| Adolescents' declining motivation to learn science: Inevitable or not? D Vedder‐Weiss, D Fortus Journal of research in science teaching 48 (2), 199-216, 2011 | 370 | 2011 |
| Adolescents' declining motivation to learn science: A follow‐up study D Vedder‐Weiss, D Fortus Journal of research in science teaching 49 (9), 1057-1095, 2012 | 220 | 2012 |
| Measuring students' continuing motivation for science learning D Fortus, D Vedder‐Weiss Journal of Research in Science Teaching 51 (4), 497-522, 2014 | 178 | 2014 |
| School, teacher, peers, and parents' goals emphases and adolescents' motivation to learn science in and out of school D Vedder‐Weiss, D Fortus Journal of Research in Science Teaching 50 (8), 952-988, 2013 | 155 | 2013 |
| Relocating research on teacher learning: Toward pedagogically productive talk A Lefstein, D Vedder-Weiss, A Segal Educational researcher 49 (5), 360-368, 2020 | 115 | 2020 |
| 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 | 63 | 2019 |
| Productive framing of pedagogical failure: How teacher framings can facilitate or impede learning from problems of practice D Vedder-Weiss, N Ehrenfeld, M Ram-Menashe, I Pollak Thinking Skills and Creativity 30, 31-41, 2018 | 55 | 2018 |
| Teachers’ mastery goals: Using a self-report survey to study the relations between teaching practices and students’ motivation for science learning D Vedder-Weiss, D Fortus Research in Science Education 48, 181-206, 2018 | 55 | 2018 |
| Teacher learning in communities of practice: The affordances of co‐planning for novice and veteran teachers' learning L Eshchar‐Netz, D Vedder‐Weiss Journal of research in science teaching 58 (3), 366-391, 2021 | 51 | 2021 |
| Appropriating protocols for the regulation of teacher professional conversations A Segal, A Lefstein, D Vedder-Weiss Teaching and Teacher Education 70 (1), 215-226, 2018 | 48 | 2018 |
| Science identity trajectories throughout school visits to a science museum N Shaby, D Vedder‐Weiss Journal of Research in Science Teaching 57 (5), 733-764, 2020 | 36 | 2020 |
| Serendipitous science engagement: A family self‐ethnography D Vedder‐Weiss Journal of Research in Science Teaching 54 (3), 350-378, 2017 | 36 | 2017 |
| Root growth, respiration and β-glucosidase activity in maize (Zea mays) and common bean (Phaseolus vulgaris) inoculated with Azospirillum brasilense D Vedder-Weiss, E Jurkevitch, S Burdman, D Weiss, Y Okon Symbiosis, 1999 | 30 | 1999 |
| Learner agency in scaffolding: The case of coaching teacher leadership A Lefstein, D Vedder-Weiss, I Tabak, A Segal International Journal of Educational Research 90, 209-222, 2018 | 27 | 2018 |
| “Won't you give up your snack for the sake of science?” Emerging science identities in family everyday interaction D Vedder‐Weiss Journal of Research in Science Teaching 55 (8), 1211-1235, 2018 | 26 | 2018 |
| Status and inquiry in teacher communities L Eshchar-Netz, D Vedder-Weiss, A Lefstein Teaching and Teacher Education 109, 103524, 2022 | 12 | 2022 |
| Leading teacher professional identity construction and school reform development: A reciprocal relationship T Aderet-German, A Segal, D Vedder-Weiss Research Papers in Education 36 (2), 129-151, 2021 | 12 | 2021 |
| Reflexive inquiry as a scaffold for teacher identity exploration during the first year of teaching D Vedder-Weiss, L Biran, A Kaplan, JK Garner The negotiated self, 225-235, 2018 | 12 | 2018 |
| Embodied interactions in a science museum N Shaby, D Vedder‐Weiss Science Education 105 (5), 938-960, 2021 | 11 | 2021 |
| Teaching higher and lower in mastery goal structure: The perspective of students D Vedder-Weiss The Elementary School Journal 117 (4), 566-592, 2017 | 11 | 2017 |
Adam LefsteinHebrew University of Jerusalem在 mail.huji.ac.il 的电子邮件经过验证
