Publications

2024
Babichenko, M., Lefstein, A., & Asterhan, C. S. C. . (2024). Teacher collaborative inquiry into practice in school-based learning communities: The role of activity type . Learning, Culture and Social Interaction, 49. Retrieved from Publisher's Version
Bouton, E., Lefstein, A., Segal, A., & Snell, J. . (2024). Blurring the boundaries: Opening and sustaining dialogic spaces. Theory Into Practice, 63, 182–197. Taylor & Francis.
Orner, A., Netz, H., & Lefstein, A. . (2024). Reifying, Disorienting and Restoring Gender Binaries in Dialogic Literature Discussions. Reading Research Quarterly, 59, 155–172. Wiley Online Library.
Omer-Attali, M., Lefstein, A., & Netz, H. . (2024). Laughter and classroom boundaries. Language and Education, 1–19. Taylor & Francis.
Cohen, E., Lefstein, A., & Dishon, G. . (2024). The end of the textbook and the beginning of teaching? Tradeoffs in designing on-line support for K-12 teachers. Education and Information Technologies, 29, 2483–2502. Springer.
Asterhan, C. S. C., & Lefstein, A. . (2024). The search for evidence-based features of effective teacher professional development: a critical analysis of the literature. Professional development in education, 50, 11–23. Taylor & Francis.
Hakim, E., Lefstein, A., & Netz, H. . (2024). Discussion Formats for Addressing Emotions: Implications for Social-Emotional Learning. Dialogic Pedagogy: A Journal for Studies of Dialogic Education, 12, A16–A38.
2023
Eshchar-Netz, L., Lefstein, A., & Vedder-Weiss, D. . (2023). Too old to learn? The ambivalence of teaching experience in an Israeli teacher leadership initiative. Teaching and Teacher Education, 130, 104186. Elsevier.
Trachtenberg-Maslaton, R., Vedder-Weiss, D., Lefstein, A., & Israeli, M. . (2023). ‘I don’t assess children this way’–how do disagreements about assessment support (or limit) teacher on-the-job learning?. European Journal of Teacher Education, 1–24. Taylor & Francis.
2022
Barak, M., & Lefstein, A. . (2022). Above the law? The democratic implications of setting ground rules for dialogue. Language and education, 36, 195–210. Taylor & Francis.
Lefstein, A. . (2022). Interpretation in linguistic ethnography: some comments for quantitative ethnographers.
Eshchar-Netz, L., Vedder-Weiss, D., & Lefstein, A. . (2022). Status and inquiry in teacher communities. Teaching and Teacher Education, 109, 103524. Elsevier.
Ramiel, H., & Lefstein, A. . (2022). ‘Bottom-up governance’: discourse, practices and the duality of the state. Cambridge Journal of Education, 52, 217–233. Taylor & Francis.
Zamir, A. Cohen, Lefstein, A., & Feniger, Y. . (2022). ‘He doesn’t deserve to be in the higher track’: teachers’ justifications in student tracking discussions. Discourse: Studies in the Cultural Politics of Education, 43, 543–555. Taylor & Francis.
Barak, M., & Lefstein, A. . (2022). Opening texts for discussion: Developing dialogic reading stances. Reading Research Quarterly, 57, 449–468. Wiley Online Library.
2021
Aderet-German, T., & Lefstein, A. . (2021). Reform Ripples: The Role of Recontextualization in Scaling Up. Education Policy Analysis Archives, 29, n8. ERIC.
Lefstein, A. . (2021). Envoi to Part II: Explicating Transitions between Hidden Literacy Curricula. Transition and Continuity in School Literacy Development, 209. Bloomsbury Publishing.
Becher, A., & Lefstein, A. . (2021). Teaching as a clinical profession: Adapting the medical model. Journal of Teacher Education, 72, 477–488. SAGE Publications Sage CA: Los Angeles, CA.
Aderet-German, T., & Lefstein, A. . (2021). Cascadas de reforma: El papel de la recontextualización en la ampliación. Education Policy Analysis Archives, 29, 1–23. Arizona State University College of Education.
2020
Lefstein, A., Vedder-Weiss, D., & Segal, A. . (2020). Relocating research on teacher learning: Toward pedagogically productive talk. Educational researcher, 49, 360–368. SAGE Publications Sage CA: Los Angeles, CA.