Papers by Loukia K . Sarroub
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Elsevier eBooks, 2023
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Arab-American Faces and Voices: The Origins of an Immigrant Community offers a detailed history o... more Arab-American Faces and Voices: The Origins of an Immigrant Community offers a detailed history of the lives of Arab immigrants in Worcester, Massachusetts. Elizabeth Booshada conducted primary source research, interviewed nearly 200 people, and documented the immigrants\u27 stories of their families\u27 lives from 1880-1915. The author\u27s personal and family connections to the community, in combination with the candid interview excerpts, provide a fascinating and much needed account of a people who survived, thrived in, and helped to create an important part of American society. The book\u27s main focus is to describe, from the perspectives of elderly immigrants of mainly Christian Arab ancestry, their experiences in the United States. Booshada gives a brief history of the Arab world at the time of their migration, and each chapter provides extensive depictions of their neighborhoods, workplaces, traditions, education, culture, the process of Americanization, and the legacies tha...
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We have made incredible progress, both conceptually and practically, in the development of litera... more We have made incredible progress, both conceptually and practically, in the development of literacy assessment tools that appropriately reflect the goals and activities of literature-based reading programs. This progress, however, has not come without obstacles, many of which have not yet been (and may never be) fully negotiated. The purpose of this chapter is to provide an overview of the" promises" we as a literacy assessment community have made to ourselves, as we implement new forms of assessment for new purposes, ...
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English teaching, Jul 19, 2022
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Part of the Teacher Education and Professional Development Commons This Article is brought to you... more Part of the Teacher Education and Professional Development Commons This Article is brought to you for free and open access by the Department of Teaching, Learning and Teacher Education at DigitalCommons@University of Nebraska- Lincoln. It has been accepted for inclusion in Faculty Publications: Department of Teaching, Learning and Teacher Education by an authorized administrator of DigitalCommons@University of Nebraska- Lincoln.
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doi: 10.1080/10573569.2013.859052
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The only freedom that is of enduring importance is freedom of intelligence, that is to say, freed... more The only freedom that is of enduring importance is freedom of intelligence, that is to say, freedom of observation and of judg-ment exercised in behalf of purposes that are intrinsically worth-while.-John Dewey A fter closely examining the recent history of reading comprehension assessment in the United States, we have concluded that although both the forms of assessment and the key players in the assessment process have changed in significant ways, the functions of assessment have re-mained relatively constant. In terms of function, we have always used, and continue to use, assessment tools to eval-uate programs, to hold particular groups accountable for some specified set of outcomes (though it may seem that that is all we do these days), to inform instruction, either for individuals or whole classes, and finally, to determine who gains access to particular programs or privileges (the gate-
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In this article we examine “meaning ” and “action ” within the “good ” work of teaching and learn... more In this article we examine “meaning ” and “action ” within the “good ” work of teaching and learn-ing. One premise of our argument is that teachers and students deserve to experience this good. The second premise is that meaning is part and parcel of Being; the debate about meaning must include attention to meaning as a question/project of Being. We offer our experiences as an educa-tional anthropologist, educational philosopher, and teacher educator who strive to retrieve and pur-sue meaning and Being as common resources and aspirations.
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Copyright © 2010 Routledge/Taylor & Francis. Used by permission.
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This Article is brought to you for free and open access by the Department of Teaching, Learning a... more This Article is brought to you for free and open access by the Department of Teaching, Learning and Teacher Education at DigitalCommons@University of Nebraska- Lincoln. It has been accepted for inclusion in Faculty Publications: Department of Teaching, Learning and Teacher Education by an authorized administrator of DigitalCommons@University of Nebraska- Lincoln. Sarroub, Loukia K. and Quadros, Sabrina, "Critical Pedagogy in Classroom Discourse " (2015). Faculty Publications: Department of
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American Journal of Islam and Society, 2005
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Research in The Teaching of English, 2015
We are pleased to name Victoria Purcell-Gates as the winner of this year's Alan C. Purves Awa... more We are pleased to name Victoria Purcell-Gates as the winner of this year's Alan C. Purves Award for her article "Literacy Worlds of Children of Migrant Farmworker Communities Participating in a Migrant Head Start Program." The Alan C. Purves Award is given to the author of an article judged likely to have the greatest impact on educational practice. Our committee began its deliberations with a wideranging discussion of the possibilities opened by this charge, spending time with each of the words in it. What kinds of impacts might research have? Measurable? Enduring? Transcendent? Transformational? What counts as educational? School settings alone? Toward what ends? And what do we mean by practice? Whose practice? Teaching practice? Literate practice? Learning practice? Practices of living? Holding these broad dimensions in mind, our diverse committee (diverse in expertise, in personal and academic backgrounds, in location, and in professional contexts) read with apprec...
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Papers by Loukia K . Sarroub
While Reema’s case illustrates the ways in which the narrative writing requirements promote a problematic effacement of the writer’s self, the case we present of the secondary English preservice teacher illustrates another expression of the writing curriculum in the Unites States: writing for testing. A preservice teacher in an urban teacher residency, Sam learned to teach in a school that required her to tether her entire writing instruction to the ACT, the standardized test intended to measure college readiness. Throughout the year, Sam struggled to find ways to help her students find authenticity in their writing within a context that was largely geared toward students “filling in the bubbles,” an orientation that bled into her students’ approach to writing wherein they routinely asked Sam, “What do you want me to put next?” Taken together, our analysis of these two case studies illustrates a bipolar writing curriculum in American schools--writing as reflection and writing as formula. Neither orientation emphasizes the kinds of critical and analytic thinking that ought to be foregrounded in writing instruction in schools.