Publications

2017
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. Elsevier.
Segal, A., Snell, J., & Lefstein, A. . (2017). Dialogic teaching to the high-stakes standardised test?. Research Papers in Education, 32, 596–610. Taylor & Francis.
2016
Lefstein, A. . (2016). We're not here to skewer anyone:: Face-work in video-based teacher learning.
Lefstein, A., Šeďová, K., & Švaříček, R. . (2016). B\`yt etnografem znamená snažit se porozumět tomu, co se děje: rozhovor s Adamem Lefsteinem. Studia paedagogica, 21, 159–165.
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. Elsevier.
Netz, H., & Lefstein, A. . (2016). A cross-cultural analysis of disagreements in classroom discourse: Comparative case studies from England, the United States, and Israel. Intercultural Pragmatics, 13, 211–255. De Gruyter.
Segal, A., & Lefstein, A. J. . (2016). Exuberant, voiceless participation: An unintended consequence of dialogic sensibilities?. L1-Educational Studies in Language and Literature, 1–19.
Vedder-Weiss, D., Segal, A., & Lefstein, A. . (2016). Managing threats to teacher face in discussions of video-recorded lessons. In . Singapore: International Society of the Learning Sciences.
2015
Lefstein, A., Snell, J., & Israeli, M. . (2015). From moves to sequences: Expanding the unit of analysis in the study of classroom discourse. British Educational Research Journal, 41, 866–885. Wiley Online Library.
Lefstein, A., & Israeli, M. . (2015). Applying linguistic ethnography to educational practice: Notes on the interaction of academic research and professional sensibilities. In Linguistic ethnography: Interdisciplinary explorations (pp. 187–206). Springer.
Lefstein, A. . (2015). Exuberant voiceless participation:: Dialogic sensibilities in the Israel primary classroom.
2014
Snell, J., & Lefstein, A. . (2014). 8 Moving from “Interesting Data” to a Publishable Research Article: Some Interpretive and Representational Dilemmas in a Linguistic Ethnographic Analysis of an English Literacy Lesson. In International Handbook of Interpretation in Educational Research (pp. 471–496). Springer.
Lefstein, A., & Perath, H. . (2014). Empowering teacher voices in an education policy discussion: Paradoxes of representation. Teaching and Teacher Education, 38, 33–43. Elsevier.
Feniger, Y., & Lefstein, A. . (2014). How not to reason with PISA data: An ironic investigation. Journal of Education Policy, 29, 845–855. Taylor & Francis.
2013
Snell, J., & Lefstein, A. . (2013). Moving from “interesting data” to publishable research article–some interpretive and representational dilemmas in a linguistic ethnographic analysis. P. Smeyers, D. Bridges, N. Burbules & M. Griffiths (eds.). International handbook of interpretation in educational research, 471–496.
Alexander, R. John, Lefstein, A., & Snell, J. . (2013). Triumphs and dilemmas of dialogue. In Better than best practice: Developing dialogic pedagogy. Routledge.
Lefstein, A., & Snell, J. . (2013). Beyond a unitary conception of pedagogic pace: quantitative measurement and ethnographic experience. British Educational Research Journal, 39, 73–106. Wiley Online Library.
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, 643–659. Taylor & Francis.
Lefstein, A., & Snell, J. . (2013). Better than best practice: Developing teaching and learning through dialogue. Routledge.
Lefstein, A., Israeli, M., Pollak, I., & Bozo-Schwartz, M. . (2013). Investigating dilemmas in teaching: towards a new form of pedagogical scholarship. Studia paedagogica, 18, 9–36.