Faculty Profiles

Justice, S. B., & Assaf, L. C. (2024). Expressive STEM Storymaking: Art, Literacy, and Creative Computing. In Intersections and Thresholds of STEAM Education (pp. 210–226). Brill. https://doi.org/10.1163/9789004714748_014

Assaf, L. C., & Justice, S. B. (2024). Asset-Based Computational Thinking in Early Childhood Classrooms: Centering Students’ Expertise in a Community of Learners. Early Childhood Education Journal. https://doi.org/doi.org/10.1007/s10643-024-01825-3

Justice, S. B., & Assaf, L. C. (2024). NSF EPK-2 Final Report. National Science Foundation.

Justice, S., & Assaf, L. C. (2024). Expressive STEM Storymaking. In STEAM Education (pp. 210–226). BRILL. https://doi.org/10.1163/9789004714748_014

Assaf, L. C., & Forsythe, M. E. (2024). Engaging in Video Clubs: Teacher Candidates’ Visioning of Linguistically Responsive Literacy Instruction. Action in Teacher Research, 46(2), 147–167. https://doi.org/DOI: 10.1080/01626620.2024.2318225

Assaf, L. C. (2023, July 15). Closing the Writing Gap: A Book Review. Teachers’ College Record. USA: Teachers’ College Record.

Assaf, L. C. (2023). Community-based, Literacy Makerspaces: Opportunities for Critical Global Literacies in South Africa. In S. Kerkhoff and Hiller Spires (Eds.). Critical Perspectives on Global Literacies: Bridging Research and Practice. In Critical Perspectives on Global Literacies: Bridging Research and Practice. USA: Routlage. Retrieved from https://www.routledge.com/Critical-Perspectives-on-Global-Literacies-Bridging-Research-and-Practice/Kerkhoff-Spires/p/book/9781032335483

Assaf, L. C., O’Donnell Lussier, K., & Hoff, M. (2022). Community Mapping in One Rural Community in South Africa: Teacher Candidates Grapple With Colonizing Influences on Language and Literacy. In Advances in Research on Teaching (pp. 139–154). Emerald Publishing Limited. https://doi.org/10.1108/s1479-368720220000039009

Assaf, L. C., Sowa, P., & Zammet, K. (2022). Global Meaning Making: Disrupting and Interrogating International Literacy Research and Teaching Edited Book (Advances in Research on Teaching., Vol. 39). U.S.A: Emerald. Retrieved from https://bookstore.emerald.com/global-meaning-making.html

Patience, S., Assaf, L. C., & Zammit, K. (2022). Introduction to Global Meaning Making. In Global Meaning Making: Disrupting and Interrogating International Language and Literacy Research and Teaching. (Advances in Research on Teaching, Vol. 39). Emerald. Retrieved from https://books.emeraldinsight.com/page/detail/global-meaning-making/?k=9781801179331

Zammit, K., Assaf, L. C., & Patience, S. (2022). Conclusion to Global Meaning Making Language and Literacy Research and Teaching. In Global Meaning Making: Disrupting and Interrogating International Language and Literacy Research and Teaching. (Advances in  Research on Teaching, Vol. 39). Emerald. Retrieved from https://books.emeraldinsight.com/page/detail/global-meaning-making/?k=9781801179331

Assaf, L. C., Lussier, K. O., & Hoff, M. (2022). Interrupting colonizing language and literacy instruction: A critical service-learning project in rural South Africa. In Global Meaning Making: Disrupting and Interrogating International Language and Literacy Research and Teaching. (Advances in Research in Teaching, Vol. 39). UK, UK: Emerald. Retrieved from https://books.emeraldinsight.com/page/detail/global-meaning-making/?k=9781801179331

Assaf, L. C. (2022). Fulbright Specialist in Vietnam Final Report. CIES.

Hoff, M., Lussier, K. O., & Assaf, L. C. (2021). Balancing in a Whirlwind: The Influence of International Service-Learning on Preservice Teachers’ Movement Towards Humanizing Pedagogy. Information Publishing.

Assaf, L. C., Phakomile, P., & Brooks, J. M. (2021). Superheroes and Community Innovators: Opportunities to Engage in Critical Literacy in a Makerspace Camp in Rural South Africa. Language Arts.

Assaf, L. C., Lussier, K. O., & Lopez, M. (2020). Becoming Linguistically Responsive Teachers. Teacher Education Quarterly, 47(2), 108–133.

Lussier, K. O., & Hoff, M. (2019). A Literacy Awakening”: The Role of Study Abroad and International Service Learning for Preservice Teachers’ Literacy Engagement. FIRE: Forum for International Research in Education, 5(2), 47–65. Retrieved from https://fire-ojs-ttu.tdl.org/fire/index.php/FIRE/article/view/163

Assaf, L. C., & Hoff, M. A. (2019). Exploring how a study abroad and international service-learning project shaped preservice teachers’ understanding of humanizing pedagogy. The Teacher Educator, 54(2), 105–124.

Assaf, L. C., & Lussier, K. O. (2019). Dream camp: Drawing on community cultural wealth capital to make sense of career dreams. Language, Culture and Curriculum. https://doi.org/10.1080/07908318.2019.1569020

Assaf, L. C. (2018). Writing Books and Reading Partners: A School-based curriculum for two local primary schools in rural South Africa.

Assaf, L. C. (2018). Self as super heroes ‘Chintsa Aveng-Innovators’: A design-based, makers space and literacy curriculum to solve problems in the community.

Assaf, L. C., Halder, S., & Keefee, M. (2017). Disability and inclusion: Current challenges. In Inclusion, disability and culture: An ethnographic perspective traversing abilities and challenges. (pp. 1–15). New York, NY, USA: Springer.

Assaf, L. C., & Halder, S. (2017). Global diversity and inclusion: Critical reflections and future directions. (pp. 379–389). New York, NY, USA: Springer. https://doi.org/10.1007/978-3-319-55224-8

Assaf, L. C., & Halder, S. (2017). Inclusion, disability and culture: An ethnographic perspective traversing abilities and challenges. (Vol. 3). New York, NY, USA: Springer. https://doi.org/10.1007/978-3-319-55224-8

Assaf, L. C., Ralfe, L., & Steinbach, B. (2016). South African teachers learning to become writers and writing teachers: A study of generative learning. Teaching and Teacher Education. https://doi.org/http://dx.doi.org/10.1016/j.tate.2016.02.011

Assaf, L. C., & Sowa, P. (2015). Literacy Research Association Board Report for International Invative Community Group.

Halder, S., & Assaf, L. C. (2015). Cross-cultural and cross-disciplinary perspectives on inclusion: An auto-ethnographic approach traversing abilities and challenges. New York, NY: Springer Publishing.

Delaney, C. J., Assaf, L. C., Richards, J. C., & Zenkov, K. (2015). “We’re gonna’ run the world”: Empowering high school readers. In Social justice, the Common Core, and closing the instructional gap: Empowering diverse learners and their teachers (pp. 121–138). Charlotte, NC: Information Age Publishing.

Assaf, L. C. (2015). Central Texas Writing Project Annual Site Report. National Writing Project.

Delaney, C., & Assaf, L. C. (2015). €œWe’€™re gonna€™ run the world€: Empowering high school readers. In J. C. Richards & K. Zenkov (Eds.), Social justice, the Common Core, and closing the instructional gap: Empowering diverse learners and their teachers (pp. 121–138). Charlotte, NC, United States: Information Age Publishing.

Assaf, L. C., & Lopez, M. (2015). Generative learning on a service learning project and field-base teacher education program: Learning to become culturally responsive teachers. Literacy Research: Theory, Method, and Practice, 64, 323–338. https://doi.org/10.1177/2381336915617578

Assaf, L. C. (2015). Central Texas Writing Project Annual Site Report. National Writing Project.

Assaf, L. (2015). Central Texas Writing Project Mid- Year Site Report SEED Grant. National Writing Project.

Assaf, L. C., & Johnson, J. (2014). A call for action: Engaging in purposeful, real world writing. Voices Form the Middle, 21(3), 24–33.

Assaf, L. C. (2014). Real world reading and writing across the content areas: A story of one middle school. Texas Voices, 26(4), 16.

Assaf, L. C. (2014). Reading and writing like a historian. Texas Voices, 27(4), 13.

Assaf, L. C. (2014). Supporting English language learners’ writing abilities: Exploring third spaces. The Middle Grades Research Journal, 9(1), 1–17.

Assaf, L. C., & Akrofi, A. (2014). Literacy Research Association Board Report for International Invative Community Group.

Lopez, M., Assaf, L. C., Freeman, D., & Freeman, V. (2014). Developing deeper understandings of diversity: Service learning and field experiences combine for generative learning of ESL/Bilingual preservice teachers. In Research on Preparing Preservice Teachers to Work Effectively with Emergent Bilinguals. Emerald Group Publishing.

Assaf, L. C., Eickstead, A., Kaynes, S., Woolven, J., Anderson, R. S., & Mims, C. (2014). Online peer conferencing in four different educational settings: Practices and insights. In Handbook of research on digital tools for writing instruction in K-12 settings (pp. 459–478). Hershey, PA: IGI Global.

Assaf, L. C., & Delaney, C. (2013). A journey through justice … generative learning and critical literacy instruction. The Teacher Educator, 48(2), 143–162.

Assaf, L. C., & Delaney, C. (2013). A Journey Through Justice: Letting Go of Power. The Teacher Educator, 48(2), 143–162.

Zisselsberger, M., Assaf, L. C., & Singh, S. (2012). Delving into third space: Supporting writing development in multilingual and multicultural settings. Writing and Pedagogy, 4(1), 26–35.

Assaf, L. C., & Lopez, M. (2012). Reading rocks an after school literacy program: Responsive reading instruction. Journal of Early Childhood Teacher Education, 5(1), 55–62.

Assaf, L. C., Richards, J. C., & Lassonde, C. (2011). Adding dialogue to fiction and nonfiction text: Mentor texts and a dialogue checklist. In Collaborative writing strategies in the primary grades: Scaffolding students’ writing with meaningful mini lessons. Newark, DE: International Reading Association.

Assaf, L. C., Ash, G., & Saunders, J. (2011). Renewing two seminal literacy practices: I-charts and I-search papers, 18(40), 31–42.

Jacobs, J., Assaf, L. C., & Lee, K. S. (2010). A professional development book club for teacher educators; Conflicts between critical reflection and instructional-based strategies on linguistic diversity. Journal of Professional Development, 1(14), 1–14.

Assaf, L. C., & Dooley, C. (2010). Investigating ideological clarity in literacy teacher education. The Teacher Educator, 45(3), 153–178.

Assaf, L. C., Garza, R., & Battle, J. (2010). Multicultural teacher education: Examining the perceptions, practices, and coherence in one teacher preparation program. Teacher Education Quarterly, 37(2), 115–135.

Ash, G., Assaf, L. C., & Johnson, J. (2010). Process and perseverance: Supporting meaningful and relevant research, 40(1), 54–62.

Dooley, C. M., & Assaf, L. C. (2009). Contexts matter: Two teachers’ language arts instruction in this high-stakes era. Journal of Literacy Research, 41(3), 354–391.

Hoffman, J., Malach, B., Sailors, M., Patterson, E., & Assaf, L. C. (2009). The development of community in reading teacher preparation programs. English in Texas, 40(1), 54–62.

Dooley, C., Assaf, L. C., Dyson, M. R., & Weddle, D. B. (2009). Compromising curricula: Inequity in literacy instruction. In Our promise: Achieving educational equity for America’s children (pp. 567–580). Durham, NC: Academic Press.

Assaf, L. C., Adonyi, A., Lapp, D., & Moss, B. (2009). Critically reading an advertisement: Examining visual images and persuasive language in the early grades. In Teaching new literacies in grades K-3: Resources for 21st-century classrooms (pp. 209–220). New York, NY: Guilford Press.

Assaf, L. C., Adonyi, A., Lapp, D., & Moss, B. (2009). Critically reading an advertisement: Examining visual images and persuasive language in the late elementary grades. In Teaching new literacies in grades 4-6: Resources for 21st-century classrooms (pp. 233–244). New York, NY: Guilford Press.

Ash, G. E., Assaf, L. C., Kim, Y., Risko, V. J., Compton, D., Dickinson, D., … Rowe, D. W. (2008). “And the worth of our work shall be judged”: Literacy and literacy research definitions of JLR reviewers and NRC members. 57th Yearbook of the National Reading Conference, 84–93.

Assaf, L. C. (2008). Professional identity of a reading teacher: Responding to high stakes testing pressures. Teachers and Teaching: Theory and Practice, 14(3), 112–132.

Assaf, L. C., Battle, J., Kim, Y., Risko, V. J., Compton, D., Dickinson, D., … Rowe, D. W. (2008). Reading teacher educators’ ideologies and instructional practices about multicultural teaching and learning: An evolving vision of one field-based teacher education program. 57th Yearbook of the National Reading Conference, 94–106.

Assaf, L. C., Ingram, C., Schaefer, J., Sharp, C., & Vetter, C. (2008). Engaging in valuable discussions about writing assessment: A book review on Rethinking Rubrics in Writing Assessment. English in Texas.

Assaf, L. C., & Garza, R. (2007). Making magazine covers that visually count: Learning to summarize with technology. The Reading Teacher, 60(7), 678–680.

Assaf, L. C. (2007). Five and five: Wondering, sharing, and mentoring through teachers’ writing.

Assaf, L. C. (2007). Literacy teacher educators’ ideological discourses about diversity: Looking at one field-based teacher preparation program.

Assaf, L. C. (2007). An essay review: Inside writing: How to teach the details of the craft. English in Texas.

Assaf, L. C., & Dooley, C. M. (2006). “Everything they were giving us created tension”: Creating and managing tension in a graduate level multicultural course focused on literacy methods. Multicultural Education, 14(2), 42–49.

Assaf, L. C. (2006). One reading specialist’s response to high-stakes testing pressures. The Reading Teacher, 60(2), 158–168.

Assaf, L. C. (2005). Exploring identities in a reading specialization program. Journal of Literacy Research, 37(1), 201–236.

Assaf, L. C. (2005). Staying connected: Student teachers’ perceptions of using computer-mediated discussions (CMD). The Teacher Educator, 40(4), 221–237.

Sailors, M., Worthy, J., & Assaf, L. C. (2005). The illusion of choice: Fourth graders’ perceptions of “reading for rewards” program. The California Reader, 39(1), 26–37.

Hoffman, J. V., Assaf, L. C., Paris, S. G., Barrentine, S., & Stokes, S. M. (2005). High stakes testing in reading: Today in Texas, tomorrow? In Reading assessment: Principles and practices for elementary teachers. Newark, DE: International Reading Association.

Hoffman, J. V., Assaf, L. C., Paris, S. G., Shannon, P., & Edmondson, J. (2005). High stakes testing in reading: Today in Texas, tomorrow? In Reading education policy: A collection of articles from The International Reading Association. Newark, DE: International Reading Association.

Hoffman, J. V., Assaf, L. C., Paris, S. G., Robinson, R. D., McKenna, M. C., & Wedman, J. (2004). High stakes testing in reading. In Issues and trends in literacy education (pp. 235–251). Boston, MA: Pearson.

Worthy, J., Rodriguez-Galindo, A., & Assaf, L. C. (2003). Fifth grade bilingual students and the precursors to subtractive schooling. Bilingual Research Journal, 27(2), 275–294.

Hoffman, J. V., Paris, S. G., Patterson, E., Salas, R., Assaf, L. C., Flood, J., … Jensen, J. (2002). High-stakes assessment in the language arts: The piper plays, the players dance, but who pays the price? In Handbook of research on teaching the English language arts (pp. 619–630). Mahwah, NJ: Lawrence Erlbaum.

Harmon, J., Hedrick, W., Martinez, M., Perez, B., Keehn, S., Fine, J. C., … Schallert, D. L. (2001). Features of excellence of reading teacher preparation programs. 57th Yearbook of the National Reading Conference, 262–274.

Hoffman, J. V., Assaf, L. C., & Paris, S. (2001). High-stakes testing in reading: Today in Texas, tomorrow? The Reading Teacher, 54(5), 482–492.

Seely-Flint, A., Leland, C., Hoffman, J. V., Patterson, E. U., Sailors, M. W., Assaf, L. C., … Roller, C. (2001). “I’m still figuring out how to do this teaching thing”: A cross-site analysis of reading preparation programs on beginning teachers’ instructional practices and decisions. In Learning to teach reading: Setting the research agenda. Newark, DE: International Reading Association.