מאמרים

University-school partnership in education as a context for teacher professional development

Book - Research-Practice Partnerships in Education Practitioner-Researcher Collaboration in the Israeli Context

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.

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.

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.

Situated Partnership: Dynamics of Role Formation in a Research–Practice Partnership

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.

Things seen from here. In: L. Hadar & H. Baharav (Eds.), Research-Practice Partnerships in Education: Practitioner-Researcher Collaboration in the Israeli Context. Routledge.

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.

Visions of the good in computer-supported collaborative learning: unpacking the ethical dimensions of design-based research

From “Carrier” to “Creator”: The re-construction of national identity in more inclusive terms

The end of the textbook and the beginning of teaching? Tradeoffs in designing on-line support for K-12 teachers

Infrastructuring for Knowledge Building: Advancing a framework for sustained innovation

Rethinking Collective Reflection in Teacher Professional Development

Too old to learn? The ambivalence of teaching experience in an Israeli teacher leadership initiative

Therapeutic discourse in teacher professional discourse: on multidimensionality and elasticity of psychology-based reasoning

When the student is the ‘problem’ and the teacher is not the solution: Teacher professional identity in an era of accountability and personalized instruction

Rethinking Collective Reflection in Teacher Professional Development

Taking, begging, or waiting for the floor: students’ social backgrounds, entitlement and agency in classroom discourse

Using Hierarchical Logistic Regression Analysis to Investigate Equity in Classroom Discourse

אורנר, א. ונץ, ה. (2022). "היא טועה בגדול": כשדיבור בעברית ישראלית פוגש הוראה דיאלוגית. עיונים בשפה וחברה, 15, 75-98