Cheryl Joyce Craig

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Donna StokesProfessor of Physics, University of HoustonVerifisert e-postadresse på uh.edu
Yali ZouUniversity of HoustonVerifisert e-postadresse på Uh.Edu
Rakesh Verma, Rakesh M. Verma, RM...Professor of Computer Science, University of HoustonVerifisert e-postadresse på uh.edu
Maria Assuncao FloresProfessor, University of MinhoVerifisert e-postadresse på ie.uminho.pt
Bobby AbrolPhD from University of HoustonVerifisert e-postadresse på tatatrusts.org
Luiz Sanches NetoProfessor Adjoint, Universidade Federal do Ceará, IEFES, campus at Fortaleza, BrazilVerifisert e-postadresse på umontreal.ca
Paulien C. MeijerRadboud University NijmegenVerifisert e-postadresse på docentenacademie.ru.nl
Alan OvensAssociate Professor, University of AucklandVerifisert e-postadresse på auckland.ac.nz
Maria Ines MarcondesProfessor Área Educação, Pontifícia Universidade Católica do Rio de JaneiroVerifisert e-postadresse på puc-rio.br
Renee CliftProfessor, University of ArizonaVerifisert e-postadresse på email.arizona.edu
John LoughranFaculty of Education, Monash UniversityVerifisert e-postadresse på monash.edu
carrie markelloClinical Associate Professor, Art Education, University of HoustonVerifisert e-postadresse på uh.edu
Elaine ChanUniversity of Nebraska-LincolnVerifisert e-postadresse på unl.edu

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Cheryl Joyce Craig

Professor, Endowed Chair of Urban Education, Texas A&M University

Verifisert e-postadresse på tamu.edu

teaching teacher education narrative inquiry contexts of teaching


Tittel Sorter etter sitater Sorter etter år Sorter etter tittel	Sitert av Sitert av	År
Teachers' professional knowledge landscapes DJ Clandinin, FM Connelly (No Title), 1995	2107	1995
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	344	2001
Story constellations: A narrative approach to contextualizing teachers’ knowledge of school reform CJ Craig Teaching and Teacher education 23 (2), 173-188, 2007	264	2007
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	259	1995
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	233	2008
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	208	2001
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	207	2007
Narrative inquiry in teaching and teacher education CJ Craig Narrative inquiries into curriculum making in teacher education, 19-42, 2011	188	2011
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	183	2006
Uncovering cover stories: Tensions and entailments in the development of teacher knowledge MR Olson, CJ Craig Curriculum Inquiry 35 (2), 161-182, 2005	177	2005
International teacher attrition: Multiperspective views CJ Craig Teachers and Teaching 23 (8), 859-862, 2017	158	2017
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	155	2014
Research in the midst of organized school reform: Versions of teacher community in tension CJ Craig SAGE Publications 46 (2), 598-619, 2009	150	2009
“Butterfly under a pin”: An emergent teacher image amid mandated curriculum reform CJ Craig The Journal of Educational Research 105 (2), 90-101, 2012	138	2012
Narrative inquiries of school reform: Storied lives, storied landscapes, storied metaphors CJ Craig IAP, 2003	138	2003
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	128	2004
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	122	2013
Learning about reflection through exploring narrative inquiry CJ Craig Reflective Practice 10 (1), 105-116, 2009	119	2009
“Small” stories and meganarratives: Accountability in balance MR Olson, CJ Craig Teachers College Record 111 (2), 547-572, 2009	119	2009
Parallel stories: A way of contextualizing teacher knowledge CJ Craig Teaching and Teacher education 15 (4), 397-411, 1999	119	1999

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