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Cheryl Joyce Craig
Cheryl Joyce Craig
Professor, Endowed Chair of Urban Education, Texas A&M University
Verified email at tamu.edu
Title
Cited by
Cited by
Year
Teachers' professional knowledge landscapes
DJ Clandinin, FM Connelly
(No Title), 1995
20981995
Opportunities and challenges in the development of teachers’ knowledge: The development of narrative authority through knowledge communities
MR Olson, CJ Craig
Teaching and teacher education 17 (6), 667-684, 2001
3432001
Story constellations: A narrative approach to contextualizing teachers’ knowledge of school reform
CJ Craig
Teaching and Teacher education 23 (2), 173-188, 2007
2632007
Knowledge communities: A way of making sense of how beginning teachers come to know in their professional knowledge contexts
CJ Craig
Curriculum inquiry 25 (2), 151-175, 1995
2581995
Cultivating the image of teachers as curriculum makers
CJ Craig, V Ross, C Conle, V Richardson
The Sage handbook of curriculum and instruction, 282-305, 2008
2322008
Shaping and reshaping narrative inquiries in the midst of storied lives and contexts
CJ Craig, J Huber
Handbook of narrative inquiry: Mapping a methodology, 251-279, 2007
2072007
The Relationships Between and Among Teachers’ Narrative Knowledge, Communities of Knowing, and School Reform: A Case of “The Monkey’s Paw”1
CJ Craig
Curriculum inquiry 31 (3), 303-331, 2001
2072001
Narrative inquiry in teaching and teacher education
CJ Craig
Narrative inquiries into curriculum making in teacher education, 19-42, 2011
1882011
Why is dissemination so difficult? The nature of teacher knowledge and the spread of curriculum reform
CJ Craig
American educational research journal 43 (2), 257-293, 2006
1822006
Uncovering cover stories: Tensions and entailments in the development of teacher knowledge
MR Olson, CJ Craig
Curriculum Inquiry 35 (2), 161-182, 2005
1762005
International teacher attrition: Multiperspective views
CJ Craig
Teachers and Teaching 23 (8), 859-862, 2017
1552017
From stories of staying to stories of leaving: A US beginning teacher’s experience
CJ Craig
Journal of Curriculum Studies 46 (1), 81-115, 2014
1552014
Research in the midst of organized school reform: Versions of teacher community in tension
CJ Craig
SAGE Publications 46 (2), 598-619, 2009
1502009
Narrative inquiries of school reform: Storied lives, storied landscapes, storied metaphors
CJ Craig
IAP, 2003
1382003
“Butterfly under a pin”: An emergent teacher image amid mandated curriculum reform
CJ Craig
The Journal of Educational Research 105 (2), 90-101, 2012
1362012
The dragon in school backyards: The influence of mandated testing on school contexts and educators’ narrative knowing
CJ Craig
Teachers college record 106 (6), 1229-1257, 2004
1282004
Coming to know in the ‘eye of the storm’: A beginning teacher's introduction to different versions of teacher community
CJ Craig
Teaching and Teacher Education 29, 25-38, 2013
1222013
Learning about reflection through exploring narrative inquiry
CJ Craig
Reflective Practice 10 (1), 105-116, 2009
1192009
“Small” stories and meganarratives: Accountability in balance
MR Olson, CJ Craig
Teachers College Record 111 (2), 547-572, 2009
1192009
Parallel stories: A way of contextualizing teacher knowledge
CJ Craig
Teaching and Teacher education 15 (4), 397-411, 1999
1191999
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