| Better than best practice: Developing teaching and learning through dialogue A Lefstein, J Snell Routledge, 2013 | 471 | 2013 |
| Literacy: An advanced resource book BV Street, A Lefstein Routledge, 2007 | 423 | 2007 |
| More helpful as problem than solution: Some implications of situating dialogue in classrooms A Lefstein Educational dialogues, 182-203, 2010 | 202 | 2010 |
| Professional vision and the politics of teacher learning A Lefstein, J Snell Teaching and teacher education 27 (3), 505-514, 2011 | 191 | 2011 |
| Taking stock of research on teacher collaborative discourse: Theory and method in a nascent field A Lefstein, N Louie, A Segal, A Becher Teaching and teacher education 88, 102954, 2020 | 188 | 2020 |
| How not to reason with PISA data: An ironic investigation Y Feniger, A Lefstein Journal of Education Policy 29 (6), 845-855, 2014 | 177 | 2014 |
| Changing classroom practice through the English National Literacy Strategy: A micro-interactional perspective A Lefstein American Educational Research Journal 45 (3), 701-737, 2008 | 166 | 2008 |
| “Low ability,” participation, and identity in dialogic pedagogy J Snell, A Lefstein American Educational Research Journal 55 (1), 40-78, 2018 | 155 | 2018 |
| Relocating research on teacher learning: Toward pedagogically productive talk A Lefstein, D Vedder-Weiss, A Segal Educational researcher 49 (5), 360-368, 2020 | 147 | 2020 |
| From moves to sequences: Expanding the unit of analysis in the study of classroom discourse A Lefstein, J Snell, M Israeli British Educational Research Journal 41 (5), 866-885, 2015 | 112 | 2015 |
| 13 Classroom discourse: the promise and complexity of dialogic practice A Lefstein, J Snell Applied linguistics and primary school teaching, 165, 2011 | 103 | 2011 |
| Democracy, voice and dialogic pedagogy: The struggle to be heard and heeded A Segal, I Pollak, A Lefstein Language and education 31 (1), 6-25, 2017 | 86 | 2017 |
| Dialogue in schools:: Towards a pragmatic approach A Lefstein | 84 | 2006 |
| Exuberant, voiceless participation: An unintended consequence of dialogic sensibilities? A Segal, AJ Lefstein L1-Educational Studies in Language and Literature, 1-19, 2016 | 82 | 2016 |
| Rhetorical grammar and the grammar of schooling: Teaching “powerful verbs” in the English National Literacy Strategy A Lefstein Linguistics and Education 20 (4), 378-400, 2009 | 80 | 2009 |
| Promises and problems of teaching with popular culture: A linguistic ethnographic analysis of discourse genre mixing in a literacy lesson A Lefstein, J Snell Reading Research Quarterly 46 (1), 40-69, 2011 | 77 | 2011 |
| Communities of thinking Y Harpaz, A Lefstein Educational Leadership 58 (3), 54-58, 2000 | 70 | 2000 |
| Teacher face-work in discussions of video-recorded classroom practice: Constraining or catalyzing opportunities to learn? D Vedder-Weiss, A Segal, A Lefstein Journal of Teacher Education 70 (5), 538-551, 2019 | 68 | 2019 |
| Thinking about the technical and the personal in teaching A Lefstein Cambridge Journal of Education 35 (3), 333-356, 2005 | 66 | 2005 |
| Controversies and consensus in research on dialogic teaching and learning. CSC Asterhan, C Howe, A Lefstein, E Matusov, A Reznitskaya Dialogic Pedagogy 8, 2020 | 61 | 2020 |
Julia SnellUniversity of Leedsleeds.ac.uk üzerinde doğrulanmış e-posta adresine sahip