About Us
Invisible College was founded in 1999
Invisible College for Research on Teaching has as its original aim to “professionalize teaching” and since then has focused on reinvigorating research on teaching (Galluzo, 1999). A non-affiliate of AERA, the Invisible College for Research on Teaching Annual Meeting is held the day before the American Educational Research Association (AERA) conference. We invite you to bring and discuss problems of practice, emerging research agendas, and/or other teacher education topics including
- Methodological or pragmatic innovations
- Philosophical, theoretical, worldviews, and intellectual stances we take up in our work
- Collaborators (institutional) across colleges and countries
Executive Board
Dr. Cheryl J. Craig, Chair, Texas A&M University, College Station, Texas, USA
Dr. Stefinee Pinnegar, Past Chair, BYU Retired, Independent Researcher, Utah, USA
Dr. Cheryl J. Craig, Chair, Texas A&M University, College Station, Texas, USA
Cheryl J. Craig, Ph.D., is a Professor, Chair of Teaching &Teacher Education, and the Houston Endowment Endowed Chair of Urban Education in the Department of Teaching, Learning and Culture at Texas A&M University (TAMU). She is the Founding Director of the Collaborative for Innovations in Teacher Education (CITE) at TAMU. Her empirical research is situated at the intersection where teaching & teacher education/curriculum meet. Using narrative inquiry, she conducts research with preservice and in-service teachers on campuses typically serving high poverty children of color at risk of school failure. Her research centers on the influence of change agendas on preservice and in-service teachers’ knowing, doing, and being, and the unintended consequences that reforms and policies may have on student learning.
Dr. Eliza Pinnegar, Co-Chair, Independent Researcher, Alaska USA
Dr. Stefinee Pinnegar, Past Chair, BYU Retired, Independent Researcher, Utah, USA
Dr. Cheryl J. Craig, Chair, Texas A&M University, College Station, Texas, USA
Eliza Pinnegar, Ph.D. with a doctoral degree in Elementary Education from the University of Alberta, Eliza Pinnegar inquires into experiences of teaching and learning. Focused on narrative and self-study methodologies, her publications can be found in Teaching Education, Mentoring and Tutoring, and Education Quarterly. Eliza is an active participant in Narrative Research, ISATT, and S-STEP research methodology communities.
Dr. Stefinee Pinnegar, Past Chair, BYU Retired, Independent Researcher, Utah, USA
Dr. Stefinee Pinnegar, Past Chair, BYU Retired, Independent Researcher, Utah, USA
Dr. Jane McIntosh Cooper, Program Chair, University of Houston Clear Lake, Houston, TX, USA
Stefinee Pinnegar, Ph.D. is Past Chair of Invisible College for Teacher Research and a recently retired faculty member in teacher education at Brigham Young University. Her research expertise resides in work on teacher thinking, teacher development, and research methodologies. Stefinee’s research employs qualitative methods: Narrative inquiry and Self-study of teacher practice.
Dr. Jane McIntosh Cooper, Program Chair, University of Houston Clear Lake, Houston, TX, USA
Dr. Jane McIntosh Cooper, Program Chair, University of Houston Clear Lake, Houston, TX, USA
Dr. Jane McIntosh Cooper, Program Chair, University of Houston Clear Lake, Houston, TX, USA
Jane McIntosh Cooper, Ed.D. is an Assistant Professor of qualitative research in Educational Leadership & Policy Analysis at the University of Houston-Clear Lake. Her current educational research agenda includes inquiries into teacher pedagogical experiences within educational contexts; democratic and responsive mentorship and leadership practices; and extra-institutional professional “invisible colleges” as continuous self-improvement models. She has supported The Invisible College for the last several years and is focused on prioritizing lived experiences and voices of educators, her research agenda focuses on those voices often unheard and unsolicited in educational research and school contexts.
Dr. Gayle A. Curtis, Program Organizer, Texas A&M University, College Station, TX, USA
Dr. Jane McIntosh Cooper, Program Chair, University of Houston Clear Lake, Houston, TX, USA
Dr. Gayle A. Curtis, Program Organizer, Texas A&M University, College Station, TX, USA
Gayle A. Curtis, Ed.D. is Postdoctoral Research Associate at Texas A&M University, joining higher education after a career in bilingual education and school administration. She is recipient of the 2014 Outstanding Dissertation Award and co-recipient of the 2024 and 2019 Outstanding Publication Award, bestowed by the AERA Narrative Research SIG. Curtis is a member of two long-standing teacher/teacher educator/researcher Groups: The Portfolio Group established in 1997 and the Faculty Academy established in 2002. Her research centers on teacher experience, reflection, and collaboration employing narrative inquiry and self-study.
Dr. Karla Adelina Garza, Program Organizer, University of Houston, TX USA
Dr. Jane McIntosh Cooper, Program Chair, University of Houston Clear Lake, Houston, TX, USA
Dr. Gayle A. Curtis, Program Organizer, Texas A&M University, College Station, TX, USA
Karla Adelina Garza, Ph.D. is a Postdoctoral Research Fellow with teachHOUSTON at the University of Houston. She completed her doctoral degree in Curriculum and Instruction with an emphasis on Culture and Curriculum at Texas A&M University. In 2024, her dissertation received the Narrative Research SIG Outstanding Dissertation Award for the American Educational Research Association and the American Association of Teachers and Teaching, John Laska Dissertation Award for Teaching.
Dr. Chelsea Cole, Program Organizer, Assistant Professor of Early Childhood Education, BYU, Utah,USA
Dr. Chelsea Cole, Program Organizer, Assistant Professor of Early Childhood Education, BYU, Utah,USA
Dr. Chelsea Cole, Program Organizer, Assistant Professor of Early Childhood Education, BYU, Utah,USA
Chelsea Cole is an Assistant Professor of Early Childhood Education at Brigham Young University - Provo. She completed her doctoral work at Texas A&M University earning a degree in Curriculum and Instruction with an emphasis in Teacher Education and Technology. Chelsea's research interests include the genesis and development of teacher identity, the intersections between curriculum and emotional distress, and teacher and student agency in the classroom. Published in Teaching and Teacher Education, The Journal of Teacher Education, and Frontiers Education, Chelsea's latest publication can be found under the title The Emergence of Teacher Self in the Elementary Classroom. As a staff member of the Journal of Teacher Education Chelsea played a pivotal role in the development and publication of high-impact articles to a global audience. In her role as a professor at Brigham Young University Chelsea teaches undergraduate classes, mentors graduate and undergraduate students in teaching and research, serves on various committees, and publishes relevant and impactful research.