New Book: Understanding Excessive Teacher and Faculty Entitlement: Digging at the RootsDr. Chery J. Craig published the book "Understanding Excessive Teacher and Faculty Entitlement: Digging at the Roots." This book, co-edited by Dr. Tara Ratnam, an independent teacher educator and researcher from India, brings researchers from diverse geographical contexts and primarily addresses educators and researchers with a spin-off to human resource management in diverse organizational settings. Congratulations also go to Lobat Asadi, Salma Ali, Miguel Burgess Monroy, Kimberly Currens, Amin Davoodi, Matthew Etchells, Eunhee Park, HyeSeung Lee, Shakiba Razmeh, and Erin Singer who contributed to the chapters.
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New Book: Developing Knowledge Communities through Partnerships for LiteracyDr. Chestin Auzenne-Curl and Dr. Craig published the book "Developing Knowledge Communities through Partnerships for Literacy." This book, inspired by an evaluation research partnership involving professional development for writing instructors, inquires into the historical roots of research partnerships, offers unique perspectives on literacy coaching and professional development in public education, and includes uniquely divergent threads from researchers in the field.
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New Book: Preparing Teachers to Teach the STEM Disciplines in America's Urban SchoolsCheryl J. Craig (TAMU), Paige K. Evans (UH) and Donna W. Stokes (UH) published book, Preparing Teachers to Teach the STEM Disciplines in America's Urban Schools. The volume provides a systematic investigation of how prospective STEM educators are cultivated to be subject matter specialists and culturally relevant teachers.
"This is a remarkable book, a must read for everyone interested in STEM teacher education, science educator-scientist collaborations, teaching science as inquiry, and formal and informal learning." Zongyi Deng, Professor of Curriculum and Pedagogy UCL Institute of Education, University College London |
New Book: Truth and Knowledge in Curriculum MakingLobat Asadi and Cheryl J. Craig co-edited the book, "Truth and Knowledge in Curriculum Making." The volume revolves around one teacher's curriculum making but speaks, through example, to many teachers' curriculum making approaches. The book demonstrates how each member of the research team thought with the same stories of the teacher and her practice in different ways. It animates how truth and knowledge are formed in educational settings through intertwining narrative inquiry, teacher knowledge and aesthetic ways of knowing.
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New Book: Curriculum Making, Reciprocal Learning and the Best-Loved SelfDr. Cheryl J. Craig published her single-authored book, "Curriculum Making, Reciprocal Learning and the Best-Loved Self." The volume captures her most recent strands of research and includes what she has learned in the national and international context as a researcher and teacher educator.
"This book is impressive and timely. It makes a compelling case of how curriculum making, reciprocal learning and the best-loved self are key to enhancing professional knowledge and development globally. A vivid and thought-provoking volume that makes a significant contribution to the field." --Maria Assunção Flores, University of Minho, Portugal. |
New Book: Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education: Cases of Learning and LeadingDr. Cheryl J. Craig co-edited the book, "Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education: Cases of Learning and Leading," which presents the scholarship of the Faculty Academy, a consortium of teacher educators from five regional campuses. This cross-disciplinary, cross-institutional collaborative group began their association in 2002 under Cheryl Craig's direction and initially funded by the Houston Annenberg Challenge. Revolving around stories of experiences, this Faculty Academy book focuses on reciprocal learning, experiential learning, critical reflection, openness to difference, relational bonds, and authentic leadership. Special congratulations are also extended to TAMU chapter contributors, Dr. Sara Raven, Dr. Trina J. Davis, Dr. Gayle Curtis and Dr. Chestin Auzenne-Curl.
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New Book: Knowledge Communities in Teacher Education: Sustaining Collaborative WorkDr. Cheryl J. Craig, Dr. Gayle Curtis, Dr. Michaelann Kelley, Dr. P. Tim Martindell and Michael Perez (Portfolio Group) published book, "Knowledge Communities in Teacher Education: Sustaining Collaborative Work."
This volume is the result of a 22-year research collaboration that began in 1998 under the leadership of Cheryl Craig and initially funded by the Houston Annenberg Challenge. The volume shows how the cross-institutional collaborative group has contributed to research on teaching and teacher education while promoting growth and change in themselves, schools, and each other. "This book is a treasure for those supporting intellectual knowledge generation and communication in school-based/cross-institutional settings. There is no knowledge community equivalent for practical content, theoretical significance, and duration." —F. Michael Connelly, Professor Emeritus, University of Toronto |
Dr. Craig Makes AERA History, Wins Two AwardsDr. Cheryl J. Craig made history at this year’s American Educational Research Association annual meeting as the first person to win two prestigious awards from AERA.
Craig, professor in the Department of Teaching, Learning and Culture, was selected as a recipient of AERA Division K Teaching and Teacher Education’s 2021 Legacy Award and the 2021 Exemplary Research in Teaching and Teacher Education Award. |
Interview with KBTX-TVA new study led by a Texas A&M research team shows that the impact that high school teachers have on students carries on into college and beyond. Dr. Cheryl Craig interviewed students in the study. She joined us on First News at Four Monday to tell us more.
Check out her interview with News 3's Josh Ninke in the video player. |
News Release from Transform LIves“HIS TEACHERS TOOK THE IN LOCO PARENTS ROLES. THIS IS SOMETHING WE NEED TO DO MORE IN TEACHER EDUCATION. WE NEED TO REALIZE THAT IF, FOR WHATEVER REASON A PARENT MAY NOT HAVE DONE WHAT THEY NEEDED TO DO, TEACHERS STEP INTO THIS ROLE. IT’S ABOUT DOING WHAT THE WISEST AND MOST POSITIVE PARENT WOULD DO.”
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