Directory » CHERYL CRAIG
402 EDCT
Department
CHERYL CRAIG
Professor
BIOGRAPHY
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..
COURSES TAUGHT
EDCI645. SOC&EDUC IN WORLD PERS
2017A,2016A,2015C
EDCI646. INSTRUCTION THEORY
2018C,2017C,2016C
EDCI684. PROF INTERNSHIP
2019A,2018C
EDCI685. DIRECTED STUDIES
2020C,2019B,2018B,2018A
EDCI689. SPECIAL TOPICS IN
2020C,2020A,2019C,2019A,2018A
EDCI703. INTL TEACHER EDUCATION
2020A
EDCI704. U.S. TEACHER EDUCATION
2019C
EDCI705. STUDYING TEACHER EDUCATION
2020C,2018C

FORMER DOCTORAL STUDENTS
Miguel Burgess (Summer 2020)
Erin Anne Singer (Fall 2019)
Vicki G. Mokuria (Summer 2019)
Diana R. Wandix-White (Summer 2019)
Matthew James Etchells (Fall 2018)
Samantha Marie Meister (Summer 2018)
Jing Li (Summer 2018)

SELECTED PUBLICATIONS
Journal Articles
Craig, C. (2019). From starting stories to staying stories to leaving stories: The career experiences of an English as a Second Language teacher in the U.S. Research Papers in Education, 34(3), 298-329
Craig, C. (2019). Teacher propensities, desires and practices. Teachers & Teaching: Theory & Practice. 25(3), 275-278.
Craig, C., Evans, P., Verma, R., Stokes, D., & Li, J. (2019). A tribute to unsung teachers: teacher influences on students enrolling in STEM programs with the intent of entering STEM careers. European Journal of Teacher Education, 42(3), 335-358.
Craig, C., Zou, Y. & Curtis, G. (2019). Moving from arrogance to acceptance: Narratively shifting human perceptions through a China study abroad programme. Pedagogies: An International Journal, 14(1), 206-228
Craig, C., Zou, Y. & Curtis, G. (2019). Moving from arrogance to acceptance: Narratively shifting human perceptions through a China study abroad programme. Pedagogies: An International Journal, 14(1), 206-228.
Craig, C., Zou, Y. & Curtis, G. (2019). Moving from arrogance to acceptance: Narratively shifting human perceptions through a China study abroad programme. Pedagogies: An International Journal, 14(1), 206-228.
Li, J. & Craig, C. (2019). A narrative inquiry into a rural teacher emotions and identities in China: through a teacher knowledge community lens. Teachers and Teaching: Theory and Practice, 24(4), 329-331.
Li, J., Yang, X. & Craig, C. (2019). A narrative inquiry into the fostering of a teacher-principal best-loved self in an online teacher community in China. Journal of Education for Teaching,45(3), 290-305.
You, J., Lee, E., Craig, C. & Kim, H. (2019). Exploring professional learning styles of beginning teachers: A grounded theory approach to understanding learning community in physical education. Asia-Pacific Journal of Educational Research. 39, 14-30.
You, J., Lee, E., Craig, C. & Kim, H. (2019). Exploring professional learning styles of beginning teachers: A grounded theory approach to understanding learning community in physical education. Asia-Pacific Journal of Educational Research. 39, 14-30.
You, J., Lee, H-S. & Craig, C. (2019). Textbook policy re-making: Analysis on national curriculum alignment in Korean school textbooks. Asia-Pacific Journal of Education, 39, 14-30.
You, J., Lee, H-S. & Craig, C. (2019). Textbook policy re-making: Analysis on national curriculum alignment in Korean school textbooks. Asia-Pacific Journal of Education, 39, 14-30.
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
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
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
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
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
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
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
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
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
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
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
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
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
Ciuffetelli-Parker, D., & Craig, C. (2017). Stories of poverty, poverty stories: An international inquiry. Urban Education, 52(1), 12-151
Craig, C. (2017). International teacher attrition: Multiperspectival views. Teachers and Teaching: Theory and Practice.
Craig, C. (2017). Support in teaching, teacher education and higher education: An international sampling, Teachers and Teaching: Theory and Practice, 23(3), 241-243.
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
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).
Teaching and learning: Participation and interaction, Teachers and Teaching: Theory and Practice, 22(3), 269-272
What the West could learn from the East: A reflective analysis, Teachers and Teaching: Theory and Practice, 22(7), 842-857 (with Y. Zou).
Book Chapters
Craig, C. (2018). Teacher induction: A curriculum of life? In D. McDonald (Ed.). Secondary teacher induction in urban America. Charlotte, NC: Information Age Publishing.
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.
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.
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.
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.
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.
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.
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[8217] perspectives. Dordrecht, The Netherlands: Springer Press.

RESEARCH PROJECTS
Advancing Cultural and Computational Engagement in STEM Scholars (UH-ACCESS).
PI. University of Houston (State)
2020-09-01 — 2025-08-31
Digital Tools and Shakespeare
PI. University of Houston (State)
2019-09-01 — 2024-08-31
Art 4 All Aldine (A4A Aldine)
PI. Aldine ISD - USDE (Federal)
2019-06-01 — 2023-05-31
Teacher Candidate Pipeline to Underserved Schools
Co-PI (). Spencer Foundation (Private)
2019-04-01 — 2021-03-31
aggieTERM
Co-PI (). Texas Education Agency (State)
2019-01-01 — 2020-06-30
Research Study of Inquiry-Based Teaching and Learning
Co-PI. International Baccalaureate (Private)
2019-01-01 — 2020-09-30
Research Study of Inquiry-Based Teaching and Learning
Co-PI. International Baccalaureate (Private)
2019-01-01 — 2020-09-30
EVALUATION PROPOSAL To Educate All Children (TEACH) Beginning
Co-PI (). TEACH - To Educate All Children (Private)
2018-11-01 — 2019-10-31
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
Exploring Early Childhood STEM-based Instruction for English Learners through Systemic Engaging Early Literacy (SEEL)
PI. Brigham Young University - NSF (Federal)
2018-06-01 — 2022-05-31
ESPRIT de Corps: Expanding STEM Professionals Roles in Teaching
PI. University of Houston Downtown - NSF (Federal)
2018-05-01 — 2020-08-31
University of Houston [8211] Leadership through Equity and Advocacy Development (UH-LEAD)
PI. University of Houston - NSF (Federal)
2018-03-01 — 2024-02-29
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
WITS Collaborative Evaluation
PI. Writers in the Schools (Private)
2017-09-25 — 2020-03-31
The I-h(art) Aldine Program
PI. Aldine ISD - USDE (Federal)
2017-09-01 — 2021-08-31
University of Houston: Learning through Informal and Formal Experiences (UH-LIFE)
PI. University of Houston - NSF (Federal)
2017-09-01 — 2021-06-15
Teaching STEM in Urban, Secondary Schools: Challenges and Support During the Induction Years
PI. National Science Foundation (Federal)
2017-06-01 — 2020-05-31
Catapult Round 3 - The CREST Project: Community Research through Engagement in STEM Teaching (Funded amount $30,000)
Co-PI (). TAMU College of Education & Human Development (State)
2016-12-01 — 2018-05-31

AWARDS
CEHD Mentoring Award. CEHD Mentoring Award. (2017)
Foreign Expert Scholar International Award. Foreign Expert Scholar, East China Normal University, China (International Award). (2017)
TAMU CEHD New Faculty Award (2019)
EDITORSHIPS
Editor. Teachers and Teaching: Theory and Practice (2017)
LEADERSHIP POSITIONS
Chair, Early Career Award Commmitee, AERA (2018)