World's Best Scientists 2026 revealed!

D-Index & Metrics

Social Sciences and Humanities

D-Index
37
Citations
5655
World Ranking
6248
National Ranking
2986

Research.com Recognitions

  • 2011 - Fellow of the American Educational Research Association

Overview

Cheryl J. Craig is affiliated with Texas A&M University in the United States. Their research primarily focuses on social sciences and psychology, with a strong emphasis on education. Within these fields, their work encompasses several subfields, including education, sociology and political science, social psychology, general agricultural and biological sciences, and safety research.

The main topics Cheryl J. Craig addresses in their research center around teacher education and leadership studies, reflective practices in education, educator training and historical pedagogy, collaborative teaching and inclusion, diverse educational innovations studies, career development and diversity, and educational assessment and improvement.

The scientist has contributed frequently to the following publication venues:

  • Journal of Teacher Education
  • Frontiers in Education
  • Teachers and Teaching
  • Journal of Curriculum Studies
  • Proceedings of the 2020 AERA Annual Meeting

Notable recent papers by Cheryl J. Craig include:

  • "Teacher Shortages: What Are We Short Of?" (2023), Journal of Teacher Education
  • "Data is [G]od": The influence of cumulative policy reforms on teachers' knowledge in an urban middle school in the United States (2020), Teaching and Teacher Education

They have also worked with multiple frequent coauthors, including:

  • Gayle A. Curtis
  • Michaelann Kelley
  • Valerie Hill-Jackson
  • P. Tim Martindell
  • Paige K. Evans

Cheryl J. Craig's book publications include works published by Springer International Publishing, Frontiers Media, and Emerald Publishing Limited. These publications include:

  • Knowledge Communities in Teacher Education (2020)
  • Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education (2020)
  • Insights in Teacher Education: 2022 (2024)
  • Teacher Education in the Wake of Covid-19 (2023)

In recognition of their contributions to the educational research community, Cheryl J. Craig received the Fellow of the American Educational Research Association award in 2011.

Best Publications

  • Opportunities and challenges in the development of teachers’ knowledge: the development of narrative authority through knowledge communities ☆

    Margaret R. Olson;Cheryl J. Craig

  • Story Constellations: A Narrative Approach to Contextualizing Teachers' Knowledge of School Reform.

    Cheryl J. Craig

  • Knowledge Communities: A Way of Making Sense of How Beginning Teachers Come to Know in Their Professional Knowledge Contexts*

    Cheryl J. Craig

  • Cultivating the image of teachers as curriculum makers

    Cheryl J. Craig;Vicki Ross;Carola Conle;Virginia Richardson

  • The Relationships Between and Among Teachers’ Narrative Knowledge, Communities of Knowing, and School Reform: A Case of “The Monkey’s Paw”1

    Cheryl J. Craig

  • Narrative inquiry in teaching and teacher education

    Cheryl J. Craig

  • Why Is Dissemination So Difficult? The Nature of Teacher Knowledge and the Spread of Curriculum Reform

    Cheryl J. Craig

  • Uncovering Cover Stories: Tensions and Entailments in the Development of Teacher Knowledge

    Margaret R. Olson;Cheryl J. Craig

  • Research in the Midst of Organized School Reform: Versions of Teacher Community in Tension

    Cheryl J. Craig

  • From stories of staying to stories of leaving: a US beginning teacher’s experience

    Cheryl J. Craig

  • Narrative Inquiries of School Reform: Storied Lives, Storied Landscapes, Storied Metaphors

    Cheryl J. Craig

  • The Dragon in School Backyards: The Influence of Mandated Testing on School Contexts and Educators' Narrative Knowing.

    Cheryl J. Craig

  • “Small” Stories and Meganarratives: Accountability in Balance

    Margaret R. Olson;Cheryl J. Craig

  • Parallel stories: a way of contextualizing teacher knowledge

    Cheryl J. Craig

  • International teacher attrition: multiperspective views

    Cheryl J. Craig

  • “Butterfly Under a Pin”: An Emergent Teacher Image amid Mandated Curriculum Reform

    Cheryl J. Craig

  • Teacher education and the best-loved self

    Cheryl J. Craig

  • Coming to know in the ‘eye of the storm’: A beginning teacher's introduction to different versions of teacher community

    Cheryl J. Craig

  • Relational Reverberations: Shaping and Reshaping Narrative Inquiries in the Midst of Storied Lives and Contexts

    Unknown

  • The Contested Classroom Space: A Decade of Lived Educational Policy in Texas Schools:

    Cheryl J. Craig

  • Illuminating qualities of knowledge communities in a portfolio‐making context

    Cheryl J. Craig

  • Metaphors of knowing, doing and being: Capturing experience in teaching and teacher education

    Cheryl J. Craig

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