Lori C. Assaf, Ph.D.
Affiliations: | 2003 | University of Texas at Austin, Austin, Texas, U.S.A. |
Area:
Language and Literature Education, Elementary Education, Curriculum and Instruction Education, Teacher Training Education, Technology of EducationGoogle:
"Lori Assaf"Parents
Sign in to add mentor| Beth Maloch | grad student | 2003 | UT Austin | |
| (The authoring of self: Looking at preservice teachers' professional identities as reflected in an online environment.) | ||||
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Publications
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| Assaf LC, Ralfe L, Steinbach B. (2016) South African teachers learning to become writers and writing teachers: A study of generative learning Teaching and Teacher Education. 56: 173-184 |
| Assaf LC, Eickstead A, Kaynes S, et al. (2014) Online peer conferencing in four different educational settings: Practices and insights Handbook of Research On Digital Tools For Writing Instruction in K-12 Settings. 459-478 |
| López MM, Assaf LC. (2014) Developing deeper understandings of diversity: Service learning and field experiences combine for generative learning of bilingual/ESL preservice teachers Advances in Research On Teaching. 21: 31-57 |
| Assaf LC, Lopez M. (2012) Reading Rocks: Creating a Space for Preservice Teachers to Become Responsive Teachers Journal of Early Childhood Teacher Education. 33: 365-381 |
| Jacobs J, Assaf LC, Lee KS. (2011) Professional development for teacher educators: Conflicts between critical reflection and instructional-based strategies Professional Development in Education. 37: 499-512 |
| Assaf LC, Dooley CM. (2010) Investigating ideological clarity in teacher education Teacher Educator. 45: 153-178 |
| Dooley CM, Assaf LC. (2009) Contexts matter: Two teachers' language arts instruction in this high-stakes Era Journal of Literacy Research. 41: 354-391 |
| Assaf LC. (2008) Professional identity of a reading teacher: Responding to high-stakes testing pressures Teachers and Teaching: Theory and Practice. 14: 239-252 |
| Assaf LC. (2005) Exploring identities in a reading specialization program Journal of Literacy Research. 37: 201-236 |