• Digital Learning for Adult Learners Across Disciplines
• Transition to Remote Learning and Future Challenges for PreK-12 Teachers, Parents, and Caregivers
• Online Course Development and OER
• Critical Literacy and the English Learner
• Issues of Social Justice Related to Immigrant and Refugee K-12 Learners
• Second Language Acquisition
• English Learners, Democracy, and Expression
• Literacy Development in Second Language Learners
• Content Instruction and Academic Language Learning
• Visual Art as Expression for Second Language Learners
• Application of Technology in EL Settings
• Teacher Preparation in English as a Second Language
• Cultural Aspects of Learning a Second Language
• Value of Fieldwork and Collaboration
• Newly Arriving Immigrant and Refugee Experience
• Using Literature in Reading Instruction for ELs
• Lifelong English Learners and Their U.S. Experiences
• Action Research
• Qualitative Methods
• Ethnography

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Dr. Dorothy Valcarcel Craig serves as the Director for the M.Ed. in Curriculum & Instruction with Concentration in English as a Second Language.  She also directs the M.Ed. in Curriculum & Instruction with Concentration in Digital Teaching & Learning.  Dr. Craig earned her B.S. in Elementary Education and the Master of the Arts in Education in Diagnostic & Prescriptive Reading from East Carolina University.  She holds an Educational Specialist degree in  Curriculum  & Instruction from Middle Tennessee State University and completed her doctorate in Curriculum & Instruction with Emphasis in Educational Technology at Tennessee State University.  Dr. Craig completed post-doc coursework in English as a Second Language at the University of Memphis.  Her experience teaching in rural, urban, and suburban public schools was preceded by serving as Curriculum & Technology Support Leader with Williamson County Schools.  Dr. Craig has been a faculty member in the Department of Educational Leadership since 1996 and is currently a Professor of Education.

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Selected Publications

• Craig, D.V. (2023). Reimagining fieldwork in teacher preparation: An action research study examining the role of clinical practice in uncertain times.  The International Journal of Interdisciplinary Educational Studies, 19(1), 43-65.  https://doi.org/10.18848/2327-011X/CGP/v19i01/43-65
• Craig, D.V. (2023). Pandemic stories: A narrative study sharing the experiences of practicing teachers.  Tennessee Educational Leadership, 48(2), 36-46.
• Craig, D.V. (2022).  A wayfaring journey: One ESL teacher’s experiences teaching during the pandemic.  TN TESOL Journal, 8(1), 2-13.
• Craig, D.V. (2022). Reactions, transitions, and lessons learned: A two-year narrative study sharing the experiences of practicing teachers, remote learning, school policy, and health. Ubiquitous Learning: An International Journal, 16(1), 55-67. doi https://doi.org/10.18848/1835-9795/CGP/v16i01/55-67
• Craig, D.V., Craig, P., McDaniel, D., & Sanford, D. (2020). Art and social consciousness: A case study of one artist’s journey and the influence of art education in traditional and non-traditional settings. International Journal of Social Policy and Education, 2(9). 
• Craig, D.V. (2013). Content creators and language learners. Journal of Educators Online, 20, 2, 27-40.  
• Craig, D.V. (2013). An examination of fieldwork for teacher preparation at the undergraduate and graduate level. Tennessee Educational Leadership, 40, 52-59.  
• Craig, D.V. (2012). Shouts, cries, and echoes from the field: Examining fieldwork in ESL graduate classes. TNTESOL Journal, 5, 14-25.  
• Craig, D.V. (2011). Encouraging participatory culture and language learning: Assisting ELLs in becoming part of the digital youth. TNTESOL Journal, 4, 84-93.  
• Craig, D.V. (2011). Digital youth and today's classrooms: An intersection of participatory culture and traditional schooling. Tennessee Educational Leadership, 38, 15-19.  
• Craig, D.V. (2010). Content creators and language learners: Exploring Web 2.0 and Wikis.  TNTESOL Journal, 3, 76-80.  
• Craig, D.V. & Paraiso, J. (2009). Antonio’s gun and Delfino’s dream: Views of immigrant students and immigration. TN TESOL Journal, 2, 14-27. 
• Craig, D.V. & Young, B.A. (2009). Blog, blog, blog: Online journaling in graduate classes. Tennessee Educational Leadership, 36, 5-10.  
• Craig, D.V. & Paraiso, J. (2009).  Dual diaspora and barrio art.  Journal of Learning Through the Arts, 4, 120 - 169.
• Butler, K., Craig, P., & Craig, D.V. (2008).  Authentic inquiry: Qualitative research in multiple learning environments.  Tennessee Educational Leadership, 35, 6-17.
• Craig, D.V. & Paraiso, J. (2007).  Art of diaspora, dislocation, and relocation.  The International Journal of the Arts in Society, 2, 33 - 41.
• Patten, K.B. & Craig, D.V. (2007).  iPods and English-language learners: A great combination.  Teacher Librarian: The Journal for School Library Professionals, 34, 40 - 44.
• Patten, K., & Craig, D.V. (2007).  e-Literacy and literacy.   International Journal of the Book, 2, 69 – 74.
• Craig, D.V., Butler, K., & True, C. (2006).  School culture and today’s principals.  Tennessee Educational Leadership, 33, 8 – 16.
• Craig, D.V. & Patten, K.  (2006).  Action research: An examination of practice, process, and impact.  International Journal of Learning, 13, 157 – 168.
• Patten, K. B., Craig, D.V., Nunnery, B., Paraiso, J., Hargrove, S., & Williamson, H. (2006).  e-Literacy and literacy: iPods, popular culture, and language learning.  Tennessee Educational Leadership, 33, 24 – 31.
• Craig, D.V., Patten, K., & Young, B. (2006).  Examining curriculum design, adaptations, and effective practices in an online learning environment for preservice teachers.  International Journal of Technology, Knowledge, and Society, 1, 73 – 82.
• Craig, D.V. (2006).  The ESL enterprise project: A professional development grant.  TN TESOL Newsletter, 26, 9 – 10.
• Hargrove, S., Williamson, H., & Craig, D. (2006).  The communication connection project: Schools, home, and community working together in Warren County.  Tennessee Educational Leadership, 33, 6 – 9.
• Young, B. N., Craig, D.V., & Patten, K.B. (2006).  Curriculum adaptations within the online environment.  Tennessee Educational Leadership, 33, 39 – 47.
• Craig, D.V. (2005).  Practitioner action research: Action research to improve practice in the classroom environment.  International TESOL TEIS News, 20, 11 – 13.
• Craig, D.V. (2005).  Improving practice with action research.  Tennessee Educational Leadership, 31, 27 – 34.
• Craig, D.V. (2005).  Practitioner action research: Action research to improve practice.  Work-Based Learning in Primary Care, 2, 241 – 264.
• Craig, D.V. (2005).  Perceptions and views of diversity: Examining “whiteness” in teacher education.  Education Issues, 13, 36 – 58.
• Craig, D.V., Patten, K., & Young, B. (2005). Embarking on the journey.  Strategies for online teaching. Higher Learning Magazine.  http://hl.teachmag.com
• Katz, L., Sadler, K., & Craig, D.V. (2005).  Science professors serve as mentors for early childhood preservice teachers in the design and implementation of standards-based science units.  Journal of Elementary Science Education, 17, 43 – 56.
• Torok, J.P. & Craig, D.V. (2005).  ESL students in the middle grades: Challenges, socialization, and adolescence.  Tennessee Educational Leadership, 32, 9 – 13.
• Young, B. N., Craig, D.V., & Patten, K.B. (2005).  Curriculum adaptations in the online environment.  International Journal of Instructional Technology & Distance Learning, 2, 35 – 46.
• Zhou, M. & Craig, D.V. (2005).  Using peer response groups in EFL writing classrooms.  Tennessee Educational Leadership, 32, 9 – 13.
• Craig, D.V. (2004).  Assisting the English language learner in the regular classroom.  Tennessee Association of Middle Schools (TAMS) Journal, 30, 20 – 22.
• Craig, D.V. (2004).  Literacy-based classroom instruction for English language learners.  Tennessee Association of Middle Schools (TAMS) Journal, 30, 22 – 25.
• Patten, K. & Craig, D.V. (2004).  Choosing appropriate voice in classroom literature: Multicultural literature for children.  Illinois Libraries, 82, 7 – 22.
• Patten, K. & Craig, D.V. (2004).  Choosing appropriate voice in classroom literature. Tennessee Educational Leadership, 31, 18 – 29.
• Renner, S. & Craig, D.V. (2004).  Heroes, villains, and cute little animals: How children’s media influences society’s views of the disabled.  McNair Research Review, 2, 17 – 20.
• Craig, D.V. & Craig, P.A. (2003).  In-flight – dreamers, innovators, and risk-takers: A summer enrichment program for African American high school students.  Tennessee Educational Leadership, 30, 5 – 8.
• Craig, D.V. (2002).  Between worlds: Preservice students’ perceptions and views of diversity.  Tennessee Educational Leadership, 29, 5 – 12.
• Craig, D.V. (2002).  View from an electronic learning environment: Perceptions and patterns among students in an online graduate education course.  Journal of Educational Technology Systems, 30, 197 – 219.
• Craig, D.V. (2001).  Exploring the online university: A look at online course development.  Tennessee Educational Leadership, 26, 17 – 25.
• Craig, D.V. (2000).  A league of their own: Gender practices among adolescent computer users.  Journal of Educational Technology Systems, 28, 349 – 363.
• Craig, D.V. (2000).  Collaborative learning community utilized video conferencing and reflective dialog: A village of learners. Tennessee Educational Leadership, 27, 34 – 39.
• Craig, D.V. (2000).  Dynamic assessment for the ESL Learner: A case for sociocultural methods.  Tennessee Educational Leadership, 27, 19 – 24.
• Craig, D.V. (2000).  Village of learners: High school students assisting future teachers through video conferencing dialog sessions.  Journal of Online Learning, 11, 14 – 19.
• Young, B.N., Craig, D.V., Sutarso, T., & McDaniel, D. (2000).  Warnings from the field: Perceptions of school violence.  Education Issues, 10, 32 – 40. 
• Young, B.N., Craig, D.V., Sutarso, T., & McDaniel, D. (2000).  Authors cite warnings from the field: A study of perceptions of violence.  Tennessee Educational Leadership, 27, 27 – 33.
• Craig, D.V. (1999). Technology, math, and the early learner: Models for learning.  Early Childhood Education Journal, 27,  179 – 184.
• Craig, D.V. (1999).  When the learner is in charge: Student technological literacy patterns.  Journal of Online Learning, 10, 23 – 26.
• Craig, D.V. (1999).  Principals must become instructional leaders.  Tennessee Educational Leadership, 26, 40 – 43.
• Craig, D.V. (1999).  The digital revolution: Educating the 'net generation'.  Tennessee's Business, 9,  2 – 9.
• Craig, D.V.  (1999). The summer technology institute.  Leading and Learning With Technology, 26,  32 – 35.
• Craig, D.V. (1999).  Science and Technology: A Great Combination.  Science and Children, 36, 28 – 32.
• Craig, D.V.  (1998).  Educating Tennessee's 'net-generation': Meeting the needs of a digital-savvy student body.  Tennessee Educational Leadership, 25,  28 – 32.
• Craig, D.V. (1998).  Building leadership skills and fostering collegiality.  The Catalyst—ASCD Student Chapter Newsletter, 5, 4 – 5.
• Cox, A.M. & Craig, D.V. (1997).  Action research: Teachers studying teaching and learning in their own classrooms.  The Science Teacher, 64,  50 – 54.
• Craig, D.V. (1997).  Telecurricular teaching and learning: The impact of World Wide Web access on the instructional process.  T.I.E. Telecommunications in Education News, 8,  6 – 8.
• Craig, D.V. (1997).  When the learner is in charge: Technological literacy patterns in student-generated projects for fifth graders.  (Doctoral dissertation, Tennessee State University, 1997).  Dissertation Abstracts, International,  D-1341.

Dr. Dorothy Valcarcel Craig, Google Scholar

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Invited Keynote

• Title: Teaching from the Heart in Challenging Times Invited Speaker / Keynote Address TNTESOL Annual Meeting Murfreesboro, TN March 2011

Selected Presentations

• Title: Reimagining Fieldwork In Teacher Preparation: An Action Research Study Examining The Role Of Clinical Practice In Uncertain Times Accepted and Scheduled for Paper presentation at the Eighteenth International Conference on Interdisciplinary Social Sciences, Oxford Brookes University, Oxford, United Kingdom of Great Britain and Northern Ireland, UK, July 2023.
• Title: Reactions, Transitions, and Lessons Learned: A Narrative Study Sharing The Experiences Of Practicing Teachers, Remote Learning, School Policy, and Health Paper presented at the Fifteenth International Virtual and Hybrid Conference on e-Learning & Innovative Pedagogies, National Changhua University of Education, Changhua City, Taiwan, Province of China, April 2022
• Title: Art and the Expression of Social Consciousness: A Case Study of One Artist’s Journey and the Influence of Art Education in Traditional and Non-Traditional Settings Paper presented at the EERA Annual Conference, February 2021
• Title: Can Art Preserve Democracy?  Art and the Expression of Social Consciousness Through Alternative Education Venues Interactive Virtual Workshop presented at the Fifteenth International Conference for Arts in Society, National University of Ireland, Galway, Ireland, June 2020
• Title: Using Wikis for Language Learning: An Examination of Design and Use Paper presented at the AERA Annual Meeting San Francisco, CA April 2013
• Title: Action Research, Poverty, and Educational Practices: Constraints and Opportunities Invited to serve as Chair of Roundtable Session AERA Annual Meeting San Francisco, CA April 2013
• Title: TNTESOL Needs You: Becoming an Author Workshop presented at TNTESOL Annual Meeting Knoxville, TN September 2012 Title: Examining Field-Based Practice in ESL Graduate Education Classes TNTESOL Annual Meeting Knoxville, TN September 2012
• Title: Blogging on Education International Conference on Learning and Administration in Higher Education Nashville, TN May 2012
• Title: Shouts, Echoes, and Cries from the Field: An Examination of Field-Based Practice in Graduate Education Classes Middle Tennessee State University Scholar’s Week 2012 Murfreesboro, TN March 2012
• Title: From Practice to Publication! Workshop presented at TNTESOL Annual Meeting Nashville, TN March 2012
• Title: Blog, Blog, Blog: Online Journaling in Graduate Education Classes Paper presented at 2012 Orlando International Academic Conference Orlando, FLA January 2012
• Title: Using Wikis in Language Learning SETESOL Annual Meeting Richmond, VA October 2011

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Books / Book Chapters

• Craig, D.V. (2009). Action research essentials. San Francisco, CA: Jossey-Bass.
• Craig, D.V. (2002). Village of learners project: Collaborative action research at a PDS.  In I.N. Guadarrama, J. Ramsey, & J.L. Nath (Eds.).  Forging alliances in community and Thought:  Research in professional development schools (pp. 67 - 86).  Greenwich, CT:  Information Age Publishers, Inc.

IRB Approved Studies

• Digital Teaching & Learning: DTL Graduate Students Analyze Current Delivery Models, Anticipated Needs, and Decision-Making for a Community of Global Learners in Education and Non-Education Settings
  • November 2022 - May 2023
• Teaching in the Time of COVID: An Examination of Perceptions, Views, and Experiences
  • November 2020 - May 2022

Service to Professional Organizations

• World Conference on Qualitative Research 2023
  
  • Member of Scientific Committee
  • Reviewer
• Journal of Qualitative & Ethnographic Research (2019 - present)
  • Board of Advisors
  • Reviewer
• Educational Role of Language Journal (2020 - present)
  • Reviewer

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Course Designer/Author and Instructor:

• DTL 6000 Digital Teaching & Learning Environments 
• DTL 6010 Curriculum Design for Digital Teaching, Learning, & Diversity
• DTL 6020 Digital Citizenship: Literacy & Content Instruction
• DTL 6030 Assessment & Evaluation in Digital Teaching & Learning Environments
• DTL 6040 Project Management in Digital Teaching & Learning
• DTL 6050 Designing DTL Professional Learning Programs
• FOED 6620 Action Research for Practitioner-Based Learning Environments
• FOED 6021 Foundations & Legal Aspects of Digital Teaching & Learning
• FOED 6860 Education & Digital Youth: Language Learning in a Participatory Culture
• FOED 6022 Foundations, History, & Legal Aspects of ESL & Bilingual Education
• SPSE 6430 Intro to Curriculum Development
• ESL 6800 Curriculum Design for the ESL Classroom
• ESL 6820 Second Language Acquisition: Cultural Aspects, Theory & Research
• ESL 6830 Assessment & Evaluation of ELs
• SPSE 6712 Fieldwork & Applied Research in ESL Learning Environments
• ESL 6020 Literacy Instruction for ELLs
• ESL 6030 Content Instruction for ELLs

Course Designer/Author:

• SPSE 7010
• SPSE 7130
• SPSE 6430
• SPSE 6140
• YOED 6680

Discontinued Courses / Designer / Author:

• FOED 1110
• FOED 2110
• SPSE 6900

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