Dr. Dorothy Valcarcel Craig

Professor

Dr. Dorothy Valcarcel Craig
615-898-2332
Room COE 379, College of Education Building (COE)
MTSU Box PO BX 91, Murfreesboro, TN 37132
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Degree Information

  • Ed.D., Tennessee State University (1997)
  • E.D.S., Middle Tennessee State University (1995)
  • M.Ed., East Carolina University (1988)
  • B.S., East Carolina University (1986)

Areas of Expertise

  • Second Language Acquisition
  • 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

Biography

I was born in Brooklyn, New York to first generation U.S. citizens.  My maternal grandparents immigrated in 1905 Italy and successfully made it through Ellis Island to settle in New York.  My paternal grandparents and father transitioned to New York (Nueva York) from Puerto Rico by way of Cuba, Spain, and the Iberian Penninsula.  As a child, I heard both Spanish and Italian and lived in a six family home in the Williamsburg section of Brooklyn. We moved to Queens when I was in ...

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I was born in Brooklyn, New York to first generation U.S. citizens.  My maternal grandparents immigrated in 1905 Italy and successfully made it through Ellis Island to settle in New York.  My paternal grandparents and father transitioned to New York (Nueva York) from Puerto Rico by way of Cuba, Spain, and the Iberian Penninsula.  As a child, I heard both Spanish and Italian and lived in a six family home in the Williamsburg section of Brooklyn. We moved to Queens when I was in 3rd grade and lived in an old bungalow for many years. I was the first in a family of five siblings and 27 first cousins to graduate from college.  By far, my Bachelors degree was the most difficult. I taught in rural, suburban, and urban public schools in North Carolina and Tennessee before coming to MTSU.  During my years teaching in public schools, I worked with migrant learners, newly arriving immigrant students, and international students in ESL and regular education settings. I have been at Middle Tennessee State since 1996 where I am Professor of Education and Director of the M.Ed. in C&I with Concentration in ESL.

I have a wonderfully interesting daughter who teaches Gifted Education in eastern North Carolina and an ecclectic son who is an old soul and taught A.P. History until becoming a stay-at-home dad.  I also have a uniquely bohemian daughter-in-law that worked for a non-profit in Washington DC. I currently live with my husband (who is a Professor of Aerospace) in downtown Nashville. I love all types of music, play the fiddle, and am an avid potter with a studio in Nashville.  Most important, I am Abuela to Marley June—named after Bob Marley and June Carter Cash.

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Publications

  • 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...
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  • 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.

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Presentations

Invited Keynote

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

Selected Presentations:

  • Title: Using Wikis for Language Learning: An Examination of Design and Use Paper presentation accepted for AERA Annual Meeting San Francisco, CA April 2013
  • Title: Action Research, Poverty, and Educational Pr...
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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: Using Wikis for Language Learning: An Examination of Design and Use Paper presentation accepted for 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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Awards

  • 2013 AERA Committee on Scholar’s of Color in Education (CSCE) Selected to serve as Mentor Researcher
  • Middle Tennessee State University Outstanding Achievement in Instructional Technology Education Awarded August, 2007

Research/Scholarly Activity

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.

Creative Activity

Relaxation and Creativity

  • Summer Triangle Pottery Studio, Co-Owner
    Handcrafted ceramics for the simple lifestyle; community outreach in visual arts

Courses

Course Designer/Author and Instructor:

  • FOED 6620 - Action Research for Practitioner-Based Learning Environments
  • FOED 6860 - Education & Digital Youth
  • FOED 6022 - Foundations, History, & Legal Aspects of ESL & Bilingual Education
  • SPSE 6430 - Intro to Curriculum Development
  • SPSE 6800 - Language & Linguistics for Teachers
  • SPSE 6820 - SLA: Cultural Aspects, Theory & Research
  • SPSE 6830 -...
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Course Designer/Author and Instructor:

  • FOED 6620 - Action Research for Practitioner-Based Learning Environments
  • FOED 6860 - Education & Digital Youth
  • FOED 6022 - Foundations, History, & Legal Aspects of ESL & Bilingual Education
  • SPSE 6430 - Intro to Curriculum Development
  • SPSE 6800 - Language & Linguistics for Teachers
  • SPSE 6820 - SLA: Cultural Aspects, Theory & Research
  • SPSE 6830 - Assessment & Evaluation of ELs
  • SPSE 6712 - Fieldwork & Applied Research in ESL Learning Environments
  • YOED 6020 - Literacy Instruction for ELLs
  • YOED 6030 - Content Instruction for ELLs

Course Designer/Author:

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

 

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