המעבדה לחקר הפדגוגיה - פרסומי המעבדה לחקר הפדגוגיה

הוראה ולמידה בבתי-ספר

Harpaz, Y., & Lefstein, A. (2000) Communities of thinking. Educational Leadership, 58(3), 54-57.
Barak, M & Lefstein, A. (in press). Opening Texts for Discussion: Developing Dialogic Reading Stances. Reading Research Quarterly.
Harris, R., & Lefstein, A. (2011). Urban classroom culture: Realities dilemmas, responses. London: Centre for Language, Discourse and Communication.

Lefstein, A., Pollak, I. & Segal, A., (2020), Compelling Student Voice: Dialogic Practices of Public Confession. Discourse: Studies in the Cultural Politics of Education. https://doi.org/10.1080/01596306.2018.1473341.

Lefstein, A. (2002). Thinking pedagogy and power apart – coping with discipline in progressivist school reform. Teachers College Record, 104(8), 1627-1655.

Lefstein, A. (2011). Whose fertile question? Revisiting the most popular plank of the Community of Thinking platform. The Skilful Thinker, no. 10. Aotearoa Collaborative, NZ.

Lefstein, A., Israeli, M., Pollak, I., & Bozo-Schwartz, M. (2013). Investigating dilemmas in teaching: Towards a new form of pedagogical scholarship. Studia Paedagogica, 18(4), 9-36.

Lefstein, A., & Snell, J. (2011). Promises and problems of teaching with popular culture: A linguistic ethnographic analysis of discourse genre mixing. Reading Research Quarterly, 46 (1), 40-69.

Netz, H., & Lefstein, A. (2016). A cross-cultural analysis of disagreements in classroom discourse: Comparative case studies from England, USA, and Israel. Intercultural Pragmatics, 13(2), 211-255.

Netz, H., Yitzchaki, D., & Lefstein, A. (2018). Language corrections and language ideologies in Israeli Hebrew-speaking classes. Language and Education, 1-21.

Schwarz, B., & Slakmon, B. (2015). Becoming a questioner in a philosophy class. In R. Wegerif, L. Li & J.C. Kaufman (Eds.), The Routledge international handbook of research on teaching thinking (457-466). Routledge.

Segal, A. (2011). Doing Talmud: An ethnographic study in a religious school in Israel (Unpublished doctoral dissertation). Hebrew University of Jerusalem, Israel.

Segal, A., & Bekerman, Z. (2009). What is taught in Talmud class: Is it class or Talmud? Journal of Jewish Education, 75(1), 19-46.

Slakmon, B., & Schwarz, B. (2017). "Wherever you go, you will be a polis": Spatial practices and political education in CSCL discussions. Journal of the Learning Sciences, 26(2), 184-225.

Street, B. V., & Lefstein, A. (2008). Literacy: An advanced resource book. London: Routledge.

לפסטיין, א. (1999). העגל אינו גדל מפני ששוקלים אותו. חינוך החשיבה, כרך 18, עמ' 124-130.

לפסטיין, א. (1999). על מה אנחנו מדברים כשאנחנו מדברים על "קהילה"? חינוך החשיבה, כרך 18, עמ' 32-54.
לפסטיין, א. (1999). תכנון קהילת חשיבה, בלי בושה. חינוך החשיבה , כרך 18, עמ' 81 - 101.
לפסטיין, א. וגלייזר, ג'. (2012). הוראה שאפתנית: סיכויים וסיכונים. הד החינוך, כרך פ"ו(4), עמ' 82 - 83.
לפסטיין, א. ופולק, א. (2016). אקלים אפיסטמי: מבט מבין כותלי כיתות בית הספר היסודי, מתוך ש. בק (עורך), מידע, ידע ודעת, הדנ"א של החינוך, הוצאה מכון מופ"ת, עמ' 126 - 144.
לפסטיין, א., פולק, א., ישראלי, מ. ובוזו-שוורץ, מ. (2014). מטרות סות רות: חמש דילמות בשבע דקות. הד החינוך, כרך פ"ט (2), עמ' 60 - 66.
פולק, א. ולפסטיין א. (2014). עבודת הידע בכיתות. הד החינוך, כרך פ"ט (2), עמ' 70 - 74.
פולק, א., סיגל, ע. ולפסטיין, א. (2015). פדגוגיה בישראל: פעילות ושיח בכיתות הלימוד. באר שבע: המעבדה לחקר הפדגוגיה, המחלקה לחינוך, אוניברסיטת בן-גוריון.
פניגר, י. ולפסטיין א. (2014). האם יש פדגוגיה ישראלית? הד החינוך, כרך פ"ט (2), עמ' 84-88.

תהליכי למידה

Fortus, D., & Vedder-Weiss, D. (2014). Measuring students' continuing motivation for science learning. Journal of Research in Science Teaching, 51(4), 497–522.

Orland-Barak, L., & Becher, A. (2011). Cycles of action and systems of activity: Complementary lenses for interpreting professional learning. Mind, Culture, and Activity: An International Journal, 18(2), 115-128.

Schwarz, B., & Slakmon, B. (2015). Becoming a questioner in a philosophy class. In R. Wegerif, L. Li & J.C. Kaufman (Eds.), The Routledge international handbook of research on teaching thinking (457-466). Routledge.

Segal, A. (2013). Schooling a minority: The case of Havruta paired learning.” Diaspora, Indigenous, and Minority Education, 7 (3), 149-163.

Slakmon, B. (2014). The emergence of the dialogic dimension in philosophy classroom (Unpublished doctoral dissertation). Hebrew University of Jerusalem, Israel.

Slakmon, B., & Schwarz, B. (2017). “Wherever you go, you will be a polis”: Spatial practices and political education in CSCL Discussions. Journal of the Learning Sciences, 26(2), 184-225.

Vedder-Weiss, D. (2017). Serendipitous science engagement: A family self-ethnography. Journal of Research in Science Teaching, 54(3), 350-378.

Vedder-Weiss, D. (2017). Teaching higher and lower in mastery goal structure: The perspective of students. The Elementary School Journal, 117(4), 566-592.

Vedder-Weiss, D. (2018). "Won't you give up your snack for science?" Emerging science identities in family everyday interaction. Journal of Research in Science Teaching, 55(8), 1211-1235.

Vedder-Weiss, D., & Fortus, D. (2011). Adolescents' declining motivation for science learning: Inevitable or not? Journal of Research in Science Teaching, 48(2), 199-216.

Vedder-Weiss, D., & Fortus, D. (2011). Is adolescents' declining motivation to learn science inevitable? The Science Education Review, 10(1), 8-9.

Vedder-Weiss, D., & Fortus, D. (2012). Adolescents' declining motivation to learn science: A follow up study. Journal of Research in Science Teaching, 49(9), 1057-1095.

Vedder-Weiss, D., & Fortus, D. (2013). School, teacher, peers and parents' goals emphases and adolescents' motivation to learn science in and out of school. Journal of Research in Science Teaching, 50(8), 952-988.

Vedder-Weiss, D., & Fortus, D. (2017). Teachers' mastery goals: Using a self-report survey to study the relations between teaching practices and students' motivation for science learning. Research in Science Education, 1-26.

Vedder-Weiss, D., Segal, A., & Lefstein, A. (2016). We're not here to skewer anyone: Face-work in video-based teacher learning. Working Papers in Urban Language & Literacies, #199. London: King’s College London

Vedder-Weiss, D., Ehrenfeld, N., Ram, M., & Pollak, I. (in press). Productive framing of pedagogical failure: How teacher framings can facilitate or impede learning from problems of practice. Thinking Skills and Creativity.

ודר-וייס, ד. (2014). מוטיבציה ומטרות בלמידת מדעים: מי משפיע ואיך? מוט"ב כעת, כתב עת למורי מוט"ב. 13, עמ' 13-20.

ודר-וייס, ד. (2013). גורמים המשפיעים על מוטיבציה של מתבגרים ללמידת מדעים בתוך ומחוץ לביה"ס, קריאת ביניים. בטאון למורי מו"ט בחט"ב, 9, עמ' 30-40.

ודר-וייס, ד. (2013). האם ירידה במוטיבציה של מתבגרים ללמידה היא תופעה בלתי נמנעת? החינוך וסביבו, סמינר הקיבוצים, 35, עמ' 43-54.

שיח ולמידה מקצועית של מורים

Aderet-German, T., Segal, A., & Vedder-Weiss, D. (2021). Leading teacher professional identity construction and school reform development: a reciprocal relationship. Research Papers in Education, 36(2), 129-151. https://doi.org/10.1080/02671522.2019.1633562
Articles Coded by Theoretical Perspectives and Methods: Supplementary Appendix to Lefstein, Louie, Segal, and Becher (in press), Taking Stock of Research on Teacher Collaborative Discourse: Theory and Method in a Nascent Field. To appear in Teaching and Teacher Education.
Babichenko, M., Segal, A., & Asterhan, C. (2021). Associations between problem framing and teacher agency in school-based workgroup discussions of problems of practice. Teaching and Teacher Education. 105. https://doi.org/10.1016/j.tate.2021.103417 0742-051X/
Becher, A., & Orland-Barak, L. (2017). Context matters: Contextual factors informing mentoring in initial teacher education. Journal of Teacher Education, 1-16.
Cohen-Zamir, A. (2021). Learning to track: How do teachers learn sorting practices? Teaching and Teacher Education, 103. https://doi.org/10.1016/j.tate.2021.103362
Cohen Zamir, A., Lefstein, A., & Feniger, Y. (2020). “He doesn't deserve to be in the higher track": Teachers' justifications in student tracking discussions. Discourse: Studies in the Cultural Politics of Education. https://doi.org/10.1080/01596306.2020.1858759
Eshchar‐Netz, L., & Vedder‐Weiss, D. (2021). Teacher learning in communities of practice: The affordances of co‐planning for novice and veteran teachers' learning. Journal of Research in Science Teaching, 58(3), 366-91. https://doi.org/10.1002/tea.21663
Lefstein, A. (2018). Moving teacher learning from the margins to the mainstream. Practical Literacy, 23(1), 35 - 37.
Lefstein, A., & Snell, J. (2011). Professional vision and the politics of teacher learning. Teaching and Teacher Education, 27(3), 505-514.
Lefstein, A., Trachtenberg-Maslaton, R., & Pollak, I. (2017). Breaking out of the grips of dichotomous discourse in teacher post-observation debrief conversations. Teaching and Teacher Education, 67, 418-428.
Lefstein, A., Louie, N., Segal, A., & Becher, A. (2020). Taking Stock of Research on Teacher Collaborative Discourse: Theory and Method in a Nascent Field. Teaching and Teacher Education, 88.
Lefstein, A., Vedder-Weiss, D., & Segal, A. (2020) Relocating Research on Teacher Learning: Toward Pedagogically Productive Talk. Educational Researcher 49 (5):360-368. doi:10.3102/0013189X20922998.
Lefstein, A., Vedder-Weiss, D., Tabak, I., & Segal, A. (2018). Learner agency in scaffolding: The case of coaching teacher leadership. International Journal of Educational Research, 90, 209-222.
Orland-Barak, L., Kheir-Farraj, R., & Becher, A. (2013). Mentoring in contexts of cultural and political friction: Moral dilemmas of mentors and their management in practice. Mentoring & Tutoring: Partnership in Learning, 21(1), 76-95.
Pulvermacher, Y., & Lefstein, A. (2016). Narrative representations of practice: What and how can student teachers learn from them? Teaching and Teacher Education, 55, 255-266.
Segal, A., Lefstein, A., & Vedder-Weiss, D. (2018). Appropriating protocols for the regulation of teacher professional conversations. Teaching and Teacher Education, 70, 215-226.
Segal, A. (2019). Story exchange in teacher professional discourse. Teaching and Teacher Education, 86, 102913. https://doi.org/10.1016/j.tate.2019.102913
Vedder-Weiss, D., Ehrenfeld, N., Ram, M., & Pollak, I. (2018). Productive framing of pedagogical failure: How teacher framings can facilitate or impede learning from problems of practice. Thinking Skills and Creativity, 30, 31-41. https://doi.org/10.1016/j.tsc.2018.01.002
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 Teacher Education, 1-14.
Vedder-Weiss, D., Segal, A. & Lefstein, A. (2016). We're not here to skewer anyone: Face-work in video- based teacher learning. Working papers in Urban Language & Literacies, #199. London: King’s College London.

ודר-וייס, ד., ארנפלד, נ., רם-מנשה, מ., ופולק, א. (2018). מבעיה ללמידה: איך מסגור יכול להפוך בעיה בהוראה להזדמנות ללמידה? השקפה מחקרית, 5, 31-35. https://hashkafa.macam.ac.il/research/hm5/
ודר-וייס, ד., סיגל, ע. ולפסטיין, א. (2016). עיסוק בדימוי הציבורי במהלך דיון בבעיות הוראה. בתוך מנדל-לוי, נ. ובוזו-שוורץ, מ. (עורכות), עושים בית ספר: ידע מעשי על מנהיגות פדגוגית (עמ' 307-316). ירושלים: הוצאת מכון אבני ראשה. https://avneyrosha.org.il/resourcecenter/Pages/education_public_image.aspx
ודר-וייס,ד. וגידעון, ע. (2021). אמון וערעור בקהילות מקצועיות לומדות. בתוך: יוספסברג בן-יהושע, ל' (עורכת). קהילות מקצועיות לומדות של מורים למדעים ולמתמטיקה. תל-אביב: מכון מופ"ת, מרכז המידע הבין מכללתי.
https://kehilotmorim.macam.ac.il/%D7%90%D7%A1%D7%95%D7%A4%D7%AA-%D7%94%D7%9E%D7%97%D7%A7%D7%A8%D7%99%D7%9D-%D7%A7%D7%94%D7%99%D7%9C%D7%95%D7%AA-%D7%9E%D7%A7%D7%A6%D7%95%D7%A2%D7%99%D7%95%D7%AA-%D7%9C%D7%95%D7%9E%D7%93%D7%95%D7%AA/
יעקובוב, ח. וודר-וייס, ד. (2021), "כשיהיה להם פה טוב הם ילמדו": שיח מורות על מוטיבציה של תלמידים, דפים, 75, 237-260, מכון מופת.
ברק, מ. (2016) סבבי למידה גם בישראל, בתוך מנדל-לוי, נ. ובוזו-שוורץ, מ. (עורכות), עושים בית ספר: ידע מעשי על מנהיגות פדגוגית. ירושלים: הוצאת מכון אבני ראשה, עמ' 368-377.

תהליכי שינוי חינוכי

Aderet-German, T., & Lefstein, A. (2021). Reform Ripples: The Role of Recontextualization in Scaling Up. Education Policy Analysis Archives, 29(8), n8.

Harris, R., & Lefstein, A. (2011). Urban classroom culture: Realities, dilemmas, responses. London: Centre for Language, Discourse and Communication.

Lefstein, A. (2002). Thinking pedagogy and power apart – coping with discipline in progressivist school reform. Teachers College Record, 104(8), 1627-1655.

Lefstein, A. (2007). The reforms raised test scores but lowered educational quality – a conversation with Sharon Gewirtz. Hed HaChinuch, 81(5), 56-57. (Hebrew).

Lefstein, A. (2008). Changing classroom practice through the English National Literacy Strategy: A micro-interactional perspective. American Educational Research Journal, 45(3), 701-737.

Lefstein, A. (2009). Rhetorical grammar and the grammar of schooling: Teaching “powerful verbs” in the English National Literacy Strategy. Linguistics and Education, 20(4), 378-400.

Lefstein, A. (2018). Moving teacher learning from the margins to the mainstream. Practical Literacy, 23(1).

Street, B.V., Lefstein, A., & Pahl, K. (2007). The National Literacy Strategy in England: Contradictions of control and creativity. In J. Larson (Ed.), Literacy as snake oil: Beyond the quick fix (2nd ed., pp. 123-154). New York: Peter Lang.

Vedder-Weiss, D., Lefstein, A., Segal, A. & Pollak, I. (2020). Dilemmas of Leadership and Capacity Building in a Research-Practice Partnership. Teachers College Record 122 (9), 1-30.

מדיניות חינוכית

Becher, A. & Lefstein, A. (2020) Teaching as a Clinical Profession: Adapting the Medical Model. Journal of Teacher Education. https://doi.org/10.1177%2F0022487120972633

Feniger, Y., & Lefstein, A. (2014). How not to reason with PISA data: An ironic investigation. Journal of Education Policy, 29 (6), 845-855.

Lefstein, A. (2005). Thinking about the technical and the personal in teaching. Cambridge Journal of Education, 35(3), 333-356.

Lefstein, A. (2008). Changing classroom practice through the English national literacy strategy: A micro-interactional perspective. American Educational Research Journal, 45(3), 701-737.

Lefstein, A. (2008). Literacy makeover: Educational research and the public interest on prime time. Teachers College Record, 110(5), 1115-1146.

Lefstein, A. (2009). An open letter to the new Minister of Education – lessons from a decade of hyperactive educational policy-making in England. Hed HaChinuch. (Hebrew).

Lefstein, A. (2011). The great literacy debate as makeover television: Notes on genre proliferation. In A. Goodwyn & C. Fuller (Eds.), The great literacy debate (pp. 136-156). Abingdon: Routledge.

Lefstein, A. (2013). The regulation of teaching as symbolic politics: Rituals of order, blame and redemption. Discourse: Studies in the Cultural Politics of Education, 34 (5), 643-659. [A version also appears as Lefstein, A. (2008). Rituals of order, blame & redemption: Coping with failing in a working class school. Working Papers in Urban Language & Literacies, #51. London: King’s College London].

Lefstein, A., & Perat, H. (2014). Empowering teacher voices in an education policy discussion: Paradoxes of representation. Teaching and Teacher Education, 38, 33-43.

Pollak, I., Segal, A., Lefstein, A., & Meshulam, A. (2018). Teaching controversial issues in a fragile democracy: Defusing deliberation in Israeli primary classrooms. Journal of Curriculum Studies, 50(3), 387-409.

Slakmon, B. (2016). Social networks in Israel's educational policy.

Slakmon, B. (2017). Educational technology policy in Israel. Pedagogy Culture and Society, 25(1), 137-149.

Street, B.V., Lefstein, A., & Pahl, K. (2007). The National Literacy Strategy in England: Contradictions of control and creativity. In J. Larson (Ed.), Literacy as snake oil: Beyond the quick fix (2nd ed., pp. 123-154). New York: Peter Lang.

Ramiel, H. & Lefstein, A. (in press) 'Bottom-up governance' - discourse, practices and the duality of the state. Cambridge Journal of Education.

שיטות מחקר בחינוך

Becher, A., & Orland-Barak, L. (2016) Integrating social activity theory and critical discourse analysis: A multilayered methodological model for examining knowledge mediation in mentoring. International Journal of Qualitative Studies in Education, 29(4), 498-519.
Fortus, D., & Vedder-Weiss, D. (2014). Measuring students' continuing motivation for science learning. Journal of Research in Science Teaching, 51(4), 497–522.
Lefstein, A. (2010). Problematizing researcher-respondent relations through an exploration of communicative stance. Ethnography and Education, 5(1), 81-96.
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., & Israeli, M. (2015). Applying linguistic ethnography to educational practice – notes on the interaction of research methods and professional sensibilities. In J. Snell, S. Shaw. & F. Copland (Eds.), Linguistic ethnography: Explorations in interdisciplinarity (pp. 187-206) London: Palgrave Macmillan.
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.
Lefstein, A., Israeli, M., & Snell, J. (2015). From moves to sequences: Expanding the unit of analysis in the study of classroom discourse. British Educational Research Journal, 41(5), 866-885.
Lefstein, A., & Snell, J. (2013). Beyond a unitary conception of pedagogic pace: Quantitative measurement and ethnographic experience. British Educational Research Journal, 39 (1), 73-106.
Orland-Barak, L., & Becher, A. (2011). Cycles of action and systems of activity: Complementary lenses for interpreting professional learning. Mind, Culture, and Activity: An International Journal, 18(2), 115-128.

Vedder-Weiss, D., & Fortus, D. (2017). Teachers' mastery goals: Using a self-report survey to study the relations between teaching practices and students' motivation for science learning. Research in Science Education, 1-26.

פדגוגיה דיאלוגית

Asterhan, C., Howe, C., Lefstein, A., Matusov, E., & Reznitskaya, A. (2020) Controversies and consensus in research on dialogic teaching and learning. Dialogic Pedagogy Journal, 8. http://dpj.pitt.edu/ojs/index.php/dpj1/article/view/312.
Barak, M & Lefstein, A. (in press). Opening Texts for Discussion: Developing Dialogic Reading Stances. Reading Research Quarterly.
Lefstein, A., Pollak, I. & Segal, A., (2020), Compelling Student Voice: Dialogic Practices of Public Confession. Discourse: Studies in the Cultural Politics of Education. https://doi.org/10.1080/01596306.2018.1473341.
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. & 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).
Lefstein, A. (2006). Dialogue in schools – toward a pragmatic approach. Working Papers in Urban Language & Literacies, #33. London: King’s College London.

Lefstein, A. (2010). More helpful as a problem than solution: Some implications of situating dialogue in classrooms. In K. Littleton & C. Howe (Eds.), Educational dialogues: Understanding and promoting productive interaction (pp. 170-191). London: Routledge.

Lefstein, A., & Snell, J. (2011). Classroom discourse: The promise and complexity of dialogic practice. In S. Ellis, E. McCartney & J. Bourne (Eds.), Insight and impact: Applied linguistics and the primary school (pp. 165-185). Cambridge: Cambridge University Press.

Lefstein, A., & Snell, J. (2014). Better than best practice: Developing teaching and learning through dialogue. London: Routledge.
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.