Publications

2020
Vedder-Weiss, D., Hufnagel, B., Jaber, L. Z., Finkelstein, C., Dini, V., McGugan, K. Schneeberg, Garner, B., et al. (2020). Socio-emotional dynamics in teacher learning. International Society of the Learning Sciences (ISLS).
Babichenko, M., Asterhan, C., & Lefstein, A. . (2020). Inquiry into practice in school-based teacher team activities: Comparing video analysis, peer consultation and pedagogical planning. International Society of the Learning Sciences (ISLS).
Asterhan, C. S. C., Howe, C., Lefstein, A., Matusov, E., & Reznitskaya, A. . (2020). Controversies and consensus in research on dialogic teaching and learning. Dialogic Pedagogy, 8. ERIC.
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, 1–30. SAGE Publications Sage CA: Los Angeles, CA.
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, 102954. Elsevier.
Lefstein, A., Pollak, I., & Segal, A. . (2020). Compelling student voice: Dialogic practices of public confession. Discourse: Studies in the cultural politics of education, 41, 110–123. Taylor & Francis.
Asterhan, C., & Lefstein, A. . (2020). Evidence-based design principles for effective professional development: A critical appraisal of the evidence. International Society of the Learning Sciences (ISLS).
Štech, S., Šeďová, K., & Lefstein, A. . (2020). What is happening to the teaching profession today?. Studia paedagogica, 25, 5–10.
2019
Mayer, S. Jean, O’Connor, C., & Lefstein, A. . (2019). Distinctively democratic discourse in classrooms. In The Routledge international handbook of research on dialogic education (pp. 196–209). Routledge.
Lefstein, A., & Snell, J. . (2019). Développer la pédagogie par le dialogue: répondre à la contestation d’un élève. Cahiers du Centre de Linguistique et des Sciences du Langage, 125–166.
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, 70, 538–551. SAGE Publications Sage CA: Los Angeles, CA.
Lefstein, A., & Snell, J. . (2019). Linguistic ethnographic analysis of classroom dialogue. In The Routledge international handbook of research on dialogic education (pp. 63–75). Routledge.
2018
Netz, H., Yitzhaki, D., & Lefstein, A. . (2018). Language corrections and language ideologies in Israeli Hebrew-speaking classes. Language and Education, 32, 350–370. Taylor & Francis.
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. Elsevier.
Snell, J., & Lefstein, A. . (2018). “Low ability,” participation, and identity in dialogic pedagogy. American Educational Research Journal, 55, 40–78. Sage Publications Sage CA: Los Angeles, CA.
Lefstein, A. . (2018). The End of Science Education in East Asia?. Primary Science Education in East Asia: A Critical Comparison of Systems and Strategies, 179–181. Springer.
Segal, A., Lefstein, A., & Vedder-Weiss, D. . (2018). Appropriating protocols for the regulation of teacher professional conversations. Teaching and Teacher Education, 70, 215–226. Elsevier Ltd.
Lefstein, A. . (2018). Moving teacher learning from the margins to the mainstream. Practical Literacy: The Early and Primary Years, 23, 35–37. Australian Literacy Educators' Association Norwood, SA.
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, 387–409. Taylor & Francis.
2017
Segal, A., Pollak, I., & Lefstein, A. . (2017). Democracy, voice and dialogic pedagogy: The struggle to be heard and heeded. Language and education, 31, 6–25. Taylor & Francis.