THE DEPARTMENT OF TEACHING, LEARNING & CULTURE


Teaching, Learning and Culture (TLAC) encompasses students, faculty and staff whose efforts and interests center on the many different aspects of academics, teaching and classroom education. TLAC’s mission is to create experiences that advance teaching, research and service through the application of knowledge in the preparation and development of quality educators; placing high value on collaboration, diversity, critical thinking, creativity, democratic governance and global leadership.

Having two highly-ranked graduate programs within one department serves as an index of the world-class academic programs and faculty who are committed to a culture of excellence in research and discovery, and the scholarship of teaching.

-Dr. Michael de Miranda, Department Head 

in Texas for producing teachers in Math & Science, English/Reading and General Elementary

ONLINE MASTER'S IN EDUCATION PROGRAM, COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT, US News & World Report Online School Rankings

Online Master's in Curriculum & Instruction, US News & World Report Online School Rankings

FROM OUR FORMER STUDENTS


“One of the things that set this program apart is that it is located within the Teaching, Learning & Culture Department at Texas A&M. There’s more to teaching than just delivering a curriculum or instructional strategy; we have to consider the influence that culture has one what we do.”

Dr. Byron William

Online Ed.D in Curriculum & Instruction

TLAC PROGRAMS

Former TLAC student teaching middlegrades

UNDERGRADUATE STUDIES

TLAC offers a Bachelor of Science (B.S.) in Education, with one of three focuses.

Former TLAC student teaching middlegrades

Graduate Programs

The Culture and Curriculum program offers students the opportunity to learn and grow in many areas.

students studying on computer for teacher certification

GLOBAL ONLINE EDUCATION

Providing greater opportunities and flexibility for students, TLAC offers online degree programs, in addition to many individual Web-based classes.

kid working online

Certificates

TLAC offers several types of certificates for students as well as Texas Teacher Certifications

Collaborative for Innovation in Teacher Education

(CITE)

Vision


 

Our long-term vision is to become a local, national and international trendsetter in next-generation teacher education that develops a synergy between initial teacher education, induction into teaching, and in-service teacher education and blends theory, practice and policy.

CORE VALUES


  • Diversity
  • Equity
  • Inclusion
  • Transparency

Mission


Our mission is to address the grand challenges of teaching and teacher education in Texas. These challenges emerge in the many sites where teaching and teacher education take place. Separations between and among content, pedagogy and clinical practice have fractionalized teaching and teacher education. An urgent need for convergence exists. At points of contact, the Collaborative for Innovation in Teacher Education will seam together previously fractured pieces and rigorously examine them from an interdisciplinary perspective. New unions and novel approaches to known problems are anticipated outcomes.

Goals


Our overall purpose is to pool our efforts and address the needs of the new-normal 21st century learners in our university classrooms and in the public schools where our preservice interns will eventually be teachers and will work alongside teachers who have their own set of needs in their particular contexts.

With this purpose, our goals address three areas of high priority.

  1. Practice: As we define teacher education as the education of teachers along the continuum, we aim to improve teacher recruitment, preparation and induction into the teaching profession and focus on their retention and sustenance throughout their careers.
  2. Scholarship: We seek contributing to evidence-based and translational teacher education research. As bidirectional (theory ↔ practice) and tri-directional (theory ↔ practice ↔ policy), our research will not simply produce findings; those findings will be made meaningful and action-worthy in practice and policy making settings.
  3. Support: The Collaborative for Innovation in Teacher Education will act as a clearinghouse for promising teacher/teacher education practices and a source for professional development. We will build important college and state capacity and be a catalyst for change in teacher education, teaching and school contexts. It will mend theory-practice-policy gaps by taking up a research agenda specific to teaching and teacher education
Graphic explaining the three pillars of the 21st century learner.

Advisory Committee


Founding Director: Cheryl Craig, Ph.D.

Dr. Cheryl J. Craig is a Professor, Chair of Technology & Teacher Education, and the Houston Endowment Endowed Chair of Urban Education in the Department of Teaching, Learning and Culture at Texas A&M University.

College Advisor: Valerie Hill-Jackson, Ed. D.

Dr. Valeri Hill-Jackson is an associate professor and the Assistant Dean of Educator Preparation and School Partnership in the Department of Teaching, Learning and Culture at Texas A&M University.

Financial Officer: Shaun Hutchins, Ph.D.

Dr. Shaun Hutchins is a clinical associate professor in the Department of Teaching, Learning and Culture at Texas A&M University.

Advisory Faculty: Robin Rackley, Ph.D.

Dr. Robin Rackley is a clinical professor and the assistant lead of Technology &Teacher Education in the Department of Teaching, Learning and Culture at Texas A&M University.

Advisory Faculty: Radhika Viruru, Ph.D.

Dr. Radhika Viruru is a clinical professor and the director of Online Ed.D. in Curriculum and Instruction in the Department of Teaching, Learning and Culture at Texas A&M University.

Advisory Faculty: Jemimah Young, Ph.D.

Dr. Jemimah Young is an associate professor and the academic program chair of Multicultural Education in the Department of Teaching, Learning and Culture at Texas A&M University.

Advisory Faculty: Michelle Kwok, Ph.D.

Dr. Michelle Kwok is an assistant clinical professor in the Department of Teaching, Learning and Culture at Texas A&M University.

Advisory Faculty: Trina Davis, Ph.D.

Dr. Trina Davis is an associate professor in the Department of Teaching, Learning and Culture at Texas A&M University.

Advisory Faculty: Sharon Matthews, Ph.D.

Dr. Sharon Matthews is a clinical associate professor and the program coordinator of the Online Master of Education in the Department of Teaching, Learning and Culture at Texas A&M University.

Advisory Member: Michele Norton, Ph.D.

Dr. Michele Norton Norton is a part-time post-doctoral fellow in the Department of Electrical & Computer Engineering at Texas A&M University.

Special Advisor: Marilyn Cochran-Smith, Ph.D.

A teacher education scholar and practitioner for more than 40 years, Dr. Cochran-Smith is widely known for her work on teacher education research, practice and policy, and for her commitment to teacher education for social justice. Dr. Cochran-Smith is the Cawthorne Professor of Teacher Education for Urban at the Lynch School of Education, Boston College and the Chair of Norway’s International Advisory Panel on Teacher Education. She has written ten books, seven of which have won national awards, and more than 200 articles, chapters, and editorials about teacher education, teaching, and teacher learning through inquiry over the professional lifespan.

Practice


As we define teacher education as the education of teachers along the continuum, which is consistent with the CEHD’s 2020-2025 vision statement, we explore ways to support teachers remaining in their classrooms as opposed to fleeing the field. Also, we provide suggestions concerning how teacher attrition (including ways that pernicious school settings “waste” successful teacher preparation) may be ameliorated. Therefore, we seek to improve teacher recruitment, preparation and induction into the teaching profession and focus on their retention and sustenance throughout their careers.

 

Priority Initiatives for Practice

House practice grants coming from local, national and international agencies
  • Project NSF CRISP

The Collaborative has an HISD partner and a proposal to prepare preservice teachers to teach STEM in dual language schools at the elementary and middle school levels. The proposal ($3 million for 5 years) could be funded in conjunction with the federal money coming to the school districts as a result of the pandemic.

  • Project TEACH (Completed)

This successful study of classroom interactions and a novel approach to classroom management has been completed. This work could be replicated successfully in other school district sites.

  • WITS Collaboration (Completed)

A successful project with the Writers in the School non-profit, which was funded by the Houston Endowment, has been successfully completed. Currently, a few schools in Humble ISD may replicate the program but need supplemental money to bring the Collaborative on as a third partner. This project would work well with the “Big 13” and other districts as well.

  • Aggie TERM

Aggie TERM received its first grant from the state of Texas.  A U.S. Department of Education Grant has since been received.  That grant will pay fees for the preservice teachers involved in it to enroll in the course offerings of the Collaborative.  More fund-raising of this nature is needed.

  • 4+1 Project

In 2021-2022, there are 60 preservice/beginning teachers enrolled in a by invitation only 4+1 M.Ed. program. These students would be prime candidates to be sponsored to enroll in the Collaborative’s TEA credit hour courses in addition to other program enhancements (mentoring program, workshops, etc.)   This is another prime area where investments in teachers would directly make their way into the classroom.

 

Sponsor a practice journal in conjunction with University of Houston, Clear Lake
  • BRIDGE Journal (BRIDGE: Bringing Research In Direct Grasp of Educators)

Scholarship


Priority Initiatives for Scholarship

Lead and Support the Journal of Teacher Education

Journal of Teacher Education

Image of cover of a Journal of Teacher Education
Vision of JTE

The Journal of Teacher Education, which is also the flagship journal of AACTE, examines pre- and in-service education practice, policy, and research through a future-ready forum that is able to:

1) Attend to diverse perspectives (methodological, epistemological, ontological, and axiological) which address contemporary issues in and interconnected global society.

2) Curate spaces for transdisciplinary research to impact broader audiences. Linking research and practice remains central to the aim of the journal.

Editorial Board

Co-Editor: Dr. Cheryl J. Craig
Professor
Texas A&M University
Co-Editor: Dr. Valerie Hill-Jackson
Associate Professor
Texas A&M University
Associate Editor: Dr. Rafael Lara-Alecio
System Regents Professor
Texas A&M University
Associate Editor: Dr. Andrew Kwok
Assistant Professor
Texas A&M University
Managing Editor: Dr. Bugrahan Yalvac
Associate Professor
Texas A&M University
Associate Editor: Dr. Maria Assunção Flores
Professor
University of Minho, Portugal
Special Advisory Editor: Dr. Gloria Ladson-Billings
Professor Emerita
University of Wisconsin-Madison
Hagler Fellow in the College of Education and Human Development
Texas A&M University
Lead and Support International Study Association on Teachers and Teaching [ISATT]

Founded in October 1983 at a Symposium for Research on Teacher Thinking at Tilburg University, The Netherlands, ISATT aims to increase insights into the identity, role, contexts and work of teachers, and the process of teaching. The key goals of ISATT are to enhance the quality of teaching at all levels of education and to act as a forum to promote, present, discuss and disseminate research findings which contribute to knowledge and the formation of theory in this field. Dr. Cheryl J. Craig is the Chair, co-edits two ISATT book series and helps to organize regional and international conferences for the ISATT organization.

Serve as a research home for several high impact journals

Frontiers of Teacher Education

Frontiers of Teacher Education is an open access journal that has recently began. Cheryl J. Craig serves as an Associate Editor of this publication.

Reflective Practice

Reflective Practice

Reflective Practice is a long-standing, interdisciplinary journal having to do with reflection in the professions, including the medical professors, the sports professions, the science professions as well as teaching.

Teachers and Teaching: Theory and Practice

Teachers and Teaching: Theory and Practice

Teachers and Teaching: Theory and Practice is the third-ranked teaching and teacher education journal, which is closely catching up with Teaching and Teacher Education. Dr. Cheryl J. Craig is an Executive Editor with this journal.

Teaching and Teacher Education

Teaching and Teacher Education

Teaching and Teacher Education is the top international journal broadly serving the field. Its ranking falls just behind the Journal of Teacher Education. Dr. Cheryl J. Craig is an Executive Editor with this journal. 

Research Agendas


The Collaborative will create its own database having to do with the following six research thrusts and their related research topics having to do with preservice and in-service teachers.

Support


Priority Initiatives for Support
  • TEA Teacher Professional Development Courses (Go to Register)
    The Collaborative offers teacher professional development courses of which 1 hour of time is counted as 1 TEA credit. The professional development course model is designed based on five core themes: Strong School Leadership and Planning; Effective, Well-Supported Teachers; Positive School Culture; High Quality Curriculum; and Effective Instruction.
  • Annual Collaborative-Sponsored Lecture Series
    The Collaborative sponsors two lectures per academic year: one in the Fall; one in the Spring. The purpose of this Lecture Series is to engender lively practical, professional dialogue in teaching and teacher education. Invited speakers will address issues of cutting-edge research, innovative practice for 21st teaching and learning, weaving theory-practice-policy threads, and issues related to racial, ethnic, and cultural diversity and education.
  • Symposium Series
    The Collaborative organizes a regular research symposium series. This will serve as a platform where in-service/pre-service teachers, school administrative leaders, college faculty, staff, and graduate/undergraduate students learn together about their own practice by connecting research to teaching and share knowledge of evidence-based, practice-oriented strategies and technologies that support innovative teaching and learning across settings and disciplines. Through this symposium series, previously unacknowledged and unacted-upon linkages and connections will be made visible and actionable.

International Forum of Teacher Educators (InFo-TED)
InFo-TED

InFo-TED is an international forum working to Promote professional development of teacher educators. In conjunction with the InFo-TED, the Collaborative contributes to translate the knowledge bases into an international professional development programme, develop and implement supportive guidelines for induction and professional learning programmes, and explore how an enduring international supportive structure can be implemented for professional development activities.

 

Report, Presentations & Publication


 

Annual Report

Publication

Books

Craig, C. J., Evans, P. K., Stokes, D. W., House, H., & Lane, W. (Eds.). (2021). Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools. Emerald Publishing Limited.

Bridging a gap in the literature by offering a comprehensive look at how STEM teacher education programs evolve over time, this book explores teachHOUSTON, a designer teacher education program created to respond to the lack of adequately prepared STEM teachers in Houston and the emerging urban school districts that surround it.

 

Ratnam, T. & Craig, C. J. (Eds.). (2021). Understanding Excessive Teacher and Faculty Entitlement. Emerald Publishing Limited.

This book develops a significant body of professional knowledge by providing a deeper and sympathetic understanding of what manifests itself as ‘excessive entitlement’. The volume presents a theoretical framework within which one can investigate and articulate issues and helps those concerned with education and teacher education internationally to get a sense of the complexities surrounding teachers’ work.

 

 

Craig, C. J. (2020). Curriculum Making, Reciprocal Learning, and the Best-Loved Self. Springer International Publishing.

Revolving around curriculum making, reciprocal learning, and the best-loved self, this book It draws on extensive school-based studies conducted with teachers in the United States, China, and Canada, and weaves in experiences from other cross-national projects, keynote addresses, archival research, and editorial work.

 

 

Craig, C. J., Turchi, L., & McDonald, D. M. (Eds.). (2020). Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education. Palgrave Macmillan.

 This book focuses on the impact of sustained and evolving collaborations, showcasing research and scholarship in a faculty group—consisting of 28 professors from five regional universities—meeting and supporting each other since 2002.

 

 

Craig, C. J., Curtis, G. A., Kelley, M., Martindell, P. T., & Pérez, M. M. (2020). Knowledge communities in teacher education: Sustaining collaborative work. Springer Nature.

 This book traces the origins and activities of the longest-standing collaborative teacher group in education, the Portfolio Group. Each chapter documents, historically and conceptually, the main intellectual moments in the evolution of the idea of knowledge communities.

 

 

Asadi, L. & Craig, C. (Eds.). (2020). Truth and knowledge in curriculum making. Information Age Publishing.

 This book arises from a serial interpretation of five published narrative inquiries that pinpointed complexities lived in a teacher knowledge community and addresses issues in curriculum and instruction, such as the lack of Black teachers, minority representation, and mentorship.

 

 

Craig, C. J., & Orland-Barak, L. (Eds.). (2014). International teacher education: Promising pedagogies series. Emerald Group Publishing.

 This focuses on the practical(t) (Schwab, 1969), matters that have been locally deliberated and enacted. Pedagogies are named, origins (cultural/practical/theoretical/policy roots) are traced and a live example of the pedagogy unfurling in the local setting is presented from an insider-view.

Presentation
Turning Points in Research and Life: The Peripeteia of Our Times

Keynote Address at 7th International Forum on Teacher Education “Teacher Education: New Challenges and Goals” May 26, 2021

Writing Research Articles & Getting Published

Presentation at 7th International Forum on Teacher Education “Teacher Education: New Challenges and Goals” May 26-28, 2021

First generation college students who became professors of education: Experiential insights for championing inclusiveness, equity and excellence in marginalized learners

American Association of College for Teacher Education (AACTE) Virtual Conference, February 24-26, 2021

Publishing in JTE: Meet the New Editorial Team

American Association of College for Teacher Education (AACTE) Virtual Conference, February 24-26, 2021

Cheryl J. Craig, Ph.D.

Professor 
Founding Director, Collaborative for Innovation in Teacher Education (CITE)
Houston Endowment Endowed Chair of Urban Education

Address: Harrington Education Center Office Tower, Suite 402, 540 Ross Street, College Station, TX 77843

Email: cheryljcraig@tamu.edu

Personal Webpage: https://cheryljcraig.weebly.com/

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