| Rethinking teacher education in a VUCA world: student teachers’ social-emotional competencies during the Covid-19 crisis LL Hadar, O Ergas, B Alpert, T Ariav European journal of teacher education 43 (4), 573-586, 2020 | 468 | 2020 |
| From isolation to symphonic harmony: Building a professional development community among teacher educators L Hadar, D Brody Teaching and teacher education 26 (8), 1641-1651, 2010 | 386 | 2010 |
| Assessing the effectiveness of monolingual, bilingual, and “bilingualised” dictionaries in the comprehension and production of new words B Laufer, L Hadar The modern language journal 81 (2), 189-196, 1997 | 357 | 1997 |
| Uncovering students’ thinking about thinking using concept maps R Ritchhart, T Turner, L Hadar Metacognition and Learning 4, 145-159, 2009 | 206 | 2009 |
| Opportunities to learn: Mathematics textbooks and students’ achievements LL Hadar Studies in Educational Evaluation 55, 153-166, 2017 | 204 | 2017 |
| Teachers' perceived professional space and their agency HW Oolbekkink-Marchand, LL Hadar, K Smith, I Helleve, M Ulvik Teaching and teacher education 62, 37-46, 2017 | 200 | 2017 |
| The interaction between group processes and personal professional trajectories in a professional development community for teacher educators LL Hadar, DL Brody Journal of Teacher Education 64 (2), 145-161, 2013 | 146 | 2013 |
| Creative thinking in mathematics curriculum: An analytic framework LL Hadar, M Tirosh Thinking Skills and Creativity 33, 100585, 2019 | 130 | 2019 |
| Mindfulness in and as education: A map of a developing academic discourse from 2002 to 2017 O Ergas, LL Hadar Review of Education 7 (3), 757-797, 2019 | 119 | 2019 |
| “I speak prose and I now know it.” Personal development trajectories among teacher educators in a professional development community D Brody, L Hadar Teaching and Teacher Education 27 (8), 1223-1234, 2011 | 108 | 2011 |
| Personal professional trajectories of novice and experienced teacher educators in a professional development community DL Brody, LL Hadar Teacher development 19 (2), 246-266, 2015 | 91 | 2015 |
| Preliminary investigation of whole-school mindfulness in education programs and children’s mindfulness-based coping strategies N Sheinman, LL Hadar, D Gafni, M Milman Journal of Child and Family Studies 27 (10), 3316-3328, 2018 | 89 | 2018 |
| Teachers’ agency: Do their values make a difference? LL Hadar, M Benish‐Weisman British Educational Research Journal 45 (1), 137-160, 2019 | 83 | 2019 |
| Talk about student learning: Promoting professional growth among teacher educators LL Hadar, DL Brody Teaching and teacher education 59, 101-114, 2016 | 68 | 2016 |
| Critical moments in the process of educational change: Understanding the dynamics of change among teacher educators DL Brody, LL Hadar European Journal of Teacher Education 41 (1), 50-65, 2018 | 52 | 2018 |
| Cognitive opportunities in textbooks: the cases of grade four and eight textbooks in Israel LL Hadar, TL Ruby Mathematical Thinking and Learning 21 (1), 54-77, 2019 | 39 | 2019 |
| Does mindfulness belong in higher education?–an eight year research of students’ experiences O Ergas, LL Hadar Pedagogy, Culture & Society 31 (3), 359-377, 2023 | 34 | 2023 |
| Ideal versus school learning: Analyzing Israeli secondary school students’ conceptions of learning L Hadar International Journal of Educational Research 48 (1), 1-11, 2009 | 34 | 2009 |
| Individual growth and institutional advancement: The in-house model for teacher educators' professional learning LL Hadar, DL Brody Teaching and Teacher Education 75, 105-115, 2018 | 31 | 2018 |
| Pedagogy in practice: the pedagogy of a learning setting as students experience it Y Hotam, LL Hadar Oxford Review of Education 39 (3), 385-399, 2013 | 31 | 2013 |
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