| Teachers' professional knowledge landscapes DJ Clandinin, FM Connelly (No Title), 1995 | 2091 | 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 | 348 | 2001 |
| Story constellations: A narrative approach to contextualizing teachers’ knowledge of school reform CJ Craig Teaching and Teacher education 23 (2), 173-188, 2007 | 272 | 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 | 258 | 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 | 237 | 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 | 211 | 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 | 209 | 2007 |
| Narrative inquiry in teaching and teacher education CJ Craig Narrative inquiries into curriculum making in teacher education, 19-42, 2011 | 191 | 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 | 188 | 2006 |
| Uncovering cover stories: Tensions and entailments in the development of teacher knowledge MR Olson, CJ Craig Curriculum Inquiry 35 (2), 161-182, 2005 | 181 | 2005 |
| International teacher attrition: Multiperspective views CJ Craig Teachers and Teaching 23 (8), 859-862, 2017 | 163 | 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 | 158 | 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 |
| Narrative inquiries of school reform: Storied lives, storied landscapes, storied metaphors CJ Craig IAP, 2003 | 138 | 2003 |
| “Butterfly under a pin”: An emergent teacher image amid mandated curriculum reform CJ Craig The Journal of Educational Research 105 (2), 90-101, 2012 | 137 | 2012 |
| 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 | 129 | 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 | 123 | 2013 |
| Parallel stories: A way of contextualizing teacher knowledge CJ Craig Teaching and Teacher education 15 (4), 397-411, 1999 | 121 | 1999 |
| “Small” stories and meganarratives: Accountability in balance MR Olson, CJ Craig Teachers College Record 111 (2), 547-572, 2009 | 120 | 2009 |
| Learning about reflection through exploring narrative inquiry CJ Craig Reflective Practice 10 (1), 105-116, 2009 | 119 | 2009 |
Donna StokesProfessor of Physics, University of Houston在 uh.edu 的电子邮件经过验证
