Between responsive and directive literacy coaching: Achievement pressures, dialogic ethos, and epistemic Teaching Livat Eshchar-Netz and Aliza Segal
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
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
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
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
