| High-stakes testing in reading: Today in Texas, tomorrow? JV Hoffman, LC Assaf, SG Paris The reading teacher 54 (5), 482-492, 2001 | 463 | 2001 |
| Multicultural teacher education: Examining the perceptions, practices, and coherence in one teacher preparation program LC Assaf, R Garza, J Battle Teacher education quarterly 37 (2), 115-135, 2010 | 209 | 2010 |
| Professional identity of a reading teacher: responding to high‐stakes testing pressures LC Assaf Teachers and Teaching: theory and practice 14 (3), 239-252, 2008 | 158 | 2008 |
| Contexts matter: Two teachers' language arts instruction in this high-stakes era CMM Dooley, LC Assaf Journal of Literacy Research 41 (3), 354-391, 2009 | 115 | 2009 |
| One reading specialist's response to high‐stakes testing pressures L Assaf The Reading Teacher 60 (2), 158-167, 2006 | 93 | 2006 |
| Fifth-grade bilingual students and precursors to “Subtractive Schooling” J Worthy, A Rodríguez-Galindo, LC Assaf, L Martínez, K Cuero Bilingual Research Journal 27 (2), 275-294, 2003 | 62 | 2003 |
| Exploring identities in a reading specialization program LC Assaf Journal of Literacy Research 37 (2), 201-236, 2005 | 59 | 2005 |
| Professional development for teacher educators: conflicts between critical reflection and instructional‐based strategies J Jacobs, LC Assaf, KS Lee Professional development in education 37 (4), 499-512, 2011 | 55 | 2011 |
| High-stakes assessment in the language arts: The piper plays, the players dance, but who pays the price JV Hoffman, SG Paris, R Salas, E Patterson, L Assaf Handbook of research on teaching the English language arts 2, 619-630, 2003 | 47 | 2003 |
| Investigating ideological clarity in teacher education LC Assaf, CMM Dooley The Teacher Educator 45 (3), 153-178, 2010 | 42 | 2010 |
| Features of excellence of reading teacher preparation programs J Harmon, W Hedrick, M Martinez, B Perez, S Keehn, JC Fine, D Eldridge, ... YEARBOOK-NATIONAL READING CONFERENCE 50, 262-274, 2001 | 41 | 2001 |
| South African teachers learning to become writers and writing teachers: A study of generative learning LC Assaf, L Ralfe, B Steinbach Teaching and Teacher Education 56, 173-184, 2016 | 40 | 2016 |
| " Everything They Were Giving Us Created Tension": Creating and Managing Tension in a Graduate-Level Multicultural Course Focused on Literacy Methods LC Assaf, CMM Dooley Multicultural education 14 (2), 42, 2006 | 39 | 2006 |
| Reading rocks: Creating a space for preservice teachers to become responsive teachers LC Assaf, M Lopez Journal of Early Childhood Teacher Education 33 (4), 365-381, 2012 | 38 | 2012 |
| Inclusion, disability and culture: An ethnographic perspective traversing abilities and challenges S Halder, LC Assaf Springer, 2017 | 33 | 2017 |
| Generative learning in a service-learning project and field-base teacher education program: Learning to become culturally responsive teachers LC Assaf, MM López Literacy Research: Theory, Method, and Practice 64 (1), 323-338, 2015 | 30 | 2015 |
| SUPPORTING ENGLISH LANGUAGE LEARNERS'WRITING ABILITIES Exploring Third Spaces. L Czop Assaf Middle Grades Research Journal 9 (1), 2014 | 25 | 2014 |
| Exploring how a study abroad and international service-learning project shaped preservice teachers’ understanding of humanizing pedagogy L Czop Assaf, K O’Donnell Lussier, S Furness, M Hoff The Teacher Educator 54 (2), 105-124, 2019 | 23 | 2019 |
| Staying connected: Student teachers' perceptions of computer‐mediated discussions LC Assaf The Teacher Educator 40 (4), 221-237, 2005 | 18 | 2005 |
| Dream camp: Drawing on community cultural wealth capital to make sense of career dreams L Czop Assaf, K O’Donnell Lussier Language, Culture and Curriculum 33 (1), 84-99, 2020 | 16 | 2020 |