Between responsive and directive literacy coaching: Achievement pressures, dialogic ethos, and epistemic Teaching Livat Eshchar-Netz and Aliza Segal
"המורה אפשר? אפשר להגיד?" כיצד תלמידים ותלמידות משתתפים/ות בדיון ואיך אפשר לקדם השתתפות הוגנת? אביב אורנר, נגה קנולר
Above the Law? The Democratic Implications of Setting Ground Rules for Dialogue. Language and Education M Barak, A Lefstein
In pursuit of a more unified method to measuring classroom dialogue: The dialogue elements to compound constructs approach E Bouton, C Asterhan
Revisiting revoice: An inductive method for capturing revoice in classroom discussions E Bouton, C Asterhan
Educational ideals and classroom realities: Developing teachers' concepts of dialogic pedagogy in real-world contexts M Barak
Taking, begging, or waiting for the floor: students’ social backgrounds, entitlement and agency in classroom discourse A Orner, H Netz
Using Hierarchical Logistic Regression Analysis to Investigate Equity in Classroom Discourse A Orner, A Lefstein
Classroom discussion practices in online remote secondary school settings during COVID-19. T Gutentag, A Orner, CSC Asterhan
אורנר, א. ונץ, ה. (2022). "היא טועה בגדול": כשדיבור בעברית ישראלית פוגש הוראה דיאלוגית. עיונים בשפה וחברה, 15, 75-98 אביב אורנר
Using Hierarchical Logistic Regression Analysis to Investigate Equity in Classroom Discourse A Orner, A Lefstein
Taking, begging, or waiting for the floor: students’ social backgrounds, entitlement and agency in classroom discourse Aviv Orner and Hadar Netzb
Infrastructuring for Knowledge Building: Advancing a framework for sustained innovation S Kashi, Y Hod, AVY Lee, G Yuan, E Cohen, K Bielaczyc, B Chen, J Zhang
The end of the textbook and the beginning of teaching? Tradeoffs in designing on-line support for K-12 teachers E Cohen, D Ben-Zvi, Y Hod
From “Carrier” to “Creator”: The re-construction of national identity in more inclusive terms E Cohen, Y Hod, D Ben-Zvi
Visions of the good in computer-supported collaborative learning: unpacking the ethical dimensions of design-based research E Cohen, D Ben-Zvi, Y Hod
When the student is the ‘problem’ and the teacher is not the solution: Teacher professional identity in an era of accountability and personalized instruction A Segal
Therapeutic discourse in teacher professional discourse: on multidimensionality and elasticity of psychology-based reasoning A Segal, G Plotkin Amrami
Too old to learn? The ambivalence of teaching experience in an Israeli teacher leadership initiative L Eshchar-Netz, A Lefstein, D Vedder-Weiss
Dynamics of Role Formation in the Research-Practice Partnership. In: L. Hadar & H. Baharav (Eds.), Research-Practice Partnerships in Education: Practitioner-Researcher Collaboration in the Israeli Context. Routledge. LL Hadar, H Baharav & E Cohen
Things seen from here. In: L. Hadar & H. Baharav (Eds.), Research-Practice Partnerships in Education: Practitioner-Researcher Collaboration in the Israeli Context. Routledge. E Cohen
Boundary work in the RPP Lab initiative. In: L. Hadar & H. Baharav (Eds.), Research-Practice Partnerships in Education: Practitioner-Researcher Collaboration in the Israeli Context. Routledge. E Cohen
Situated Partnership: Dynamics of Role Formation in a Research–Practice Partnership LL Hadar, H Baharav, E Cohen
The LAB – A network of research schools. In: L. Hadar & H. Baharav (Eds.), Research-Practice Partnerships in Education: Practitioner-Researcher Collaboration in the Israeli Context. Routledge. LL Hadar, H Baharav
Bringing it all together: An integrative perspective. In: L. Hadar & H. Baharav (Eds.), Research-Practice Partnerships in Education: Practitioner-Researcher Collaboration in the Israeli Context. Routledge. LL Hadar, H Baharav
Research-practice partnership: Definition, models, and merit. In: L. Hadar & H. Baharav (Eds.), Research-Practice Partnerships in Education: Practitioner-Researcher Collaboration in the Israeli Context. Routledge. LL Hadar, H Baharav
Book – Research-Practice Partnerships in Education Practitioner-Researcher Collaboration in the Israeli Context LL Hadar, H Baharav
University-school partnership in education as a context for teacher professional development LL Hadar, H Baharav
