Cheryl J Craig
Biographic Data
| ID | 283959 |
|---|---|
| NAME | Cheryl J Craig |
| GIVEN NAMES | Cheryl J |
| FAMILY NAME | Craig |
| SIGNATURE | CRAIG C J |
| AFFILIATIONS | Texas A&M University |
| ORCID | 0000-0002-3190-9116 |
| VERIFIED | Yes |
| TOTAL WORKS | 68 |
| TOTAL CITATIONS | 265 |
| AUTHOR COUNT | 67 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 9 |
Becoming an international teacher educator: A narrative account of identity-in-the-making
This autobiographical research focuses on my becoming an international teacher educator. Global marker points along the career continuum are elucidated. Using narrative inquiry’s interpretative tools of broadening, burrowing and storying-restorying, I dig deeply into ‘happenings’ and ‘doings’ in my career, which, over time and place, shaped my ‘being’. This article’s central research focus is ‘stories to live by’, teacher identity approached narr…
Where Have All the Schoolteachers Gone
The Quiet Architects: Celebrating the Scholarly Stewards of Peer Review
Towards Knowledge Mobilization in Teaching and Teacher Education: A Narrative Inquiry Journey
This article’s five research exemplars were created using the narrative inquiry tools of broadening, burrowing and storying-restorying. After that, serial interpretation, an overarching analytical device, was used to derive shared meaning from them. These narrative exemplars, each accompanied by carefully crafted research notes, probe a theme relating to the movement of research findings to practice and vice versa, a process known as knowledge tr…
Chain mentoring among STEM lead teachers in urban secondary schools in the mid-southern United States
Chain mentoring in a U.S. secondary STEM teacher education programme
A Narrative Inquiry into the Cultivation of a Classroom Knowledge Community in a Chinese Normal University
This narrative inquiry explores a vibrant classroom knowledge community in a Chinese normal university. By examining the teacher’s interactions, we analyze the community’s development through three perspectives: (1) the author’s narrative of the course outline, (2) the teacher’s narrative of classroom culture, and (3) students’ narratives of their growth. The author presents a student-centered model and seven steps for enacting the course, outlin…
I feel I am more open-minded than before: An International Journey of Becoming an Educational Researcher
It's Time for a Hard Reset: Reimagining Teacher Preparation in the United States by Elevating Residencies
What Matters For Mentors As Knowledge Mobilizers: Are They Easy Riders
Dead Spaces in Teaching and Teacher Education: What Are They? How Can They Be Overcome
Teacher Education in the Age of Generative Artificial Intelligence: Introducing the Special Issue
Multi-layered mentoring: Exemplars from a U.S. STEM teacher education program
This article presents a multi-layered approach to mentoring within an urban secondary teacher education program in the mid-southern United States. The featured case focuses on Science, Technology, Engineering and Mathematics (STEM), although multi-layered mentoring could occur in other subject areas or in general preservice teacher education. The goal is to address the shortage of qualified teachers in the school districts in one of the largest, …
Where the Good Ideas Are: 75 Years of the Journal of Teacher Education
Taking our lead from Karl Mannheim's sociology of knowledge theory, and utilizing qualitative content analyses of data extracted from editorials, articles, and public-facing documents, this current editorial details the story of how the myriad of editors for the Journal of Teacher Education (JTE) safeguarded a space to highlight ideas essential to research of preservice and inservice teacher education within an ever-changing global context for ne…
Engagement Matters: Reimagining Family, School, and Community Relations in Teacher Education to Improve Student Outcomes
The 5Ps of Holistic Policy Development: A Way Forward for Engaging Teacher Educators
Fishing for Topics in Teaching and Teacher Education: Finding Publishable Research in Large Data Pools
Drawing on the history of ideas, the use of knowledge, and what is known about research links, linkages, and interactivity, this 'fishing for topics' article focuses on how funded narrative inquiries move from fieldwork to contribute to the literature and what is known about teaching and the teaching profession. This fluid inquiry addresses the following research questions: (1) How are patterns/themes identified in data pools? (2) How are exempla…
Examining gender issues in education: Exploring confounding experiences on three female educators’ professional knowledge landscapes
Business sources report that it will take 124 years for females to achieve parity in the workforce. Parity relates to compensation but also includes working conditions. The latter topic is taken up in this article using narrative inquiry as our method of investigation. Narrative inquiry—inquiring into narratives—employs three research tools: broadening, burrowing and storying/re-storying. To these tools, fictionalization, a fourth tool, is added.…
Reimagining teacher education in light of the teacher shortage and the aftershock of Covid-19: Adjusting to a rapidly shifting world
In this article, we examine current and future challenges of the teaching profession by reimagining teacher education using Portugal and the USA (i.e. Texas) as examples. Our comparative analyses in this area began in 2016 when we discovered our common research interests and the relevance of these topics for our contexts. In this paper, we particularly focus on challenges related to i) the teacher shortage, ii) the nature of teachers’ work, iii) …
A “life of optimism” in curriculum, teaching, and teacher education: The legacy of Miriam Ben-Peretz
In 2020, Miriam Ben-Peretz, the Israel Scholar of 2006 and a member of the U.S. National Academy (in addition to being a recipient of Israel’s EMET Prize for Research in Education and an American Educational Research Association Fellow) passed away. Ben-Peretz, whose life patterned Israel’s contested history (including its wars), was equally well known worldwide and at home. This intellectual biography captures her career trajectory, her abridged…
A beginning teacher’s living of counter stories in a high-needs school in rural China
This narrative inquiry explores a beginning teacher’s counter story experiences in a high-needs secondary school in rural China. The study examines storied data culled from interviews, observations, and digital photos and videos of the participant’s daily life. The research intent was to discover how the participant teacher lived counter stories with his students and teacher colleagues amid the competing and conflicting dominant narratives inside…
(Re)Constructing Teacher Knowledge: Old Quests for New Reform
Years of Transforming Teacher Education
Toward Inquiry and Problem Posing in Teacher Education
Teacher Shortages: What Are We Short Of
The Relationships Between and Among Teachers’ Narrative Knowledge, Communities of Knowing, and School Reform: A Case of “The Monkey’s Paw” 1
Centering on the monkey’s paw metaphor, this narrative inquiry links teachers’ pedagogical practices with their professional-development experiences associated with a national reform movement that, in this situation, acted in a top-down manner. The longitudinal study illuminates the short- and long-term influence that the state-directed national reform initiative had on the story of a diverse, U.S. middle school and on the stories its teachers su…
Knowledge Communities: A Way of Making Sense of How Beginning Teachers Come to Know in Their Professional Knowledge Contexts
This article explores how a beginning teacher's personal practical knowledge was influenced by his experiences in his professional knowledge context. The work offers competing stories of what constitutes “the healthy school” and illustrates how the teacher's interpretive knowledge shifted as he storied and restoried his narratives of experience with particular people in his professional knowledge context. The people with whom the teacher construc…
Story constellations: A narrative approach to contextualizing teachers’ knowledge of school reform
Uncovering Cover Stories: Tensions and Entailments in the Development of Teacher Knowledge
Building on the research of Crites in theology and Clandinin and Connelly in education, the authors map out three variations of cover stories lived and told by pre-service and in-service teachers in order to clarify their scholarship and inform the research of others. We examine how these narratives are formed around canonical stories that teachers publicly claim to know (or show) and actually do know (but not as favored interpretations), and per…
Opportunities and challenges in the development of teachers’ knowledge: The development of narrative authority through knowledge communities
Teacher Shortages: What Are We Short Of
Coming to know in the ‘eye of the storm’: A beginning teacher's introduction to different versions of teacher community
Data is [G]od”: The influence of cumulative policy reforms on teachers’ knowledge in an urban middle school in the United States
The embodied nature of narrative knowledge: A cross-study analysis of embodied knowledge in teaching, learning, and life
Parallel stories: A way of contextualizing teacher knowledge
"Teacher Education and "Climate Change: In Navigating Multiple Pandemics, Is the Field Forever Altered
Why Is Dissemination So Difficult? The Nature of Teacher Knowledge and the Spread of Curriculum Reform
Anchored in the narrative inquiry tradition, this article examines commonly held beliefs about curriculum dissemination from the perspective of a teacher whose campus participated in a major school reform initiative. Through the presentation of a constellation of fine-grained stories revolving around the teacher’s curriculum making as an art educator, the integral role that narrative played in the elucidation of her knowledge, most specifically h…
"Placing Equity Front and Center" for Teacher Education in a Time of Crisis
Teacher Education's Moment: From Solution to Challenge
Teacher Recruitment and Retention: Local Strategies, Global Inspiration
Metaphors of knowing, doing and being: Capturing experience in teaching and teacher education
Shifting Boundaries on the Professional Knowledge Landscape: When Teacher Communications Become Less Safe
Researched in the narrative-inquiry tradition, this article continues to map the terrain of teachers’ professional knowledge landscapes by distinguishing knowledge communities from other teacher groups. It brings to light a bridging space in which the boundaries of teachers’ landscapes may shift, and their transactions may become less safe, particularly when hotly contested matters reach narrative plateaus that are difficult to surmount. This per…
What teachers come to know through school portfolio development
Stories of Schools/Teacher Stories: A Two-Part Invention on the Walls Theme
Patterned in the style of a musical invention, this work adopts Clandinin and Connelly’s metaphor of a professional knowledge landscape (1995), Olson’s conceptualization of the narrative authority (1993, 1995) of teacher knowledge, and my idea that teachers develop their knowledge in knowledge communities (Craig 1992, 1995a, 1995b, 1998). The first invention outlines the stories of school (Clandinin & Connelly 1996) that Riverview School and Ever…
The Influence of Context on One Teacher’s Interpretive Knowledge of Team Teaching
Where the Good Ideas Are: 75 Years of the Journal of Teacher Education
Taking our lead from Karl Mannheim's sociology of knowledge theory, and utilizing qualitative content analyses of data extracted from editorials, articles, and public-facing documents, this current editorial details the story of how the myriad of editors for the Journal of Teacher Education (JTE) safeguarded a space to highlight ideas essential to research of preservice and inservice teacher education within an ever-changing global context for ne…
Agents, Agency, and Teacher Education
Problematizing the Taken-For-Granted: Talking Across Differences in Teacher Education
The Contested Classroom Space: A Decade of Lived Educational Policy in Texas Schools
In this article, examples excerpted from research studies conducted in Houston, Texas, the fourth largest city in the United States, are used to demonstrate how the discretionary classroom space where teachers and students actively live curriculum—guided, though, not controlled, by official documents and administrative oversight—has become increasingly disputed. Through meta-level narrative analysis, excerpts from several accounts that elucidate …
Years of Transforming Teacher Education
Knowledge Communities: A Way of Making Sense of How Beginning Teachers Come to Know in Their Professional Knowledge Contexts
This article explores how a beginning teacher's personal practical knowledge was influenced by his experiences in his professional knowledge context. The work offers competing stories of what constitutes “the healthy school” and illustrates how the teacher's interpretive knowledge shifted as he storied and restoried his narratives of experience with particular people in his professional knowledge context. The people with whom the teacher construc…
The Influence of Context on One Teacher’s Interpretive Knowledge of Team Teaching
Parallel stories: A way of contextualizing teacher knowledge
Stories of Schools/Teacher Stories: A Two-Part Invention on the Walls Theme
Patterned in the style of a musical invention, this work adopts Clandinin and Connelly’s metaphor of a professional knowledge landscape (1995), Olson’s conceptualization of the narrative authority (1993, 1995) of teacher knowledge, and my idea that teachers develop their knowledge in knowledge communities (Craig 1992, 1995a, 1995b, 1998). The first invention outlines the stories of school (Clandinin & Connelly 1996) that Riverview School and Ever…
Opportunities and challenges in the development of teachers’ knowledge: The development of narrative authority through knowledge communities
The Relationships Between and Among Teachers’ Narrative Knowledge, Communities of Knowing, and School Reform: A Case of “The Monkey’s Paw” 1
Centering on the monkey’s paw metaphor, this narrative inquiry links teachers’ pedagogical practices with their professional-development experiences associated with a national reform movement that, in this situation, acted in a top-down manner. The longitudinal study illuminates the short- and long-term influence that the state-directed national reform initiative had on the story of a diverse, U.S. middle school and on the stories its teachers su…
No Satisfaction: “A Case of ‘The Monkey’s Paw,’ ” Top-Down School Reform, and the Conduit
Tom Hatch’s research interests in school reform and theories of action and my research interests in teachers’ narrative knowledge and the shaping effects of context come together in this issue of Curriculum Inquiry. Tom offers an important response to my article and raises key points. I am grateful to him and the editors for the opportunity to continue the discussion. I also am thankful to the T. P. Yaeger educators who carefully read the manuscr…
What teachers come to know through school portfolio development
School Portfolio Development: A Teacher Knowledge Approach
This article features a teacher knowledge approach to school portfolio development that was used with teachers on five campuses involved in a major national reform movement. The narrative method shows how teacher knowledge is made public and shared through school portfolio making. Particular emphasis is placed on the connections between and among reflection and action relating to individual, collective, and school change
Shifting Boundaries on the Professional Knowledge Landscape: When Teacher Communications Become Less Safe
Researched in the narrative-inquiry tradition, this article continues to map the terrain of teachers’ professional knowledge landscapes by distinguishing knowledge communities from other teacher groups. It brings to light a bridging space in which the boundaries of teachers’ landscapes may shift, and their transactions may become less safe, particularly when hotly contested matters reach narrative plateaus that are difficult to surmount. This per…
Uncovering Cover Stories: Tensions and Entailments in the Development of Teacher Knowledge
Building on the research of Crites in theology and Clandinin and Connelly in education, the authors map out three variations of cover stories lived and told by pre-service and in-service teachers in order to clarify their scholarship and inform the research of others. We examine how these narratives are formed around canonical stories that teachers publicly claim to know (or show) and actually do know (but not as favored interpretations), and per…
Dilemmas in crossing the boundaries: From K-12 to higher education and back again
Story constellations: A narrative approach to contextualizing teachers’ knowledge of school reform
Why Is Dissemination So Difficult? The Nature of Teacher Knowledge and the Spread of Curriculum Reform
Anchored in the narrative inquiry tradition, this article examines commonly held beliefs about curriculum dissemination from the perspective of a teacher whose campus participated in a major school reform initiative. Through the presentation of a constellation of fine-grained stories revolving around the teacher’s curriculum making as an art educator, the integral role that narrative played in the elucidation of her knowledge, most specifically h…
Joseph Schwab, self-study of teaching and teacher education practices proponent? A personal perspective
Traveling stories: Converging milieus and educative conundrums
The Contested Classroom Space: A Decade of Lived Educational Policy in Texas Schools
In this article, examples excerpted from research studies conducted in Houston, Texas, the fourth largest city in the United States, are used to demonstrate how the discretionary classroom space where teachers and students actively live curriculum—guided, though, not controlled, by official documents and administrative oversight—has become increasingly disputed. Through meta-level narrative analysis, excerpts from several accounts that elucidate …
Research in the Midst of Organized School Reform: Versions of Teacher Community in Tension
Arising from a longitudinal study examining the influence of school reform on teachers’ knowledge communities and communities of knowing, this narrative inquiry traces the development of a workshop approach to reading and writing, principally through the introduction of a staff developer, to the school’s professional knowledge landscape and to the literacy teachers’ curriculum making over a 3-year period. While some of the school administrators p…
Teachers as learners: Critical discourse on challenges and opportunities
Evaluation gone Awry”: The teacher experience of the summative evaluation of a school reform initiative
What spurs curriculum making in physical education? Four narratives of experienced teachers
Anchored in the narrative inquiry tradition, this paper examines commonly held motives about curriculum making from the perspectives of four experienced physical education teachers in Korea. Field texts were collected throughout by employing narrative research tools such as in-depth interviews, focus groups, class observations and documents analyses, and transformed into research texts using broadening, burrowing, and storying and restorying as s…
Coming to know in the ‘eye of the storm’: A beginning teacher's introduction to different versions of teacher community
From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community
This volume covers advances that have occurred in the thirty year existence of the International study association on teachers and teaching (ISATT), the organization that helped transition the study of teacher thinking to the study of teachers and teaching in all of its complexities. This evolution meant that teachers and the act of teaching are no longer exclusively studied from the outside, but from the inside as well. The chapters capture an i…
Narrative accounts of US teachers' collaborative curriculum making in a physical education department
Through the use of narrative inquiry, this research study explores the collaborative curriculum making experiences of six teachers (three males; three females) in one physical education (PE) department in an urban middle school in the U.S. Collaboration; as defined in this work, this has to do with teachers’ voluntary interactions and their shared decision making in support of common goals. Where curriculum making is concerned, it refers to inter…
Traveling, Living and Learning in a Diverse Setting: The China Study Abroad Programme
Pedagogy (58 works) · Sociology (58 works) · Psychology (53 works) · Teacher Education and Leadership Studies (49 works) · Mathematics education (44 works) · Narrative (37 works) · Educator Training and Historical Pedagogy (29 works) · Political science (25 works) · Teacher education (24 works) · Narrative inquiry (22 works)