Vedder-Weiss, D, Segal, A., & Lefstein, A. (2019). Teacher face-work in discussions of video-recorded classroom practice: Constraining or catalyzing opportunities to learn? Journal of TeacherEducation. doi.org/10.1177/0022487119841895
Aderet-German, T., Segal, A., & Vedder-Weiss, D. (2019). Leading teacher professional identity construction and school reform development: A reciprocal relationship. Research Papers in Education. DOI: 10.1080/02671522.2019.1633562
Segal, A. (2019). Story exchange in teacher professional discourse. Teaching and Teacher Education 86. https://doi.org/10.1016/j.tate.2019.102913
Lefstein, A. & Snell, J. (2019), Développer la pédagogie au travers du dialogue: Répondre au défi d'un élève [Developing pedagogy through dialogue: Responding to a pupil challenge]. In Delaloye, L. & Merminod, G. (ed.), La médiation des savoirs sur le langage [Mediating Knowledge about Language]. Lausanne (Switzerland): Centre de linguistique et des sciences du Langage (in French). (This chapter is adapted from chapter 5 of Better than Best Practice.) (Citations N/A)
Mayer, S., O'Connor, C. & Lefstein, A. (2019), Distinctively Democratic Discourse in Classrooms. In Wegerif, R., Mercer, N. & Major, L., The Routledge International Handbook of Research on Dialogic Education. Abingdon: Routledge.
Lefstein, A. & Snell, J. (2019), Linguistic Ethnographic Analysis of Classroom Dialogue. In Wegerif, R., Mercer, N. & Major, L., The Routledge International Handbook of Research on Dialogic Education. Abingdon: Routledge.
Lefstein, A. & Barak, M. (2019), Tradeoffs and dilemmas in coding classroom dialogue (commentary). In Kershner, R., Hennessy, S., Wegerif, R., & Ahmed, A., Research Methods for Educational Dialogue: Chapter 6. London: Bloomsbury Academic.
ברק,מ., לפסטיין, א., קנר-פורמן, ת., שם-טוב, ס. (2019). דיאלוג לימודי פורה: מבואות,כלים ויחידות לימוד. המעבדה לחקר הפדגוגיה, המחלקה לחינוך, אוניברסיטת בן גוריון בנגב. (מהדורה ראשונה).