Craig, C. J. (2023). The intersection where excessive entitlement and the ‘best-loved self’ meet: Stories of experience. In Studying Teaching and Teacher Education: ISATT’s 40th Anniversary Yearbook (Vol. 44, pp. 231-242). Emerald Publishing Limited.
Parker, D. C., & Craig, C. J. (2023). Experience leads the way: What makes narrative inquiry critical. In Studying Teaching and Teacher Education: ISATT’s 40th Anniversary Yearbook (Vol. 44, pp. 91-109). Emerald Publishing Limited.
Flores, M. A., Parker, D. C., Marcondes, M. I., & Craig, C. J. (2023). Multinational policy analyses: Third time around. In Teaching and Teacher Education in International Contexts: ISATT’s 40th Anniversary Yearbook (Vol. 42, pp. 273-287). Emerald Publishing Limited.
Lee, H., Park, E., Rios, A., Li, J., & Craig, C. J. (2023). Digital and musical faces of a generative narrative inquiry: Restorying the wounded healer story. In Studying Teaching and Teacher Education: ISATT 40th Anniversary Yearbook (pp. 127-147). Emerald Publishing Limited.
Craig, C. (2022). Challenges to lived curriculum making: 1990–2020 (pp. 339-349). International Encyclopedia of Education (4th). Elsevier Ltd.
Craig, C. J. (2022). Historical and contemporary impact of Joseph J. Schwab. In Oxford Research Encyclopedia of Education. Oxford University Press.
Craig, C. & Curtis, G. (2020). The theoretical roots of self-study research. In J. Kitchen (Eds.). 2nd International Handbook of Self-Study of Teaching and Teacher Education. Springer Publications.
Craig, C., Evans, P., Bott, S., Stokes, D., & Abrol, B. (2017). Attracting, preparing and retaining teachers in high need areas: A science as inquiry model of teacher education. In M. Peters, B. Cowie & I. Menter (Eds.) A Companion to Teacher Education (pp. 455-470). Springer Publications.
Craig, C. (2016). Structure of teacher education. In J. Loughran and M. L. Hamilton (Eds.) International handbook of teacher education (pp. 69-135). Springer Publications.
Craig, C. (2010). Teacher as curriculum maker. In C. Kridel (Ed.), The encyclopedia of curriculum studies. Sage Publications.
Craig, C. (2010). Reflective practice in the professions: Teaching. In N. Lyons (Ed.) Handbook of reflection and reflective practice: Mapping a way of knowing for professional reflective inquiry (pp. 189-214). Springer Publishing.
Kelley, M., Gray, P., Reid, D., & Craig, C. (2010). Within K-12 schools for school reform: What does it take? In N. Lyons (Ed.) Handbook of reflection and reflective practice: Mapping a way of knowing for professional reflective inquiry (pp. 273-298). Springer Publishing.
Craig, C. (2008). Teacher research and teacher as researcher (Volume 1, Chapter 44). In L. Saha & G. Dworkin (Eds.) International Handbook of Teachers and Teaching (pp. 61-70). Springer Publishing.
Craig, C., Ross, V., Conle, C., & Richardson, V. (2008). Cultivating the image of teachers as curriculum makers. (Chapter 14). In F. Michael Connelly (Ed.) Handbook of curriculum and instruction. Sage Publications.
Craig, C., & Huber, J. (2006). Relational reverberations: Shaping and reshaping narrative inquiries in the midst of storied lives and contexts. In D. Jean Clandinin (Ed.) Handbook of narrative inquiry: Mapping a Methodology (pp. 251-262). Sage Publications.
Craig, C. & Pembrook, R. G. (2002). Teaching as a profession: Two variations on a theme. In Richard Colwell & Carol Richardson (Eds.) The new handbook of research on music teaching and learning (pp. 786-817). Oxford University Press.
Craig, C. J. (in press). When not getting your due is your due: Excessive entitlement at work. In T.
Ratnam & C. J. Craig (Eds.) After excessive teacher/faculty entitlement: Expanding the space for healing and human flourishing through ideological becoming. Emerald Publishing.
Craig, C. J. (in press). Inquiring into narrative: Narrative inquiry. In B. Irby, P. Slattery, N. Abdelrahman, M. Etchells & J. Donop (Eds) Framing research: Philosophies, theories, concepts and approaches in education. Information Age Publishing.
Craig, C. J., Kelley, M., & Curtis, G. A. (in press). The Chicago connection: Dewey, Addams, Schwab & Jackson. In Norton Silk, M., Ali, S. & Craig, C. J. (Eds). Narrative inquiries into becoming a teacher: Historical to contemporary perspectives. Information Age Publishing.
Kelley, M., Curtis, G. A., Craig, C. J., Easley, A., Martindell, P. T., & Perez, M. M. (2023). Looking through the rear-view mirror while moving forward: Drawing on past collaborative experiences of inform present practice. In A. Cameron-Standerford, B. Bergh, & C. Edge (Eds), Pausing at the threshold: Opportunity through, with, and for self-study of teacher education practices. (pp. 791-801). Equity Press. https://equitypress.org/pausing_at_the_thres
Craig, C. J. (2023). Foreword. Drawn to the flame: Teachers' stories of burnout. Emerald Publishing Limited.
Craig, C. J. (2023). Afterword. Drawn to the flame: Teachers' stories of burnout. Emerald Publishing Limited.
Scaramuzzo, P., Calabrese, J. E., & Craig, C. J. (2023). A narrative inquiry investigating teacher burnout at a Bronx New York Middle School in 2020. In Drawn to the flame: Teachers’ stories of burnout. (Vol. 45, pp. 27-46). Emerald Publishing Limited.
Singer, E. A., Etchells, M. J., & Craig, C. J. (2023). The burning out of teachers and administrators in public education. Drawn to the flame: Teachers' stories of burnout. Emerald Publishing Limited.
Singer, E. A., Etchells, M. J., & Craig, C. J. (2023). Final thoughts. Drawn to the flame: Teachers' stories of burnout. Emerald Publishing Limited.
Craig, C. J. (2023). Tribute to Freema Elbaz-Luwisch. In Approaches to Teaching and Teacher Education: ISATT’s 40th Anniversary Yearbook (Vol. 43, pp. 11-13). Emerald Publishing Limited.
Kane, R. G., & Craig, C. J. (2023). Tribute to Penny Haworth. In C. Craig, J, Mena & R. Kane (Eds.), Teacher Education in the Wake of Covid-19 (Vol. 41, pp. 55-57). Emerald Publishing Limited.
Li, J., & Craig, C. J. (2023). Tribute to Xiaohong Yang. In C. Craig, J, Mena & R. Kane (Eds.), Teacher Education in the Wake of Covid-19: ISATT 40th Anniversary Yearbook (pp. 71-72). Emerald Publishing Limited.
Pinnegar, E., & Craig, C. J. (2023). Tribute to Jean Clandinin. In Teaching and Teacher Education in International Contexts: ISATT 40th Anniversary Yearbook (pp. 7-9). Emerald Publishing Limited.
Craig, C. J., & Flores, M. A. (2023). Tribute to Miriam Ben-Peretz. In C. Craig, J, Mena & R. Kane (Eds.), Teacher Education in the Wake of Covid-19: ISATT 40th Anniversary Yearbook (pp. 39-41). Emerald Publishing Limited.
Orland-Barak, L., Flores, M., Guberman, A. & Craig, C. (2022). Introduction. In L. Orland-Barak, M. A. Flores, A. Guberman, & C. Craig (Eds.), A Life of Optimism: Selected Works of Miriam Ben-Peretz, Brill.
Craig, C. (2022). Foreword. In C. Craig, D. McDonald & G. Curtis (Eds). Learning, Leading and the Best-Loved Self in Teaching and Teacher Education. Palgrave-Macmillan.
Craig, C. (2022). Tracing the roots of the best-loved self. In C. Craig, D. McDonald & G. Curtice (Eds). Learning, Leading and the Best-Loved Self in Teaching and Teacher Education (pp. 9-29). Palgrave-Macmillan.
Kelley, M., Curtis, G. & Craig, C. (2022). Vignettes of the best loved self. In C. Craig, D. McDonald & G. Curtis (Eds). Learning, Leading and the Best-Loved Self in Teaching and Teacher Education (pp. 123-144). Palgrave-Macmillan.
Monroy, M., Norton, M. & Craig, C. (2022). Unleashing the best-loved self: Autobiographical narratives of experience in higher education. In C. Craig, D. McDonald & G. Curtis (Eds). Learning, Leading and the Best-Loved Self in Teaching and Teacher Education (pp. 171-193). Palgrave-Macmillan.
Craig, C. (2022). The best-loved self: Where to from here? In C. Craig, D. McDonald & G. Curtice (Eds). Learning, Leading and the Best-Loved Self in Teaching and Teacher Education (pp. 333-342). Palgrave-Macmillan.
Craig, C. (2022). Cover endorsement. In Civic Engagement of Asian American Student Leaders by Glenda L. Wui & Cameron S. White. (Publisher)
Craig, C. (2022). Cover endorsement. In B. Eng (Ed.). Crossing cultures, crossing identities: Personal narratives of teacher knowledge. Palgrave-Macmillan.
Craig, C.J. & Auzenne-Curl, C.T. (2021). Community, Identity, and Change: An Inquiry into Professional Development Partnerships for Literacy Education in Urban Context. In C. Auzenne-Curl and C. Craig (Eds.), Developing Knowledge Communities through Partnerships for Literacy (Advances in Research on Teaching, Vol. 37, pp. 1-18). Emerald Publishing Limited.
Auzenne-Curl, C.T. & Craig, C.J. (2021), “Research Across Four Pandemics: The End Is a Beginning”. In C. Auzenne-Curl and C. Craig (Eds.), Developing Knowledge Communities through Partnerships for Literacy (Advances in Research on Teaching, Vol. 37, pp. 245-251). Emerald Publishing Limited.
Ratnam, T. & Craig, C. (2021). Introduction: The idea of excessive teacher entitlement: Breaking new ground. In T. Ratnam & C. Craig (Eds). UnderstandingExcessive Teacher and Faculty Entitlement: Digging at the roots (Advances in Research in Teaching Series) (pp. 1-13). Emerald Publishing.
Craig, C. (2021). Back in the middle (again): Working in the midst of professors and graduate students, In T. Ratnam & C. Craig (Eds). UnderstandingExcessive Teacher and Faculty Entitlement: Digging at the roots (Advances in Research in Teaching Series) (pp. 165-178). Emerald Publishing.
Craig, C. (2021). Foreword. In C. Karaman & S. Edling (Eds). International perspectives on professional learning and identities in teaching: Narratives of successful teachers. Routledge.
Evans, P., Craig, C., & Manuel, M. (2021). Generative mentorship: Exemplars from a STEM teacher preparation program. In Mena, J. & Clarke, T. (Eds.), Teacher induction and mentoring: Supporting beginning teachers entering the profession (pp. 135-171). Brill Publishing.
Evans, P., Craig, C., Stokes, D. & Morgan, J. (2021). Overview of the teachHOUSTON Program. In C. J. Craig, P. K. Evans & D. W. Stokes (Eds.), Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools (pp. 7–26). Emerald Publications.
Stokes, D., Evans, P., & Craig, C. J. (2021). Collaboration between a Physics Professor and a Physics Teacher/Teacher Educator. In C. J. Craig, P. K. Evans & D. W. Stokes (Eds.), Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools (pp. 27–40). Emerald Publishing Limited.
Evans, P., Stokes, D., & Craig, C. J. (2021). A Narrative Inquiry into Teaching Physics as Inquiry: One Teacher’s Journey. In C. J. Craig, P. K. Evans & D. W. Stokes (Eds.), Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools (pp. 41–64). Emerald Publishing Limited.
Evans, P., McAlister-Shields, L., Manuel, M., Craig, C., Stokes, D. & Nguyen, H. (2021). Examining the impact for informal experiences on preservice teachers’ self-efficacy. In C. J. Craig, P. K. Evans & D. W. Stokes (Eds.), Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools (pp. 85-108). Emerald Publications.
Craig, C. J., Evans, P., Verma, R., Stokes, D., & Li, J. (2021). In Praise of “Unsung Teachers”: Teachers’ Influences on Students Enrolling in STEM Programs with the Intent of Entering STEM Careers. In C. J. Craig, P. K. Evans & D. W. Stokes (Eds.), Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools (pp. 135–158). Emerald Publishing Limited.
Craig, C. J., Verma, R., Stokes, D., Evans, P., & Abrol, B. (2021). Parents’ Influence on Undergraduate and Graduate Students' Entering the STEM Disciplines and STEM Careers. In C. J. Craig, P. K. Evans & D. W. Stokes (Eds.), Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools (pp. 109–133). Emerald Publishing Limited.
Evans, P., Manuel, M., Nguyen, H., Stokes, D., Craig, C., Han, X., & Morgan J. (2021). Where are the teachHOUSTON preservice candidates now? Are they still in the urban teacher force? In C. Craig, P. Evans & D. Stokes (Eds.), Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools. Emerald Publications.
Li, J, Gale, T., Craig, C., Norton, M., Evans, P., Stokes, D. & Verma, R. (2021). The value of STEM scholarship grants to undergraduate and graduate students intending to study the STEM disciplines and pursue stem careers. In C. J. Craig, P. K. Evans & D. W. Stokes (Eds.), Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools (pp. 179–200). Emerald Publications.
Li, J., Evans, P., Craig, C., Stokes, D., Verma, R., & Zhu, G. (2021). The influence of professors on students enrolled in the STEM programs with the intent of embarking on STEM careers. In C. J. Craig, P. K. Evans & D. W. Stokes (Eds.), Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools (pp. 159-177). Emerald Publications.
Craig, C. (2020). Curriculum making 1. Curriculum making, reciprocal learning and the best-loved self. Brill Publishing.
Craig, C. (2020). Curriculum making 2. Curriculum making, reciprocal learning and the best-loved self. Brill Publishing.
Craig, C. (2020). Reciprocal learning. Curriculum making, reciprocal learning and the best-loved self. Brill Publishing.
Craig, C. (2020). Best-loved self. Curriculum making, reciprocal learning and the best-loved self. Brill Publishing.
Craig, C. (2020). Afterword. Curriculum making, reciprocal learning and the best-loved self. Brill Publishing.
Craig, C., Flores, M., Marcondes, M. I., & Parker, D. C. (2020). The impact of reform policies on teachers and their practices: Case studies from four countries. In Education beyond Crisis (pp. 3-31). Brill Sense.
Craig, C., Curtis, G. A., Kelley, M., Martindell, P. T., & Pérez, M. M. (2020). Introducing the Portfolio Group (1998–Present). In Knowledge Communities in Teacher Education (pp. 1-21). Palgrave Macmillan.
Craig, C., Curtis, G. A., Kelley, M., Martindell, P. T., & Pérez, M. M. (2020). The story before the story: The pathway to knowledge communities and the Portfolio Group. In Knowledge Communities in Teacher Education (pp. 23-47). Palgrave Macmillan.
Craig, C., Curtis, G. A., Kelley, M., Martindell, P. T., & Pérez, M. M. (2020). Evidencing school reform through school portfolios (1998–2002). In Knowledge Communities in Teacher Education (pp. 49-76). Palgrave Macmillan.
Craig, C., Curtis, G. A., Kelley, M., Martindell, P. T., & Pérez, M. M. (2020). Becoming and sustaining Critical Friends (1998–Present). In Knowledge Communities in Teacher Education (pp. 77-92). Palgrave Macmillan.
Craig, C. J., Curtis, G. A., Kelley, M., Martindell, P. T., & Pérez, M. M. (2020). Becoming Teacher Researchers (2004–2009). In Knowledge Communities in Teacher Education (pp. 93-113). Palgrave Macmillan.
Craig, C., Curtis, G. A., Kelley, M., Martindell, P. T., & Pérez, M. M. (2020). Becoming narrative inquirers (2003–2013). In Knowledge Communities in Teacher Education (pp. 115-140). Palgrave Macmillan.
Craig, C., Curtis, G. A., Kelley, M., Martindell, P. T., & Pérez, M. M. (2020). Traveling journals as inquiry and professional development (2004–2006). In Knowledge Communities in Teacher Education (pp. 141-161). Palgrave Macmillan.
Craig, C., Curtis, G. A., Kelley, M., Martindell, P. T., & Pérez, M. M. (2020). Engaging in Self-Study Research (2011–Present). In Knowledge Communities in Teacher Education (pp. 163-183). Palgrave Macmillan.
Craig, C., Curtis, G. A., Kelley, M., Martindell, P. T., & Pérez, M. M. (2020). Negotiating career pathway challenges (1998–Present). In Knowledge Communities in Teacher Education (pp. 185-204). Palgrave Macmillan.
Craig, C., Curtis, G. A., Kelley, M., Martindell, P. T., & Pérez, M. M. (2020). Relationships, cross-pollination, and extended collaborations (2002–Present). In Knowledge Communities in Teacher Education (pp. 205-221). Palgrave Macmillan.
Craig, C., Curtis, G. A., Kelley, M., Martindell, P. T., & Pérez, M. M. (2020). The Portfolio Group’s legacy. In Knowledge Communities in Teacher Education (pp. 223-250). Palgrave Macmillan.
Turchi, L., Craig, C. & McDonald, D. (2020). Cross-Disciplinary, Cross-institutional collaboration in teacher education: Cases of learning and leading. In C. Craig, L. Turchi & D. McDonald (Eds.), Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education: Cases of Learning and Leading (pp.1-8). Palgrave Macmillan.
Craig, C. & Curtis, G. (2020). Faculty Academy: A new version of an established concept of collaboration. In Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education: Cases of Learning and Leading (pp. 9-24). Palgrave Macmillan.
Raven, S., Davis, T. & Craig, C. (2020). The mentor-mentee faculty relationship: Cases of reciprocal learning and leading. In C. Craig, L. Turchi & D. McDonald (Eds.), Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education: Cases of Learning and Leading (pp.83-95). Palgrave Macmillan.
Craig, C. (2020). Generous scholarship: A counternarrative for the region and the academy. In C. Craig, L. Turchi & D. McDonald (Eds.), Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education: Cases of Learning and Leading (pp.351-365). Palgrave Macmillan.
McDonald, D., Craig, C. & Turchi, L (2020). The Faculty Academy in review: What, so what, now what? In C. Craig, L. Turchi & D. McDonald (Eds.), Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education: Cases of Learning and Leading (pp.385-391). Palgrave Macmillan.
Craig, C. (2019). O desenvolvimento profissional de professores à luz da perspetiva do professor como agente do currículo. In M. Flores (Ed.). Currículo e Avaliação. Santo Tirso: Ediḉào De Facto Editores.
Craig, C. (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.
Craig, C. (2019). Positioning others in self-facing inquiries: Ethical challenges in self-study of teaching and teacher education research. In R. Brandenberg & S. McDonough (Eds). Ethics, self-study research methodology and teacher education. Springer Nature Publishing.
Craig, C. (2019). Sustaining self and others in the teaching profession: A personal perspective. In J. Murray, A. Swennen & C. Kosnik (Eds.) International research, policy and practice in teacher education: Insiders’ perspectives. Springer Press.
McDonald, D., Craig, C. & Curtis, G. (2019). Situating teacher induction in the urban teaching context: A journey through new terrain as novice teachers’ share stories of finding their way. In D. McDonald (Ed.). Facing Challenges and Complexities in Retention of Novice Teachers (pp. 1-2). Information Age Publishing.
Craig, C., Evans, P., Li, J. & Stokes, D. (2019). The Gordian knot of teacher induction: When context trumps teacher preparation and the desire to teach. In D. McDonald (Ed.). Facing Challenges and Complexities in Retention of Novice Teachers (pp. 185-204). Information Age Publishing.
McDonald, D., Craig, C. & Curtis, G. (2019). A big picture view of teacher induction experiences across the disciplines: Helping policy makers see the forest through the trees. In D. McDonald (Ed.). Facing Challenges and Complexities in Retention of Novice Teachers. Information Age Publishing.
Craig, C. (2018). Preface. In J. Hwang (Author). Preservice teacher education in Southwest China. Palgrave-Macmillan.
Craig, C. (2018). Preface. In S. Xu (Author). Cross-cultural schooling experiences of Chinese immigrant families. Palgrave-Macmillan.
Stokes, D., Evans, P., & Craig, C. (2017). Developing STEM teachers through both informal and formal learning experiences. In J. Mena, A. Valcarcel, F. Garcia-Penalvo & M. Martin del Pozo. Search and research: Teacher education for contemporary contexts (pp. 961-972). Ediciones Universidad de Salamanca.
Li, J., Yang, X., & Craig, C. (2017). Parallel stories: Teachers and facilitators in a transformative online teacher learning community. In J. Mena, A. Valcarcel, F. Garcia-Penalvo & M. Martin del Pozo. Search and research: Teacher education for contemporary contexts (pp. 1093-1100). Ediciones Universidad de Salamanca.
Craig, C. (2017). Sustaining teachers: Attending to the best-loved self in teacher education and beyond. In X. Zhu, A. L. Goodwin & H. Zhang (Eds). Quality of teacher education and learning (New Frontiers of Educational Research Series) (pp. 193-205). Springer.
Haworth, P. & Craig, C. (2016). Crossroads in English language teaching. In P. Haworth & C. Craig (Eds.) The career trajectories of English language teachers (pp. 11-14). Symposium Books.
Craig, C. & Haworth, P. (2016). Reflecting on the changing nature of English language learning internationally, the status of the profession, and future visions for teacher education. In Haworth, P. & Craig, C. (Eds). The career trajectories of English language teachers (pp. 237-247). Symposium Books.
Craig, C., Curtis, G., & Kelley, M. (2016). Sustaining self and others in the teaching profession: A group self-study. In D. Garbett & A. Ovens (Eds.), Enacting self-study as methodology for professional inquiry (pp. 133-140). Self-Study of Teacher Education Practices.
Craig, C., Zou, Y., & Curtis, G. (2016). Preservice teacher’s reflective journaling: A way to know culture. In J.C.-K Lee, C. Day (Eds.), Quality and change in teacher education. Professional learning and development in schools and higher education (pp. 175-194). Springer International Publishing.
Craig, C. (2015). Introductory chapter. In C. Craig & L. Orland-Barak (Eds.), International Teacher Education: Promising Pedagogies, Part C. Emerald Publishing
Craig, C. (2015). Concluding chapter. In C. Craig & L. Orland-Barak (Eds.), International Teacher Education: Promising Pedagogies, Part C. Emerald Publishing.
Craig, C. (2015). Series concluding chapter. In C. Craig & L. Orland-Barak (Eds.), International Teacher Education: Promising Pedagogies, Part C. Emerald Publishing.
Craig, C. (2015). Deaning: Duty and desire. In R. Clift, J. Loughran & C. Craig (Eds.), Inside the role of Dean: International perspectives on leading in higher education (pp. x-xi). Routledge.
Craig, C. (2015). Introductory chapter. In L. Orland-Barak & C. Craig (Eds), International Teacher Education: Promising Pedagogies, Part B. Emerald Publishing.
Craig, C. (2015). Concluding chapter. In L. Orland-Barak & C. Craig (Eds.), International Teacher Education: Promising Pedagogies, Part B. Emerald Publishing.
Craig, C., Clift, R., Loughran, J., & Mills, J. (2015). Preface. In Inside the role of dean: International perspectives on leading in higher Education (pp. ix-x). Routledge.
Craig, C. (2014). Introductory chapter. In C. Craig & L. Orland-Barak (Eds.), International Teacher Education: Promising Pedagogies,Part A. Emerald Publishing.
Craig, C. (2014). Concluding chapter. In C. Craig & L. Orland-Barak (Eds.), International Teacher Education: Promising Pedagogies, Part A. Emerald Publishing.
Meijer, P. & Craig, C. (2013). The future of teaching and teacher education: Agency through collaboration and “going public”. In R. Vanderlinde, I. Rots, M. Tuytens, K. Rutten, I. Ruys, R. Soetaert, & M. Valcke (Eds.), Essays over de leraar en de toekomst van de lerarenopleiding (Essays about teachers and the future of teacher education. (pp. 271-280). Academia Press.
Kelley, M., Reid, D., Gray, P. & Craig, C., (2013). The political dimension of a teacher research group. In M. L. Buffington & S. W. McKay (Eds.), Practice theory: Seeing the power of art teacher researchers (pp. 283-284). National Art Education Association (NAEA).
Craig, C. (2013). Life on school landscapes: Teachers’ experiences, relationships and emotions. In M. Newberry, A. Gallant & P. Riley (Eds.), Emotions and school: Understanding how the hidden curriculum influences relationships, leadership, teaching and learning (pp.99-117). Emerald Group Publishing Limited.
Craig, C. (2013). Foreword. In M. Flores (Ed.), Back to the future: Legacies, continuities and changes in Educational policy, practice and research (pp. ix-x). Springer Science & Business Media.
Craig, C. (2013). Foreword. In C. Craig, P. Meijer & J. Broeckmans (Eds.), From teacher thinking to teachers and teaching: The evolution of a research community (Advances in Research in Teaching Volume 19, pp. xv-xviii). Emerald Group Publishing.
Craig, C. (2012). Restructuring teachers’ learning environments. In M. Ben-Peretz, S. Kleeman, R. Richenberg, & S. Shimoni (Eds.), Teacher educators as members of an evolving profession (pp. 133-154). Rowman & Littlefield & MOFET Institute.
Craig, C. (2012). Tensόes no desenvolvimento professional e na comunidade: Variaḉoes sobre umtema recorrente na reforma escolar. In M. Flores & R. Illidio Ferreira (Eds.), Curriculuo e Comunidades de aprendizagem: Desafio e perspectives (pp. 17-57). Ediḉào De Facto Editores.
Craig, C. (2012). Teacher professional development through a teacher-as-curriculum maker lens. In M. Kooy & K. van Veen (Eds.), Teacher learning that matters: International perspectives (pp. 100-112). Routledge.
Craig, C. (2011). The state of teaching practice in the United States. In C. Day & C. Laneve (Eds.), Analysis of educational practices: A comparison of research models. Editrice La Scuola.
Craig, C. (2011). Katherine Vickery: Female visionary. The history of Kappa Delta Pi. Rowman & Littlefield.
Craig, C. (2011). Preface. In M. Rice (Author). Adolescent boys’ literate identities. Emerald Books.
Craig, C. (2011). Narrative inquiry in teaching and teacher education. In J. Kitchen, D. Ciuffetelli-Parker & D. Pushor (Eds.), Narrative inquiries into curriculum making in teacher education (pp. 19-43). Emerald Publishing.
Craig, C. & Deretchin, L. (2011). Introduction. In C. Craig & L. Deretchin (Eds.), Cultivating curious and creative minds. Teacher Education Yearbook XVIII. Volume II. Rowman & Littlefield.
Craig, C. & Deretchin, L. (2011). Summary and implications. In C. Craig & L. Deretchin (Eds.), Cultivating curious and creative minds. Teacher Education Yearbook XVIII. Volume II. Rowman & Littlefield.
Craig, C. & Pinnegar, S. (2011). Preface. In K. Malu (Ed.), Voices from the middle: Narratives for, by, and about the middle level community. Information Age Publishing.
Craig, C., & Hwang, S. (2011). The journey from school to one-room schoolhouse: Using art and drama to address the creative void. In B. Uhrmacher & C. Bunn (Eds.), Beyond the one room schoolhouse (pp. 55-61). Sense Publishers.
Craig, C. (2010). Revisiting self in the midst of NCATE and other accountability demands. In N. Wentworth & L. Erickson (Eds.), Tensions in teacher preparation: Accountability, assessment, and accreditation (pp. 183-198). Emerald Publishing.
Craig, C. & Deretchin, L. (2010). Introduction. In C. Craig & L. Deretchin (Eds.), Cultivating curious and creative minds. Teacher Education Yearbook XVIII. Volume I. Rowman & Littlefield.
Craig, C. & Deretchin, L. (2010). Summary and implications. In C. Craig & L. Deretchin (Eds.), Cultivating curious and creative minds. Teacher Education Yearbook XVIII. Volume I. Rowman & Littlefield.
Craig, C. & Deretchin, L. (2010). Afterword. In C. Craig & L. Deretchin (Eds.), Cultivating curious and creative minds. Teacher Education Yearbook XVIII. Volume II. Rowan & Littlefield.
Craig, C. (2009). Blindsided. In D. Smith & P. Goldblatt (Eds.), Exploring Leadership and Ethical Practice through Professional Inquiry (Chapter 13, pp. 253-255). Les Presses de I’Université Laval.
Craig, C. (2009). Trustworthiness in self-study research. In C. Lassonde, S. Galman, & C. Kosnik (Eds.), Self-study research methodologies for teacher educators (pp. 21-34). Brill.
Kelley, M., North, K., & Craig, C. (2009). Posing questions: Teacher research groups in search of answers. In C. Craig & L. Deretchin (Eds.), Teacher learning in small group settings (Teacher Education Yearbook XVII) (pp. 66-87). Rowman & Littlefield.
Benavente-McEnery, L., Bickham, B., Boske, C., Foster, A., Markello, C., McCormack, S., & Craig, C. J. (2009). The Faculty Academy: A place for grounding and growth. In C. Craig & L. Deretchin (Eds.), Teacher learning in small group settings (Teacher Education Yearbook XVII) (pp. 343-367). Rowman & Littlefield.
Craig, C. & Deretchin, L. (2008). Introduction. In C. Craig & L. Deretchin (Eds.), Imagining a renaissance in teacher education. Teacher Education Yearbook XVI. Rowman & Littlefield.
Craig, C. & Deretchin, L. (2008). Afterword. In C. Craig & L. Deretchin (Eds.), Imagining a renaissance in teacher education. Teacher Education Yearbook XVI. Rowman & Littlefield.
Craig, C. & Deretchin, L. (2007). Introduction. In L. Deretchin & C. Craig (Eds.), International research on the impact of accountability systems. Teacher Education Yearbook XV. Rowman & Littlefield.
Craig, C. & Deretchin, L. (2007). Afterword. In L. Deretchin & C. Craig (Eds.), International research on the impact of accountability systems. Teacher Education Yearbook XV. Rowman & Littlefield
Craig, C. (2005). Inquiry as stance: An administrator-initiated narrative practice. In G. Ponder & D. Strahan (Eds.), Deep Change: Cases and Commentary on Schools and Programs of Successful Reform in High Stakes States (pp. 107-120). Information Age Publishing.
Craig, C. (2004). “They’re Angels” response. In Ontario Teachers Federation (Ed.), Cases as catalysts: Collaborative inquiry for teacher education. Sage Publications.
Craig, C. (2003). School as parkland: Re-storying a “story of school.” In D. Callejo Pérez, S. Fain & J. Slater (Eds.), The pedagogy of place: Seeing Space as Cultural Education. Peter Lang Inc., International Academic Publishers.
Craig, C. (2002). Nelda Mae Davis. In Margaret Crocco & O.L. Davis (Eds.), Building a legacy: Women in social education 1784-1984 (pp.95-96). National Council for the Social Studies.
Craig, C. & Olson, M. (2002). The development of teachers’ narrative authority in knowledge communities: A narrative approach to teacher learning. In N. Lyons & V. LaBoskey (Eds.), Narrative inquiry in practice: Advancing the knowledge of teaching (pp. 115-129). Teachers College Press.
Craig, C. (2001). School portfolio development: A way to access teacher knowledge. In C. Sugrue & C. Day (Eds.), Developing teachers and teaching practices: International perspectives (pp. 130-145). Routledge.
Craig, C. (2001). Change agent among change agents. Reform in the intermediary zone. In F. Rust & H. Freidus (Eds.), Guiding change: New understandings of the role of change agents (pp. 120-135). Teachers College Press.
Craig, C. (1999). Life on the professional knowledge landscape: Living the image of “principal as rebel.” In F. M. Connelly & D. J. Clandinin (Eds.), Shaping a professional identity: Stories of educational practice (pp. 150-167). Teachers College Press.
Craig, C. (1995). Coming to know in the professional knowledge landscape: Benita's first year of teaching. In D. J. Clandinin & F. M. Connelly (Eds.), Teachers’ professional knowledge landscapes(Advances in Contemporary Educational Thought Series) (pp.79-87). Teachers College Press.
Craig, C. (1995). Dilemmas in crossing the boundaries on the professional knowledge landscape. In D. J. Clandinin & F. M. Connelly (Eds.), Teachers' professional knowledge landscapes(Advances in Contemporary Educational Thought Series) (pp 16-24). Teachers College Press.
Craig, C. (1995). Safe places in the professional knowledge landscape: Knowledge communities. In D. J. Clandinin & F. M. Connelly (Eds.), Teachers’ professional knowledge landscapes(Advances in Contemporary Educational Thought Series) (pp. 137-141). Teachers College Press.
Craig, C. (1995). A story of Tim’s coming to know sacred stories in school. In D. J. Clandinin & F. M. Connelly (Eds.), Teachers’ professional knowledge landscapes(Advances in Contemporary Educational Thought Series) (pp. 88-101). Teachers College Press.
Craig, C. (1993). Expanding horizons of teacher knowing. In L Beauchamp et al. (Eds.), Crossroads and horizons in teacher education (pp. 85-105). University of Alberta Press.