Citations (94)
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Mary F. Rice, Mariana Castañon & Annette Fiedler. (2023) Tears from stone: relational being and doing in instructional coaching work. Professional Development in Education 49:4, pages 586-599.
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Ran Neuman. (2021) The Life Journeys of Adults with Intellectual and Developmental Disabilities: Implications for a New Model of Holistic Supports. Journal of Social Service Research 47:3, pages 327-342.
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Ari Neuman & Guterman Oz. (2021) Different solutions to similar problems: parents’ reasons for choosing to homeschool and social criticism of the education system. International Journal of Qualitative Studies in Education 34:1, pages 37-54.
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Cheryl J. Craig. (2020) Fish Jumps Over the Dragon Gate:An Eastern Image of a Western Scholar’s Career Trajectory. Research Papers in Education 35:6, pages 722-745.
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Cheryl J. Craig. (2019) From starting stories to staying stories to leaving stories: the experiences of an urban English as a Second Language teacher. Research Papers in Education 34:3, pages 298-329.
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Ari Neuman & Oz Guterman. (2019) How I started home schooling: founding stories of mothers who home school their children. Research Papers in Education 34:2, pages 192-207.
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Yuhua Bu & Xiao Han. (2019) Promoting the development of backbone teachers through University-School Collaborative Research: the case of New Basic Education (NBE) reform in China. Teachers and Teaching 25:2, pages 200-219.
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Cheryl J. Craig, JeongAe You & Suhak Oh. (2017) Pedagogy through the pearl metaphor: teaching as a process of ongoing refinement. Journal of Curriculum Studies 49:6, pages 757-781.
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Bin Ai & Lifei Wang. (2017) Re-entering my space: a narrative inquiry into teaching English as a foreign language in an imagined third space. Teachers and Teaching 23:2, pages 227-240.
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JeongAe You & Cheryl J. Craig. (2015) Narrative accounts of US teachers' collaborative curriculum making in a physical education department. Sport, Education and Society 20:4, pages 501-526.
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J. Gleeson, J. O’Flaherty, T. Galvin & J. Hennessy. (2015) Student teachers, socialisation, school placement and schizophrenia: the case of curriculum change. Teachers and Teaching 21:4, pages 437-458.
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Rivka Hillel Lavian. (2015) Masters of weaving: the complex role of special education teachers. Teachers and Teaching 21:1, pages 103-126.
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Cheryl J. Craig, Yali Zou & Rita P. Poimbeauf. (2015) A narrative inquiry into schooling in China: three images of the principalship. Journal of Curriculum Studies 47:1, pages 141-169.
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Cheryl J. Craig. (2014) From stories of staying to stories of leaving: a US beginning teacher’s experience. Journal of Curriculum Studies 46:1, pages 81-115.
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Yongcan Liu & Yueting Xu. (2013) The trajectory of learning in a teacher community of practice: a narrative inquiry of a language teacher’s identity in the workplace. Research Papers in Education 28:2, pages 176-195.
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CherylJ. Craig. (2012) “Butterfly Under a Pin”: An Emergent Teacher Image amid Mandated Curriculum Reform. The Journal of Educational Research 105:2, pages 90-101.
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Kyongmoon Park. (2011) Being an Eastern Adolescent in a Western Middle School Context. Action in Teacher Education 33:5-6, pages 628-642.
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Saad Shawer. (2010) Classroom‐level teacher professional development and satisfaction: teachers learn in the context of classroom‐level curriculum development. Professional Development in Education 36:4, pages 597-620.
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Cheryl Craig. (2010) Coming full circle: from teacher reflection to classroom action and places in‐between. Teachers and Teaching 16:4, pages 423-435.
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Asher Shkedi. (2009) From curriculum guide to classroom practice: teachers’ narratives of curriculum application. Journal of Curriculum Studies 41:6, pages 833-854.
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CherylJ. Craig. (2009) Research on the Boundaries: Narrative Inquiry in the Midst of Organized School Reform. The Journal of Educational Research 103:2, pages 123-136.
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Orly Shapira‐Lishchinsky. (2009) Towards professionalism: ethical perspectives of Israeli teachers. European Journal of Teacher Education 32:4, pages 473-487.
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CherylJ. Craig. (2009) Learning about reflection through exploring narrative inquiry. Reflective Practice 10:1, pages 105-116.
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Rachael Jacobs. (2008) When do we do the Macerena?: Habitus and arts learning in primary pre-service education courses. International Journal of Pedagogies and Learning 4:5, pages 58-73.
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CherylJ. Craig. (2007) Illuminating qualities of knowledge communities in a portfolio‐making context. Teachers and Teaching 13:6, pages 617-636.
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Cheryl J. Craig. (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, pages 105-116.
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Lisa J. Cary
. (2004) The professional development school model: unpacking knowledge. International Journal of Leadership in Education 7:4, pages 319-337.
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Cheryl Craig. (2003) Characterizing the human experience of reform in an urban middle-school context. Journal of Curriculum Studies 35:5, pages 627-648.
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CherylJ. Craig. (2002) A Meta-Level Analysis of the Conduit in Lives Lived and Stories Told. Teachers and Teaching 8:2, pages 197-221.
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Thomas Hatch. (2001) The Usual Monkey Business: A Case of Repetition and Reform. A Response to Cheryl Craig’s“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, pages 333-340.
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Articles from other publishers (64)
Cheryl J. Craig. 2023. Teaching and Teacher Education in International Contexts. Teaching and Teacher Education in International Contexts
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Vicki G. Mokuria & Alexia Williams. (2023) Critical Family History: A Tool to Dismantle Racism. Genealogy 7:2, pages 39.
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Cheryl J. Craig. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition)
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Michele Norton & Gayle A. Curtis. 2023. Learning, Leading, and the Best-Loved Self in Teaching and Teacher Education. Learning, Leading, and the Best-Loved Self in Teaching and Teacher Education
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Cheryl J. Craig, Jing Li, Ambyr Rios, HyeSeung Lee & Rakesh M. Verma. (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.
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Tara Ratnam. 2021. Understanding Excessive Teacher and Faculty Entitlement. Understanding Excessive Teacher and Faculty Entitlement
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Vicente Chua ReyesJrJr. (2020) Clipped wings: School leaders’ identities in ICT-enriched education landscapes – a narrative inquiry. Educational Management Administration & Leadership 49:5, pages 807-823.
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Yusuke OKADA. (2021) A study of the process for integrating “Olympic and Paralympic Education” in Japan:日本におけるオリンピック・パラリンピック教育の普及過程に関する研究：. Taiikugaku kenkyu (Japan Journal of Physical Education, Health and Sport Sciences) 66:0, pages 343-360.
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Alexis L. Jones & Meghan A. Kessler. (2020) Teachers' Emotion and Identity Work During a Pandemic. Frontiers in Education 5.
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Cheryl J. Craig. (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 93, pages 103027.
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Ran Neuman. (2020) Establishing and Maintaining Couple Relationships as Perceived by Couples with Intellectual Disabilities: Implications for Families, Support Staff, and Policy Change. Journal of Policy and Practice in Intellectual Disabilities 17:2, pages 132-142.
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Anna Waugh & Carol Revelle. 2020. Incorporating LGBTQ+ Identities in K-12 Curriculum and Policy. Incorporating LGBTQ+ Identities in K-12 Curriculum and Policy
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Cheryl J. CraigCheryl J. Craig. 2020. Curriculum Making, Reciprocal Learning, and the Best-Loved Self. Curriculum Making, Reciprocal Learning, and the Best-Loved Self
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Cheryl J. CraigCheryl J. Craig. 2020. Curriculum Making, Reciprocal Learning, and the Best-Loved Self. Curriculum Making, Reciprocal Learning, and the Best-Loved Self
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Cheryl J. CraigCheryl J. Craig. 2020. Curriculum Making, Reciprocal Learning, and the Best-Loved Self. Curriculum Making, Reciprocal Learning, and the Best-Loved Self
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Gayle A. Curtis & Cheryl J. Craig. 2020. Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education. Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education
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Laura Turchi, Cheryl J. Craig & Denise M. McDonald. 2020. Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education. Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education
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Cheryl J. Craig, Gayle A. Curtis, Michaelann Kelley, P. Tim Martindell & M. Michael PérezCheryl J. Craig, Gayle A. Curtis, Michaelann Kelley, P. Tim Martindell & M. Michael Pérez. 2020. Knowledge Communities in Teacher Education. Knowledge Communities in Teacher Education
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Cheryl J. Craig, Gayle A. Curtis, Michaelann Kelley, P. Tim Martindell & M. Michael PérezCheryl J. Craig, Gayle A. Curtis, Michaelann Kelley, P. Tim Martindell & M. Michael Pérez. 2020. Knowledge Communities in Teacher Education. Knowledge Communities in Teacher Education
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Stephanie Cronenberg. 2020. Narratives and Reflections in Music Education. Narratives and Reflections in Music Education
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Cheryl J. Craig, Yali Zou & Gayle Curtis. (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, pages 1-20.
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Cheryl J. Craig. (2018) Metaphors of knowing, doing and being: Capturing experience in teaching and teacher education. Teaching and Teacher Education 69, pages 300-311.
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Saad F. Shawer. (2017) Teacher-driven curriculum development at the classroom level: Implications for curriculum, pedagogy and teacher training. Teaching and Teacher Education 63, pages 296-313.
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Darlene Ciuffetelli Parker & Cheryl J. Craig. (2016) An International Inquiry. Urban Education 52:1, pages 120-151.
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Yuhong JiangYuhong Jiang. 2017. A Study on Professional Development of Teachers of English as a Foreign Language in Institutions of Higher Education in Western China. A Study on Professional Development of Teachers of English as a Foreign Language in Institutions of Higher Education in Western China
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Jacob W. Neumann. (2016) Examining Mandated Testing, Teachers’ Milieu, and Teachers’ Knowledge and Beliefs: Gaining a Fuller Understanding of the Web of Influence on Teachers’ Classroom Practices. Teachers College Record: The Voice of Scholarship in Education 118:2, pages 1-50.
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Susanne GarvisSusanne Garvis. 2015. Narrative Constellations. Narrative Constellations
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Su Gao & Jian Wang. (2014) Teaching transformation under centralized curriculum and teacher learning community: Two Chinese chemistry teachers' experiences in developing inquiry-based instruction. Teaching and Teacher Education 44, pages 1-11.
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Elie Ghanem. (2013) Inovação em educação ambiental na cidade e na floresta: o caso Oela. Cadernos de Pesquisa 43:150, pages 1004-1025.
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Stéphanie Demers & Marc-André Éthier. (2013) Rapprochement entre curriculum, savoirs savants et pratiques enseignantes en enseignement de l’histoire : l’influence de l’épistémologie pratiqueInfluence of history teachers’ practical epistemology on the relationship between the curriculum, academic history and teaching practices. Éducation et didactique 7:2, pages 95-113.
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Elie George Guimarães Ghanem Júnior. (2013) Inovação em escolas públicas de nível básico: o caso Redes da Maré (Rio de Janeiro, RJ). Educação & Sociedade 34:123, pages 425-440.
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Xiao Han & Zhuo Feng. 2013. From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community. From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community
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Cheryl J. Craig. 2013. Emotion and School: Understanding how the Hidden Curriculum Influences Relationships, Leadership, Teaching, and Learning. Emotion and School: Understanding how the Hidden Curriculum Influences Relationships, Leadership, Teaching, and Learning
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Cheryl J. Craig. (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 29, pages 25-38.
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Elie Ghanem. (2012) Inovação educacional em pequeno município: o caso Fundação Casa Grande (Nova Olinda, CE, Brasil). Educação em Revista 28:3, pages 103-124.
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Minjeong Park. (2012) Teachers' narrative of implementing national curriculum. The Journal of Curriculum Studies 30:3, pages 247-270.
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Dixie Keyes & Cheryl Craig. 2012. Narrative Inquirers in the Midst of Meaning-making: Interpretive Acts of Teacher Educators. Narrative Inquirers in the Midst of Meaning-making: Interpretive Acts of Teacher Educators
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Vicki Ross, Elaine Chan & Dixie Keyes. 2012. Narrative Inquirers in the Midst of Meaning-making: Interpretive Acts of Teacher Educators. Narrative Inquirers in the Midst of Meaning-making: Interpretive Acts of Teacher Educators
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Cheryl J. Craig. (2012) Tensions in Teacher Development and Community: Variations on a Recurring School Reform Theme. Teachers College Record: The Voice of Scholarship in Education 114:2, pages 1-28.
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Yongcan Liu & Yueting Xu. (2011) Inclusion or exclusion?: A narrative inquiry of a language teacher’s identity experience in the ‘new work order’ of competing pedagogies. Teaching and Teacher Education 27:3, pages 589-597.
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Debbie Pushor, Julian Kitchen & Darlene Ciuffetelli Parker. 2011. Narrative Inquiries into Curriculum Making in Teacher Education. Narrative Inquiries into Curriculum Making in Teacher Education
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Cheryl J. Craig. 2011. Narrative Inquiries into Curriculum Making in Teacher Education. Narrative Inquiries into Curriculum Making in Teacher Education
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David Lefrançois, Marc-André Éthier & Stéphanie Demers. (2018) Savoirs disciplinaires scolaires et savoirs de sens commun ou pourquoi des « idées vraies » ne prennent pas, tandis que des « idées fausses » ont la vie dure. Les ateliers de l'éthique 6:1, pages 43-62.
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Cheryl J. Craig. (2010) “Evaluation gone Awry”: The teacher experience of the summative evaluation of a school reform initiative. Teaching and Teacher Education 26:6, pages 1290-1299.
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Saad F. Shawer. (2010) Classroom-level curriculum development: EFL teachers as curriculum-developers, curriculum-makers and curriculum-transmitters. Teaching and Teacher Education 26:2, pages 173-184.
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Cheryl J. Craig. 2010. Handbook of Reflection and Reflective Inquiry. Handbook of Reflection and Reflective Inquiry
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Cheryl J. Craig. (2009) The Contested Classroom Space: A Decade of Lived Educational Policy in Texas Schools. American Educational Research Journal 46:4, pages 1034-1059.
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Margaret R. Olson & Cheryl J. Craig. (2009) Traveling stories: Converging milieus and educative conundrums. Teaching and Teacher Education 25:8, pages 1077-1085.
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Geraldine MacCarrick. (2009) Curriculum reform: a narrated journey. Medical Education 43:10, pages 979-988.
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Cheryl J. Craig. (2009) Research in the Midst of Organized School Reform: Versions of Teacher Community in Tension. American Educational Research Journal 46:2, pages 598-619.
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Tuba Gökçek. (2009) How mathematics teachers’ concerns changed within the context of curriculum reform?. Procedia - Social and Behavioral Sciences 1:1, pages 1052-1056.
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Cheryl J. Craig. (2007) Story constellations: A narrative approach to contextualizing teachers’ knowledge of school reform. Teaching and Teacher Education 23:2, pages 173-188.
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Cheryl J. Craig. (2022) Narrative Inquiries of Geographically Close Schools: Stories Given, Lived, and Told. Teachers College Record: The Voice of Scholarship in Education 109:1, pages 160-191.
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Joann Phillion & Ming Fang He. 2007. International Handbook of English Language Teaching. International Handbook of English Language Teaching
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Corey Drake. (2006) Turning Points: Using Teachers’ Mathematics Life Stories to Understand the Implementation of Mathematics Education Reform. Journal of Mathematics Teacher Education 9:6, pages 579-608.
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Asher Shkedi & Mordecai Nisan. (2022) Teachers’ Cultural Ideology: Patterns of Curriculum and Teaching Culturally Valued Texts. Teachers College Record: The Voice of Scholarship in Education 108:4, pages 687-725.
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Asher Shkedi & Mordecai Nisan. (2022) Teachers’ Cultural Ideology: Patterns of Curriculum and Teaching Culturally Valued Texts. Teachers College Record: The Voice of Scholarship in Education 108:4, pages 687-725.
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Cheryl J. Craig. (2016) Why Is Dissemination So Difficult? The Nature of Teacher Knowledge and the Spread of Curriculum Reform. American Educational Research Journal 43:2, pages 257-293.
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Mieke Brekelmans, Theo Wubbels & Jan van Tartwijk. (2005) Teacher–student relationships across the teaching career. International Journal of Educational Research 43:1-2, pages 55-71.
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Cheryl J. Craig. (2022) The Dragon in School Backyards: The Influence of Mandated Testing on School Contexts and Educators’ Narrative Knowing. Teachers College Record: The Voice of Scholarship in Education 106:6, pages 1229-1257.
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Cheryl J. Craig. (2022) The Dragon in School Backyards: The Influence of Mandated Testing on School Contexts and Educators’ Narrative Knowing. Teachers College Record: The Voice of Scholarship in Education 106:6, pages 1229-1257.
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Karen Cadiero-Kaplan, Mary Lynn Collins, Lee Anne Bell, J. Cynthia McDermott, Cheryl J. Craig, Joyce M. Lieberman, Susan Pasquarelli, Jo Ann Coleman, William I. Mitchell & Gary M. Kilburg. (2004) Teaching. Teachers College Record 106:5, pages 1008-1037.
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Cheryl J. Craig. (2016) School Portfolio Development. Journal of Teacher Education 54:2, pages 122-134.
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Margaret R. Olson & Cheryl J. Craig. (2001) Opportunities and challenges in the development of teachers’ knowledge: the development of narrative authority through knowledge communities. Teaching and Teacher Education 17:6, pages 667-684.
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