Livat Eshchar‐Netz
Biographic Data
| ID | 6507810 |
|---|---|
| NAME | Livat Eshchar‐Netz |
| GIVEN NAMES | Livat |
| FAMILY NAME | Eshchar‐Netz |
| SIGNATURE | NETZ L E |
| AFFILIATIONS | Ben-Gurion University of the Negev |
| ORCID | 0000-0002-4270-7042 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Between responsive and directive literacy coaching
Navigating tensions between responsive and directive approaches is a well-documented challenge in literacy coaching. This study probes this challenge by examining two related coaching events in one underperforming elementary school, problematizing dialogicity within the inherently hierarchical coaching relationship. Using linguistic ethnographic methods, we analyze a coach's interaction with her mentor and her subsequent facilitation of the same …
Elementary school science teachers' discourse and on‐the‐job learning about student motivation
Science teachers' professional learning about student motivation can play a key role in developing their ability to nurture student motivation and cope with motivational challenges. To advance the understanding of how on‐the‐job discussions facilitate teacher learning about student motivation, this study investigated how elementary‐school science teachers described and reasoned about student motivation in school‐based team meetings, by analyzing …
Too old to learn? The ambivalence of teaching experience in an Israeli teacher leadership initiative
Teacher learning in communities of practice
Collaborative reflective inquiry in teacher communities of practice (CoP) supports their professional situated learning. However, the CoP model entails at least three limitations and challenges for teacher learning: novice teachers can seldom act as legitimate peripheral participants since they are obliged to do the same work that veterans do; veterans' learning is neglected since they are expected to teach the novices; and power dynamics between…
Status and inquiry in teacher communities
Teacher learning in communities of practice
Collaborative reflective inquiry in teacher communities of practice (CoP) supports their professional situated learning. However, the CoP model entails at least three limitations and challenges for teacher learning: novice teachers can seldom act as legitimate peripheral participants since they are obliged to do the same work that veterans do; veterans' learning is neglected since they are expected to teach the novices; and power dynamics between…
Status and inquiry in teacher communities
Elementary school science teachers' discourse and on‐the‐job learning about student motivation
Science teachers' professional learning about student motivation can play a key role in developing their ability to nurture student motivation and cope with motivational challenges. To advance the understanding of how on‐the‐job discussions facilitate teacher learning about student motivation, this study investigated how elementary‐school science teachers described and reasoned about student motivation in school‐based team meetings, by analyzing …
Too old to learn? The ambivalence of teaching experience in an Israeli teacher leadership initiative
Between responsive and directive literacy coaching
Navigating tensions between responsive and directive approaches is a well-documented challenge in literacy coaching. This study probes this challenge by examining two related coaching events in one underperforming elementary school, problematizing dialogicity within the inherently hierarchical coaching relationship. Using linguistic ethnographic methods, we analyze a coach's interaction with her mentor and her subsequent facilitation of the same …
Pedagogy (5 works) · Psychology (5 works) · Mathematics education (4 works) · Sociology (4 works) · Teacher Education and Leadership Studies (4 works) · Professional development (3 works) · Professional learning community (3 works) · Community of practice (2 works) · Computer Science (2 works) · Ethnography (2 works)