The regulation of teaching as symbolic politics: rituals of order, blame and redemption von Lefstein, Adam

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Reform ripples: The role of recontextualization in scaling up von Aderet-German, Tali, Lefstein, Adam

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Discussion Formats for Addressing Emotions: Implications for Social-Emotional Learning von Hakim, Eran, Lefstein, Adam, Netz, Hadar

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"Low Ability," Participation, and Identity in Dialogic Pedagogy von Snell, Julia, Lefstein, Adam

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Opening Texts for Discussion: Developing Dialogic Reading Stances von Barak, Matan, Lefstein, Adam

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Controversies and consensus in research on dialogic teaching and learning von Asterhan, Christa S. C., Howe, Christine, Lefstein, Adam, Matusov, Eugene, Reznitskaya, Alina

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Relocating Research on Teacher Learning: Toward Pedagogically Productive Talk von Lefstein, Adam, Vedder-Weiss, Dana, Segal, Aliza

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How not to reason with PISA data: an ironic investigation von Feniger, Yariv, Lefstein, Adam

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Changing Classroom Practice Through the English National Literacy Strategy: A Micro-Interactional Perspective von Lefstein, Adam

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Taking stock of research on teacher collaborative discourse: Theory and method in a nascent field von Lefstein, Adam, Louie, Nicole, Segal, Aliza, Becher, Ayelet

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Teacher Face-Work in Discussions of Video-Recorded Classroom Practice: Constraining or Catalyzing Opportunities to Learn? von Vedder-Weiss, Dana, Segal, Aliza, Lefstein, Adam

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'Bottom-up governance': discourse, practices and the duality of the state von Ramiel, Hemy, Lefstein, Adam

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Reifying, Disorienting and Restoring Gender Binaries in Dialogic Literature Discussions von Orner, Aviv, Netz, Hadar, Lefstein, Adam

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Narrative representations of practice: What and how can student teachers learn from them? von Pulvermacher, Yael, Lefstein, Adam

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Professional vision and the politics of teacher learning von Lefstein, Adam, Snell, Julia

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Appropriating protocols for the regulation of teacher professional conversations von Segal, Aliza, Lefstein, Adam, Vedder-Weiss, Dana

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From moves to sequences: expanding the unit of analysis in the study of classroom discourse von Lefstein, Adam, Snell, Julia, Israeli, Mirit

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Teaching as a Clinical Profession: Adapting the Medical Model von Becher, Ayelet, Lefstein, Adam

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The end of the textbook and the beginning of teaching? Tradeoffs in designing on-line support for K-12 teachers von Cohen, Etan, Lefstein, Adam, Dishon, Gideon

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Too old to learn? The ambivalence of teaching experience in an Israeli teacher leadership initiative von Eshchar-Netz, Livat, Lefstein, Adam, Vedder-Weiss, Dana

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