| How does leading teachers’ agency manifest in the structuring of their role and the coach’s role? | Adam Lefstein, Dana Vedder-Weiss, Iris Tabak, Aliza Segal |
| How are face-work and motivation reflected in teacher discourse? | Adi Mendler (Advisor: Dana Vedder-Weiss) |
| What are the similarities and differences between multi-disciplinary teacher learning communities and disciplinary learning communities? | Adi Mendler, Aliza Segal, Dana Vedder Weiss |
| How do teachers talk about specific children as a problem of practice in consultations? How is the agency and responsibility of the consulting teacher constructed in the discourse? | Aliza Segal |
| What are the functions of the narratives teachers tell in team meetings? | Aliza Segal |
| How do teacher teams appropriate conversational protocols? | Aliza Segal, Dana Vedder-Weiss, Adam Lefstein |
| What characterizes the division of professional jurisdiction between leading teachers and educational counsellors in learning communities? What relationships between pedagogical and psychological discourses are expressed in this division? | Ayelet Becher, Adam Lefstein |
| How does the paradox of cultivating leadership and agency manifest in academia-field collaboration: expressions, dilemmas, and implications? | Dana Vedder-Weiss, Adam Lefstein, Aliza Segal, Itay Pollack |
| Face-work during a discussion of a classroom teaching clip: How common? In what ways? What are the implications? | Dana Vedder-Weiss, Aliza Segal, Adam Lefstein |
| What is the connection between supporting the psychological needs of teachers in learning communities and reflectivity, motivation, and a sense of self-realization in teaching? | Dana Vedder-Weiss, Guy Roth, Yael Mishali |
| What supports and what hinders productive framing of discussions of problems of practice? | Dana Vedder-Weiss, Nadav Ehrenfeld, Michal Ram, Itay Pollack |
| What are teachers' perceptions of professional communities on social networks as a context for learning and professional development? To what extent are these professional communities effective, and in what ways are they perceived as enabling change in pr | Diklah Baum-Feldman (Advisors: Adam Lefstein, Gideon Dishon) |
| How do representations of practice develop, and how do they effect professional development of leading teachers? | Einav Aizikovitsh-Udi |
| How is a systemic effect created in the transition from a disciplinary coaching model to a school coaching model? | Einav Aizikovitsh-Udi |
| What are the characteristics of particularly lengthy check-in activities in pedagogic meetings? | Eran Hakim |
| How do teachers talk about student motivation in their everyday workplace discourse? How do teachers’ conceptions of motivation manifest and how are they constructed in teacher discourse? Hasia Yakobov (Advisor: Dana Vedder-Weiss) | Hasia Yakobov (Advisor: Dana Vedder-Weiss) |
| How is the Teacher Leadership reform implemented at the district level? What tensions and meanings are produced in the attempt to implement a top-down reform that is based on empowering the field? | Hemy Ramiel, Adam Lefstein |
| How is uncertainty in teaching manifested, and how does it impact productive pedagogic talk? | Ido Gideon |
| What and how do teachers learn when their discourse centers on planning? | Ido Gideon, Dana Vedder-Weiss |
| What is teachers’ professional pedagogical discourse in schools in the Arab education stream in Israel? | Islam Abu Asaad, Adam Lefstein, Aliza Segal |
| What emotions arise in teacher discourse as a factor that supports or hinders learning? | Karin Sarfati-Shaulov (Advisor: Dana Vedder-Weiss) |
| What characterizes the participation of veteran teachers in comparison to novices’ participation in team meetings? How does their participation impact the productivity and inquisitiveness of the discourse? | Livat Eshchar Netz (Advisors: Dana Vedder-Weiss, Adam Lefstein) |
| What are the challenges and limitations of teacher professional development for dialogic pedagogy? A study of changes in the contexts that surround classroom dialogue as stimulating change in discourse patterns. | Matan Barak (Advisor: Adam Lefstein) |
| How do different activities in team meetings support (or not support) collaborative inquiry of practice? | Miriam Babichenko (Advisor: Christa Asterhan) |
| How does the teacher discourse in a team meeting about a video-clip of one of the team members differ from the discourse about a video-clip of a teacher they do not know? How do these differences support (or not support) collaborative learning? | Miriam Babichenko (Advisor: Christa Asterhan) |
| How can productive discourse in teacher team meetings be systematically/methodically coded? | Miriam Babichenko (Advisor: Christa Asterhan) |
| How does distributed leadership manifest in teacher team meetings? How does the principal’s participation in team meetings impact the cultivation of distributed leadership in the school? | Mirit Israeli (Advisors: Adam Lefstein, Yariv Feniger) |
| What is the connection between achievement goals in teacher team meetings and cooperation within the team? | Rinat Cohen, Dana Vedder-Weiss, Yariv Feniger |
| What are the organizational climate, role of the administration, and cooperation practices among teachers? | Rinat Cohen, Dana Vedder-Weiss, Yariv Feniger |
| What are the beliefs and practices of teachers regarding work in teams? | Rinat Cohen, Dana Vedder-Weiss, Yariv Feniger |
| What characterizes teacher disagreements on assessment as compared to disagreements on other subjects? | Rotem Trachtenberg-Maslaton, Dana Vedder-Weiss, Adam Lefstein, Mirit Israeli |
| What are the mechanisms that facilitate the expansion of the Teacher Leadership reform to unplanned contexts? How does this expansion advance or hinder the reform? Tali Aderet-German, Adam Lefstein, Dana Vedder-Weiss | Tali Aderet-German, Adam Lefstein, Dana Vedder-Weiss |
| What is the relationship between constructing leading teachers’ professional identity and the development of the Teacher Leadership reform? | Tali Aderet-German, Aliza Segal, Dana Vedder-Weiss |
| How is the Teacher Leadership reform realized in the field? What factors impact how the reform is implemented? | Tali Aderet-German, Hilla Tal, Adam Lefstein, Noga Knoller |
| How do teachers talk about learning disabilities? | Tamar Kenner Forman, Adam Lefstein |
| Cross-cultural comparison of teacher discourse about student motivation: How can teachers' discussions of problems of practice from their classrooms help them acquire knowledge and strategies for increasing students’ autonomous motivation in different cul | Wisam Sedawi, Dana Vedder-Weiss |
| How much and in what ways to teachers talk about the standardized achievement tests? | Yariv Feniger, Dana Vedder-Weiss, Noy Sabag, Nadwa Assaf |
