, which she received in February of 2015. Her latest acknowledgements are the 2016 Wall of Fame Award, the highest honor bestowed by Brandon University, her undergraduate university in Canada and the 2017 Mentoring Award from the College of Education and Human Development. Cheryl J. Craig is an Executive Editor of the Tier 1 journal, Teachers and Teaching: Theory and Practice and she sits on the editorial boards of Reflective Practice, a Sense Publishing book series and an Emerald book series. She is the Editor-in-Chief of the Information Age Publishing's curriculum book series..
1. Li, J.*, & Craig, C. (in press). A narrative inquiry into the fostering of a teacher-principal's best-loved self in an online teacher community in China. Journal of Education for Teaching, Impact Factor: .991 (In Press)
2. Craig, C., Evans, P.*, Verma, R., Stokes, D. & Li, J.* (in press). A tribute to "unsung teachers": Teachers' influences on students enrolling in STEM programs with the intent of entering STEM careers. European Journal of Teacher Education. Impact Factor: 1.239 (In Press)
3. Stokes, D., Evans, P.* & Craig, C. (in press). Developing STEM teachers through both informal and formal learning experiences. In J. Mena, A. Valcarcel, F. Garcia-Penalvo & M. Martin del Pozo. Search and research: Teacher education for contemporary contexts. (In Press)
4. Craig, C., Zou, Y. & Curtis, G.* (in press). Moving from arrogance to acceptance: Narratively shifting human perceptions through a China study abroad programme. Pedagogies: An International Journal, Impact Factor: .636 (In Press)
5. Craig, C. (in press). O desenvolvimento profissional de professores luz da perspetiva do professor como agente do currculo. Currculo e Avaliao. Lisbon, Portugal: De Facto Editora. (In Press)
6. Craig, C. & Curtis, G.* (in press). The theoretical roots of self-study of teaching and teacher education practices. In Handbook of Self-Study of Teaching and Teacher Education Practices. (In Press)
7. You, J., Lee, H.* & Craig, C. (in press). Textbook policy re-making: Analysis on national curriculum alignment in Korean school textbooks. Asia-Pacific Journal of Education. Impact Factor: .633 * (In Press)
8. McDonald, D., Craig, C., & Curtis, G.* (2018). A big picture view of teacher induction experiences across the disciplines: Helping policy makers see the forest through the trees. In D. McDonald (Ed.). Secondary teacher induction in urban America. Charlotte, NC: Information Age Publishing.
9. You, J., Craig, C., & Oh, S. (2018). Challenges in the new roles of physical education as liberal education in higher education. Quest. Impact Factor: 1.338
10. Exploring professional learning styles of beginning physical education teachers in learning community. Asia Pacific Educational Researcher,27(5), pp. 419-429. (with J. You, E. Lee & H. Kim) DOI: 10.1007/s40299-018-0402-5 Impact Factor: .633
11. Craig, C. (2018). From starting stories to leaving stories: The experiences of an urban English as a second language teacher. Research Papers in Education, 1-17. Impact Factor: 1.475
12. Ben-Peretz, M., & Craig, C. (2018). International impact of a curriculum enigma: The scholarly impact of Joseph J. Schwab, Educational Studies, 44(4), 421-448. Impact Factor: .639
13. Craig, C. (2018, January). Metaphors of knowing, doing and being: Capturing experience in teaching and teacher education. Teaching and Teacher Education. 69, 300-311. Impact Factor: 2.473
14. Craig, C. (2018). More to know and more to know about. Teachers and Teaching: Theory and Practice. 24(4), 329-331. Impact Factor: 2.378
15. McDonald, D., Craig, C., & Curtis, G.* (2018). Situating teacher induction in the urban teaching context: A journey through new terrain as novice teachers share stories of finding their way. In D. McDonald (Ed.). Secondary teacher induction in urban America. Charlotte, NC: Information Age Publishing.
16. Sustaining self and others in the teaching profession: A personal perspective. In J. Murray, A. Swennen & C. Kosnik (Eds.) International research, policy and practice in teacher education: Insiders' perspectives. Dordrecht, The Netherlands: Springer Press.
17. Craig, C. (2018). Teacher induction: A curriculum of life? In D. McDonald (Ed.). Secondary teacher induction in urban America. Charlotte, NC: Information Age Publishing.
18. Craig, C., Zou, Y. & Curtis, G.* (2018). The developing knowledge and identity of an Asian American teacher: A narrative inquiry into the influence of a China Study Abroad experience. Learning, Culture & Social Interaction, 17, 1-20. Impact Factor: 1.125
19. Craig, C., Evans, P.* & Li, J.* & Stokes, D. (2018). The Gordian knot of teacher induction. In D. McDonald (Ed.). Secondary teacher induction in urban America. Charlotte, NC: Information Age Publishing.
20. Craig, C., Verma, R., Stokes, D., Evans, P.* & Abrol, B.* (2018). The influence of parents on undergraduate and graduate students[48]19 entering the STEM disciplines and STEM careers. International Journal of Science Education, 40(6), 621-643. Impact Factor: 1.327
21. Craig, C., You, J., Zou, Y., Verma, R., Stokes, D., Evans, P.* & Curtis, G.* (2018). The narrative nature of embodied knowledge: A cross-study analysis of teaching, learning and living. Teaching and Teacher Education, 71, 329-340. Impact Factor: 2.473
22. Craig, C. (2017). International teacher attrition: Multiperspectival views. Teachers and Teaching: Theory and Practice.
23. Craig, C., You, J. & Oh, S. (2017). Pedagogy through the pearl metaphor: Teaching as a process of ongoing refinement, Journal of Curriculum Studies. 49(6), 757-781
24. Ciuffetelli-Parker, D., & Craig, C. (2017). Stories of poverty, poverty stories: An international inquiry. Urban Education, 52(1), 12-151
25. Craig, C. (2017). Support in teaching, teacher education and higher education: An international sampling, Teachers and Teaching: Theory and Practice, 23(3), 241-243.
26. Our academic sandbox: Scholarly identities shaped by play, tantrums, building castles and rebuffing backyard bullies. The Qualitative Report. 21(6), 1145-1163 (with D. McDonald, C. Markello & M. Kahn).
27. Teaching and learning: Participation and interaction, Teachers and Teaching: Theory and Practice, 22(3), 269-272
28. What the West could learn from the East: A reflective analysis, Teachers and Teaching: Theory and Practice, 22(7), 842-857 (with Y. Zou).
aggieTERM. (Co-PI)
Texas Education Agency (State)
Total Funding: 220,000.
STEM Scholarship Program with Promotion and Retention of STEM Education through Networking Team (PARENT) Support. (PI)
University of Houston - NSF (Federal)
Total Funding: 70,000.
ESPRIT de Corps: Expanding STEM Professionals Roles in Teaching. (PI)
University of Houston Downtown - NSF (Federal)
University of Houston – Leadership through Equity and Advocacy Development (UH-LEAD). (PI)
WITS Collaborative Evaluation. (PI)
Writers in the Schools (Private)
University of Houston: Learning through Informal and Formal Experiences (UH-LIFE). (PI)
EVALUATION PROPOSAL To Educate All Children (TEACH) Beginning. (Co-PI)
TEACH - To Educate All Children (Private)
Catapult Round 4 - Addressing Critical Junctures in Teaching and Teacher Education: The USTAR+1 Program ($30,000). (Co-PI)
Catapult Round 3 - The CREST Project: Community Research through Engagement in STEM Teaching (Funded amount $30,000). (Co-PI)
EDCI 689, EDCI 691, EDCI 704
EDCI 646, EDCI 684, EDCI 685, EDCI 689, EDCI 691, EDCI 705
EDCI 646, EDCI 685, EDCI 689, EDCI 691
EDCI 645
Jing Li (Summer, 2018), Ph.D.
Samantha Marie Meister (Summer, 2018), Ph.D.
Matthew James Etchells (Fall, 2018), Ph.D.
Vicki G. Mokuria (Summer, 2019), Ph.D.
Diana R. Wandix-White (Summer, 2019), Ph.D.
Erin Anne Singer (Fall, 2019), Ph.D.
editor (2017 - ). Teachers and Teaching: Theory and Practice
(2017). CEHD Mentoring Award. CEHD Mentoring Award
(2017). Foreign Expert Scholar International Award. Foreign Expert Scholar, East China Normal University, China (International Award)