Cheryl Craig
Office#: 402 Harrington Office Building
Mail Stop: 4232
Office Phone: Not provided
Other Title: Endowed Chair of Urban Education
Vita: View Document
Web Site:
Office Hours
Wednesday     11:00 am -1:00 pm
Thursday     2:00 pm -4:00 pm
Short Bio
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..
Publications (journal articles, books, book chapters)*

1. Ben-Peretz, M., & Craig, C. (2017). International impact of a curriculum enigma: The scholarly impact of Joseph J. Schwab. Educational Studies

2. Craig, C. (2017). International teacher attrition: Multiperspectival views. Teachers and Teaching: Theory and Practice.

3. 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

4. Ciuffetelli-Parker, D., & Craig, C. (2017). Stories of poverty, poverty stories: An international inquiry. Urban Education, 52(1), 12-151

5. Craig, C. (2017). Support in teaching, teacher education and higher education: An international sampling, Teachers and Teaching: Theory and Practice, 23(3), 241-243.

6. 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).

7. Teaching and learning: Participation and interaction, Teachers and Teaching: Theory and Practice, 22(3), 269-272

8. What the West could learn from the East: A reflective analysis, Teachers and Teaching: Theory and Practice, 22(7), 842-857 (with Y. Zou).

* Publication was joint-authored with students
Diss Publication was from a dissertation
ROS Publication was from a record of study

College of Education and Human Development Grants and Contracts (Current)

STEM Scholarship Program with Promotion and Retention of STEM Education through Networking Team (PARENT) Support. (PI)
University of Houston - NSF (Federal)
2018/08/30 - 2021/12/31
Total Funding: 70,000.

ESPRIT de Corps: Expanding STEM Professionals Roles in Teaching. (PI)
University of Houston Downtown - NSF (Federal)
2018/05/01 - 2020/08/31
Total Funding: 50,000.

University of Houston – Leadership through Equity and Advocacy Development (UH-LEAD). (PI)
University of Houston - NSF (Federal)
2018/03/01 - 2024/02/29
Total Funding: 302,336.

Catapult Round 4 - Addressing Critical Junctures in Teaching and Teacher Education: The USTAR+1 Program ($30,000). (Co-PI)
TAMU College of Education & Human Development (State)
2018/01/15 - 2019/06/15
Total Funding: 0.

WITS Collaborative Evaluation. (PI)
Writers in the Schools (Private)
2017/09/25 - 2020/03/31
Total Funding: 75,000.

University of Houston: Learning through Informal and Formal Experiences (UH-LIFE). (PI)
University of Houston - NSF (Federal)
2017/09/01 - 2021/06/15
Total Funding: 29,131.
Courses Taught
Former Doctoral Students
Jing Li (Summer, 2018), Ph.D.
Samantha Marie Meister (Summer, 2018), Ph.D.
Matthew James Etchells (Fall, 2018), Ph.D.
Editorial Positions

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)

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