Search
  • Lee, Y., Craig, C. J., & Zou, Y. (2025) ‘I feel I am more open-minded than before’: An international journey of becoming an educational researcher. Teachers and Teaching: Theory and Practice.
  • Craig, C. J., Williams III, J. & Hill-Jackson, V. (2025). Dead spaces: What are they? How can they be overcome? Journal of Teacher Education.
  • Orland-Barak, L., Craig, C. J., & Hill-Jackson (2025). What matters for mentors as knowledge mobilizers: Are they easy riders?  Journal of Teacher Education.75(1), 5-11.
  • Craig, C. J., You, J., Zou Y., Curtis, G., & Poimbeauf, R. (2024). Fishing for topics in teaching and teacher education: Finding stories worth telling in teaching and teacher education. International Journal of Qualitative Methods.
  • Craig, C. J., Evans, P., Stokes, D., McAlister-Shields, L. & Curtis, G. (2024). Multi-layered mentoring: Exemplars from a U.S. STEM teacher education program. Teachers & Teaching: Theory and Practice, 30(3), 241-270. (AERA Narrative Research SIG Outstanding Publication Award)
  • Day, C., Edwards, D., Hill-Jackson, V., Cardinal, T., & Craig, C. J. (2024). Engagement matters: Reimagining family, school, and community relations in teacher education to improve student outcomes. Journal of Teacher Education, 75(4), 365-368.
  • O’Meara, J., Rizvi, M., Flores, M., Craig, C. J., Samuels, J. & Hill-Jackson, V. (2024).  A quality teacher in every classroom: Increasing teacher educator engagement in holistic teacher policy development.  Journal of Teacher Education, 75(3), 253-260.
  • Hill-Jackson, V., & Craig, C. J. (2024). Where the good ideas are: 75 years of the Journal of Teacher Education. Journal of Teacher Education, 75(2), 129-140.
  1. Flores, M. A., & Craig, C. (2023). Reimagining teacher education in light of the teacher shortage and the aftershock of COVID-19: Adjusting to a rapidly shifting world. European Journal of Teacher Education, 46(5), 772-788.​
  2. Yalvac, B., Craig, C., Hill-Jackson, V., & Cole, C. (2023). Toward Inquiry and Problem Posing in Teacher Education. Journal of Teacher Education, 74(5), 417-421.
  3. Craig, C. J., Evans, P., Stokes, D., McAlister-Shields, L., & Curtis, G. A. (2023). Multi-layered mentoring: exemplars from a US STEM teacher education program. Teachers and Teaching, 1-30.
  4. Craig, C. J., Flores, M. A., & Orland-Barak, L. (2023). A “life of optimism” in curriculum, teaching, and teacher education: the legacy of Miriam Ben-Peretz. Journal of Curriculum Studies, 1-12.
  5. McDonough, K., Nieto, S., Hill-Jackson, V., & Craig, C. (2023). “Placing Equity Front and Center” for Teacher Education in a Time of Crisis. Journal of Teacher Education, 74(4), 293-298.
  6. Craig, C. J., Hill-Jackson, V., & Kwok, A. (2023). Teacher Shortages: What Are We Short Of?. Journal of Teacher Education, 74(3), 209-213.
  7. Gangone, L. M., Fenwick, L. T., Craig, C. J., & Hill-Jackson, V. (2023). 75 Years of Transforming Teacher Education. Journal of Teacher Education, 74(2), 117-122.
  8. Kelley, M., Craig, C. J., & Curtis, G. A. (2023). Examining gender issues in education: exploring confounding experiences on three female educators’ professional knowledge landscapes. In Frontiers in Education (Vol. 8, p. 1162523). Frontiers.
  9. Li, J., & Craig, C. J. (2023). A beginning teacher’s living of counter stories in a high-needs school in rural China. Research Papers in Education, 38(1), 1-20.
  1. Kelley, M., Curtis, G. A., Craig, C. J., Reid, D., & Easley, A. (2022). Reflection through critical friendship: Promoting growth of teachers. Frontiers in Education, 7:1056471.
  2. Hill-Jackson, V., & Craig, C. J. (2022). (Re) Constructing teacher knowledge: Old quests for new reform. Journal of Teacher Education, 74(1), 5-9.
  3. Craig, C. J., Li, J., Rios, A., Lee, H., & Verma, R. (2022). Wounded healer: The impact of a grant-supported scholarship on an underrepresented STEM student's career and life. Frontiers in Education. https://doi.org/10.3389/feduc.2022.1043518
  4. Cochran-Smith, M., Craig, C. J., Orland-Barak, L., Cole, C., & Hill-Jackson, V. (2022). Agents, agency, and teacher education. Journal of Teacher Education, 73(5), 445-448.
  5. Venâncio, L., Neto, L. S., Charlot, B., & Craig, C. J. (2022). Relationships to knowledge and (self) educative experiences in physical education: teacher educators’ perspectives on confronting social justice issues in adverse teaching-learning situations. Movimento, e28020-e28020.
  6. Williams III, J. A., Hill-Jackson, V., Caldwell, C., & Craig, C. J. (2022). Teacher recruitment and retention: Local strategies, global inspiration. Journal of Teacher Education, 73(4), 333-337.
  7. Craig, C. J., Flores, M. A., Van Overschelde, J. P., & Hill-Jackson, V. (2022). Problematizing the taken-for-granted: Talking across differences in teacher education. Journal of Teacher Education, 73(3), 221-224.
  8. Hallman, H. L., Rios, A., Craig, C. J., & Hill-Jackson, V. (2022). Teacher education’s moment: From solution to challenge. Journal of Teacher Education, 73(2), 127-128.
  9. Hill-Jackson, V., Ladson-Billings, G., & Craig, C. J. (2022). Teacher education and “climate change”: In Navigating multiple pandemics, Is the field forever altered? Journal of Teacher Education, 73(1), 5-7.
  10. Craig, C. J. (2022). Historical and Contemporary Impact of Joseph J. Schwab. In Oxford Research Encyclopedia of Education.
  1. Craig, C., Li, J. & Kelley, M. (2021). “Charting waters of new seas”: The scholarly contributions of Elliot Eisner. Journal of Curriculum Studies, 1-18.
  2. Flores, M. & Craig, C (2021). Book Review: Teach For All Counter-Narratives. Teachers College Record.
  3. Li, J. & Craig, C. (2021). A beginning teacher’s living of counter stories in a high-needs school in rural China. Research Papers in Education 
  4. Craig, C. (in press). John Dewey: Practical and Theoretical Companion. Education Sciences.
  5. Craig, C, You, J., Zou Y., Curtis, G., & Poimbeauf, R. (in revision). Fishing for topics in teaching and teacher education: Finding stories worth telling in teaching and teacher education. Journal of Education for Teaching.
  6. Craig, C., Li, J., Evans, P., & Stokes, D. (in review). The Gordian knot of international teacher education: Cases from the United States and China. Teaching and Teacher Education.
  7. Craig, C., Flores, M., & Orland-Barak, L. (under review). “A life of optimism”: International legacy and scholarly impact of Miriam Ben-Peretz. Teaching and Teacher Education.
  8. Craig, C., Evans, P., Stokes, D., McAlister-Shields, L. & Curtis, G. (under review). Multi-layered mentoring: Exemplars from a U.S. STEM teacher education program. Teachers & Teaching: Theory and Practice.
  9. Craig, C., Evans, P., Stokes, D., McAlister Shields, L., Curtis, G., Manuel, M., & Norton, M. (under review).  Mentoring in the midst of teachhouston: The pandemic chapter. Journal for Research for Science Teaching.
  10. Craig, C., You, J., Zou Y., Curtis, G., & Poimbeauf, R. (in revision). Fishing for topics in teaching and teacher education: Finding stories worth telling in teaching and teacher education. Educational Studies.
  1. Zhong, L., & Craig, C. (2020). A narrative inquiry into the cultivation of self and identity of three novice teachers in Chinese colleges----through the evolution of an online knowledge community. Journal of Education for Teaching, 1-18. 
  2. Craig, C. J. (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, 103027. 
  3. Craig, C. J. & Flores, M. A. (2020). Fifty years of life in classrooms: an inquiry into the scholarly contributions of Philip Jackson. Journal of Curriculum Studies, 52(2), 161-176. 
← Click here to download journal articles published in 2019

  1. Craig, C. J. & Lee, J. C. (2019). Editorial: Reciprocity, partnerships and learning. Teachers and Teaching. 25(6), 623-626.
  2. Craig, C. J. & Flores, M (2019). Fifty years of Life in Classrooms:  An inquiry into the scholarly contributions of Philip Jackson. Teachers College Record.
  3. Craig, C. J. (2019). Fish jumps over the dragon gate: An eastern image of a western scholar’s career.  Research Papers in Education. 45(3), 290-305.  
  4. Li, J., Yang, X., & Craig, C. J. (2019). 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, 45(3), 1-16.
  5. Li, J & Craig, C. J.(2019): A narrative inquiry into a rural teacher’s emotions and identities in China: through a teacher knowledge community lens, Teachers and Teaching, 1-19.
  6. You, J. A., Lee, H. S. & Craig, C. J. (2019). Remaking textbook policy: analysis of national curriculum alignment in Korean school textbooks. Asia Pacific Journal of Education. 
  7. You, J., Craig, C. J., & Oh, S. (2019). Challenges in the new roles of physical education as liberal education in higher education. Quest, 71(1), 51-65.
  8. Craig, C. J. (2019). Teacher propensities, desires and practices. Teachers and Teaching, 25(3), 275-278.
  9. Craig, C. J., Zou, Y & Curtis, G. (2019). Moving from arrogance to acceptance: Narratively shifting human perception through a China study abroad programme. Pedagogy: An International Journal.
← Click here to download journal articles published in 2018
  1. Craig, C. J. (2018). Foreword. Pre-service teacher education in southwest China: A narrative inquiry through cross-cultural teacher development . Book Series: Intercultural reciprocal learning in Chinese and Western Education. pp v-vi.
  2. Craig, C. J. (2018). From stories of starting to stories of staying to stories of leaving: The career experiences of an English as a Second Language teacher in the U.S. Research Papers in Education, 1-32. 
  3. Craig, C. J., Evans, P., Verma, R., Stokes, D., & Li, J. (2019). 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, 42(3), 335-358.
  4. You, J. A., Lee, E. J., Craig, C. J., & Kim, H. S. (2018). Exploring Professional Learning Styles of Beginning Physical Education Teachers in Learning Community. The Asia-Pacific Education Researcher, 27(5), 419-429.
  5. Ben-Peretz, M., & Craig, C. J. (2018). Intergenerational impact of a curriculum enigma: the scholarly legacy of Joseph J. Schwab. Educational Studies, 44(4), 421-448.
  6. Craig, C. J., Zou, Y., & Curtis, G. (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, 1-20.
  7. Craig, C. J. (2018). The contexts of teaching: more to know and more to know about. Teachers and Teaching: Theory and Practice, 24(4), 329-331.
  8. J. Craig, C., Verma, R., Stokes, D., Evans, P., & Abrol, B. (2018). The influence of parents on undergraduate and graduate students’ entering the STEM disciplines and STEM careers. International Journal of Science Education, 40(6), 621-643.
  9. Craig, C. J., You, J., Zou, Y., Verma, R., Stokes, D., Evans, P., & Curtis, G. (2018). The embodied nature of narrative knowledge: A cross-study analysis of embodied knowledge in teaching, learning, and life. Teaching and Teacher Education, 71, 329-340.
  10. Craig, C. J. (2018). Metaphors of knowing, doing and being: Capturing experience in teaching and teacher education. Teaching and Teacher Education, 69, 300-311.
Slides for "Metaphors of knowing, doing and being: Capturing experience in teaching and teacher education"
File Size: 8385 kb
File Type: pdf
Download File
← Click here to download journal articles published in 2017
  1. Craig, C. J. (2017). International teacher attrition: multiperspective views. Teachers and Teaching: Theory and Practice, 23(8), 859-862. 
  2. Craig, C. J., 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.
  3. Craig, C. J. (2017). Support in teaching, teacher education and higher education: An international sampling. Teachers and Teaching: Theory and Practice. 23(3), 241-243.
  4. Ciuffetelli Parker, D., & Craig, C. J. (2017). An international inquiry: Stories of poverty–poverty stories. Urban Education, 52(1), 120-151.
← Click here to download journal articles published in 2016
  1. Zou, Y., Craig, C. J., & Poimbeauf, R. P. (2016). What the West could learn from the East: a reflective analysis. Teachers and Teaching, 22(7), 842-857.
  2. McDonald, D., Craig, C., Markello, C., & Kahn, M. (2016). Our Academic Sandbox: Scholarly Identities Shaped through Play, Tantrums, Building Castles, and Rebuffing Backyard Bullies. The Qualitative Report, 21(6), 1145-1163.
  3. Craig, C. J. (2016). Teaching and learning: Participation and interaction, Teachers and Teaching: Theory and Practice, 22(3), 269-272.
← Click here to download journal articles published in 2015
  1. Craig, C. J. (2015). Complexities of teaching and learning:  Contexts, orientations and interpretations. Teachers and Teaching: Theory and Practice, 21(2), 127-130.
  2. You, J., & Craig, C. J. (2015). Narrative accounts of US teachers' collaborative curriculum making in a physical education department. Sport, Education and Society, 20(4), 501-526.
  3. Craig, C. J., Zou, Y (2015). Traveling, living, and learning in a diverse setting: The china study abroad program. International Journal of Diversity in Education,15(3), 23-36
  4. Craig, C. J., Zou, Y., & Poimbeauf, R. (2015). Journal writing as a way to know culture: insights from a travel study abroad program. Teachers and Teaching, 21(4), 472-489.
  5. Craig, C. J., Zou, Y., & Poimbeauf, R. P. (2015). A narrative inquiry into schooling in China: Three images of the principalship. Journal of Curriculum Studies, 47(1), 141-169
← Click here to download journal articles published in 2014
  1. Craig, C. J., Zou, Y., & Poimbeauf, R. (2014). Narrative inquiry as travel study method: affordances and constraints. Asia Pacific Education Review, 15(1), 127-140.
  2. Craig, C. J. (2014). From stories of staying to stories of leaving: A US beginning teacher’s experience. Journal of Curriculum Studies, 46(1), 81-115.
  3. Craig, C. J., You, J., & Oh, S. (2014). Tensions in teacher community: competing commitments in the teaching of US middle school physical education. Journal of Curriculum Studies, 46(5), 697-728.
← Click here to download journal articles published in 2013
  1. Craig, C. J. (2013). Opportunities and challenges in representing narrative inquiries digitally. Teachers College Record, 115(4), 1-45.
  2. Craig, C. J. (2013). Teacher education and the best-loved self. Asia Pacific Journal of Education, 33(3), 261-272.
  3. Craig, C. J. (2013). Teaching and learning to teach: roles, beliefs, attitudes, and interactions.
  4. Curtis, G., Reid, D., Kelley, M., Martindell, P. T., & Craig, C. J. (2013). Braided lives: Multiple ways of knowing, flowing in and out of knowledge communities. Studying Teacher Education, 9(2), 175-186.
  5. Craig, C. J., You, J., & Oh, S. (2013). Collaborative curriculum making in the physical education vein: a narrative inquiry of space, activity and relationship. Journal of Curriculum Studies, 45(2), 169-197.
  6. Oh, S., You, J., Kim, W., & Craig, C. J. (2013). What spurs curriculum making in physical education? Four narratives of experienced teachers. Sport, Education and Society, 18(2), 243-266.
  7. Craig, C. J. (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, 25-38.
  8. Gallavan, N. P. & Craig, C. J.  (2013) Introduction, ​Action in Teacher Education, 35(5-6), 318-319.
  9. Gallavan, N. P. & Craig, C. J. (2013) Section I. Clinical Field-Based Experience Practica, Action in Teacher Education, 35(5-6), 320-322.
  10. Gallavan, N. P. & Craig, C. J.  (2013) Section I. Summary, Action in Teacher Education, 35(5-6), 426-427. 
  11. Craig, C. J. & Gallavan, N. P. (2013) Section II. Pedagogical Practices, Action in Teacher Education, 35(5-6), 428-429.
  12. Gallavan, N. P. & Craig, C. J. (2013) Section II. Summary, Action in Teacher Education, 35(5-6), 503-504. 
  13. Gallavan, N. P. & Craig, C. J. (2013) Afterword, Action in Teacher Education, 35(5-6), 505-506.
← Click here to download journal articles published in 2012
  1. Craig, C. J. (2012). Similarities among differences: An international sampling of interwoven themes. Teachers and Teaching: Theory and Practice.  18(5), 509-511.
  2. Craig, C. J., You, J., & Oh, S. (2012). Why school-based narrative inquiry in physical education research? An international perspective. Asia Pacific Journal of Education, 32(3), 271-284.
  3. Craig, C. J. (2012). “Butterfly under a pin”: An emergent teacher image amid mandated curriculum reform. The Journal of Educational Research, 105(2), 90-101.
  4. Craig, C. J (2012). Tensions in teacher development and community: Variations on a recurring school reform theme. Teachers College Record, 114(2), 1-28.
  5. Olson, M. R., & Craig, C. J. (2012). Social justice in preservice and graduate education: A reflective narrative analysis. Action in Teacher Education, 34(5-6), 433-446.
  6. Gallavan, N. P., & Craig, C. J. (2012). Section II. Culture, Family, and Social Justice. Action in Teacher Education, 34(5-6), 398-400.
← Click here to download journal articles published in 2011
  1. Craig, C. J. & Gallavan, N. P. (2011). Section I. Self-Identity, Action in Teacher Education, 33(5-6)
  2. Gallavan, N. P., & Craig, C. J. (2011). Section IV. Global Connections. Action in Teacher Education, 33(5-6), 598-600.
← Click here to download journal articles published in 2010
  1. Craig, C. J (2010). Coming full circle: from teacher reflection to classroom action and places in‐between. Teachers and Teaching: theory and practice, 16(4), 423-435.
  2. Craig, C. J. (2010). “Evaluation gone Away”: The teacher experience of the summative evaluation of a school reform initiative. Teaching and Teacher Education, 26(6), 1290-1299.
  3. Craig, C. J (2010). Change, changing, and being changed: A study of self in the throes of multiple accountability demands. Studying Teacher Education, 6(1), 63-73.
  4. Craig, C. J. (2010). Fictionalising a future for a field: Engaging possibilities in curriculum research. Curriculum Matters, 6, 48.
  5. Craig, C. J. (2010). "Democracy, teacher education, and John Dewey: A personal perspective." Tep Vol 22-N4 (2010): 447.
← Click here to download journal articles published in 2009
  1. Craig, C. J. (2009). The contested classroom space: A decade of lived educational policy in Texas schools.
  2. Craig, C. J. (2009). Research on the boundaries: Narrative inquiry in the midst of organized school reform. The Journal of Educational Research, 103(2), 123-136.
  3. Olson, M. R., & Craig, C. J. (2009). Traveling stories: Converging milieus and educative conundrums. Teaching and Teacher Education, 25(8), 1077-1085.
  4. Craig, C. J. (2009). Flights from the field and the plight of teacher education: a personal perspective. Journal of curriculum studies, 41(5), 605-624.
  5. Olson, M. R., & Craig, C. J. (2009). "Small" stories and Meganarratives: Accountability in balance. Teachers College Record, 111(2), 547-572.
  6. Craig, C. J. (2009). Learning about reflection through exploring narrative inquiry. Reflective Practice, 10(1), 105-116.​
← Click here to download journal articles published in 2008
  1. Craig, C. J. (2008). Joseph Schwab, self-study of teaching and teacher education practices proponent? A personal perspective. Teaching and Teacher Education, 24(8), 1993-2001.
  2. Craig, C. J. (2008). School as Parkland: Re-Storying the Story of Cochrane School. Tep Vol 20-N2, 131.
← Click here to download journal articles published in 2007
  1. Craig, C. J. (2007). Illuminating qualities of knowledge communities in a portfolio‐making context. Teachers and Teaching: theory and practice, 13(6), 617-636.
  2. Craig, C. J. (2007). Dilemmas in crossing the boundaries: From K-12 to higher education and back again. Teaching and Teacher Education, 23(7), 1165-1176.
  3. Craig, C. J. (2007). Story constellations: A narrative approach to contextualizing teachers’ knowledge of school reform. Teaching and Teacher Education, 23(2), 173-188.
  4. Craig, C. J. (2007). Narrative inquiries of geographically close schools: Stories given, lived, and told. Teachers College Record, 109(1), 160-191.
  5. Craig, C. J. (2007). Excavating teacher knowledge in Reforming School Contexts: A Collaborative Approach. Curriculum and Teaching Dialogue, 9(1) 65-78.
← Click here to download journal articles published in 2006
  1. Craig, C. J. (2006). Why is dissemination so difficult? The nature of teacher knowledge and the spread of curriculum reform. American educational research journal, 43(2), 257-293.
  2. Craig, C. J. (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), 105-116.
  3. Craig, C. J. (2006). Musings on the margins: Curriculum and teaching in an age of school reform. Curriculum and Teaching Dialogue, 8(1/2), 3.
← Click here to download journal articles published in 2005
  1. Craig, C. J. (2005). The epistemic role of novel metaphors in teachers’ knowledge constructions of school reform. Teachers and teaching, 11(2), 195-208.
  2. Olson, M. R., & Craig, C. J. (2005). Uncovering cover stories: Tensions and entailments in the development of teacher knowledge. Curriculum Inquiry, 35(2), 161-182.
  3. Craig, C. J. (2005). Historical research and narrative inquiry: Striking similarities, notable differences. American Educational History Journal, 32(2), 214.
← Click here to download journal articles published in 2004
  1. Craig, C. J. (2004). Shifting boundaries on the professional knowledge landscape: When teacher communications become less safe. Curriculum Inquiry, 34(4), 395-424.
  2. Craig, C. J. (2004). The dragon in school backyards: The influence of mandated testing on school contexts and educators' narrative knowing. Teachers college record, 106(6), 1229-1257.
← Click here to download journal articles published in 2003
  1. Craig, C. J. (2003). Characterizing the human experience of reform in an urban middle-school context. Journal of curriculum studies, 35(5), 627-648.
  2. Craig, C. J. (2003). What teachers come to know through school portfolio development. Teaching and Teacher Education, 19(8), 815-827.
  3. Craig, C. J. (2003). School portfolio development: A teacher knowledge approach. Journal of teacher education, 54(2), 122-134.
  4. Craig, C. J. (2003). Hardy Academy's social narrative history: A Backdrop for School Reform. American Educational History Journal, 30, 17.
  5. Craig, C. J. (2003). Story constellations: A way to characterize reforming school contexts and contextualize teacher knowledge. Curriculum and Teaching Dialogue, 5(1), 31-41.
← Click here to download journal articles published in 2002
  1. Craig, C. J. (2002). A meta-level analysis of the conduit in lives lived and stories told. Teachers and teaching, 8(2), 197-221.
  2. Craig, C. J. (2002). A Matter of Cultivation, Reflective Practice, 3(3), 293-305.
  3. Craig, C. J. (2002). Inquiry as stance: An administrator-initiated narrative practice. Teacher Education and Practice, 15(4), 90-105.
  4. Craig, C. J. (2002). Nelda Davis, the McCarthy era, and School Reform in Houston.  American Educational History Journal. 29, 138-143.
  5. Craig, C. J. (2002). “The Shadows of New York”:  A continuing inquiry into the ‘school as parkland’ metaphor.  International Journal of Education and The Arts. 3(4).
← Click here to download journal articles published in 2001
  1. Craig, C. J. (2001). 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), 303-331.
  2. Olson, M. R., & Craig, C. J. (2001). Opportunities and challenges in the development of teachers’ knowledge: The development of narrative authority through knowledge communities. Teaching and teacher education, 17(6), 667-684.
  3. Craig, C. J. (2001). No Satisfaction:“A Case of ‘The Monkey’s Paw,’” Top-Down School Reform, and the Conduit. Curriculum Inquiry, 31(3), 341-350.
  4. Craig, C. J. (2001). A collaborative view of knowledge in a knowledge society: an international perspective. International Journal of Value-Based Management, 14(1), 27-34.
← Click here to download journal articles published in 2000
  1. Craig, C. J. (2000). Stories of Schools/Teacher Stories: A Two‐Part Invention on the Walls Theme. Curriculum inquiry, 30(1), 11-41.
  2. Craig, C. J. (2000). From the micro to the macro: The Model Science Lab as a template for whole-school reform.  The Journal of Curriculum and Supervision.  15 (3), 255-266. 
← Click here to download journal articles published in 1995-1999
  1. Craig, C. J. (1999). Parallel stories: A way of contextualizing teacher knowledge. Teaching and Teacher Education, 15(4), 397-411.
  2. Craig, C. J. (1998). The influence of context on one teacher’s interpretive knowledge of team teaching. Teaching and Teacher Education, 14(4), 371-383.
  3. Craig, C. J. (1998). Lessons students teach.  Teaching Education Journal. 10 (1), 79-84. 
  4. Craig, C. J. (1998). Issues to address, assets to engage: Parents in classrooms and schools. Journal of Curriculum and Supervision, 13(3), 279.
  5. Craig, C. J. (1997). Telling stories: Accessing beginning teacher knowledge. Teaching education, 9(1), 61-68.
  6. Craig, C. J. (1997). A response to the critics of multiage teaching. Kappa Delta Pi Record.
  7. Craig, C. J. (1997). Asking questions of social studies reform. A review of change in Alberta social studies.  Canadian Social Studies.
  8. Craig, C. J. ​(1996). Leading out through collaboration. The Canadian School Executive.
  9. Craig, C. J. (1995). Knowledge communities: A way of making sense of how beginning teachers come to know in their professional knowledge contexts. Curriculum inquiry, 25(2), 151-175.
  10. Craig, C. J. (1995). The Chula/Fish Creek Connection. Canadian Social Studies, 29(4), 16.
← Click here to download journal articles published in 1987-1994
  1. Craig, C. J. (1993). Personal theorizing about social studies and social studies instruction.  Social Science Record. 30 (1), 99-106.
  2. Craig, C. J. (1992). Science, technology, and society: Its rationale, implications, and applications in elementary social studies. Canadian Social Studies, 27 (1), 11-17.
  3. Craig, C. J. (1992). Collaboration:  A way of 'leading out.'  Trends in Educational Leadership. Calgary, AB:  University of Calgary.
  4. Craig, C. J. (1991). Should multiage groupings replace split grade classes in schools?  The Canadian School Executive. Vancouver, BC.
  5. Craig, C. J. (1990). Social Studies Program Articulation: The Next Step. History and Social Science Teacher, 25(4), 197-201.
  6. Craig, C. J. (1988). Write on. The History and Social Science Teacher. 23 (3), 158-162.
  7. Craig, C. J. (1988). Stumbling blocks to the future of multiculturalism.  Multiculturalism. 11 (2), 18-22.
  8. Craig, C. J. (1988). Using multigrade classrooms more rationally.  The Canadian School Executive. 7 (8), 20-22.
  9. Craig, C. J. & McLellan, J. (1987). Split Grade Classrooms; An Educational Dilemma. Education Canada, 27(4), 4-9.
  10. Craig, C. J. (1987). Addressing subject integration. The History and Social Science Teacher. 31-34.
Proudly powered by Weebly