Orner, A. Netz, H. (2022). “She is greatly mistaken”: When speaking in Israeli Hebrew meets dialogic teaching. Language and Society Studies, 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
Between responsive and directive literacy coaching: Achievement pressures, dialogic ethos, and epistemic Teaching Livat Eshchar-Netz and Aliza Segal
Not Even as a Joke! How Do Teachers and Students Manage Classroom Boundaries Through Humor? מוריה עומר אטלי
So many goals in one discussion! How can one navigate a discussion between conflicting goals? נגה קנולר
“Teacher, may I? May I speak?” How do students participate in discussion and how can we promote equitable participation? 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
