Eran Zafrani
Biographic Data
| ID | 9505522 |
|---|---|
| NAME | Eran Zafrani |
| GIVEN NAMES | Eran |
| FAMILY NAME | Zafrani |
| SIGNATURE | ZAFRANI E |
| AFFILIATIONS | Weizmann Institute of Science |
| ORCID | 0000-0001-5630-7245 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Science Teachers' Management of Conflicting Institutional Logics
In science education, the convergence of recent reform demands with existing policies requires teachers to navigate conflicting expectations, practices, and missions when performing their job. Institutional research has invested much effort into examining how operating in such a fragmented policy environment, in which conflicting institutional logics are present, impacts teachers. However, it has paid little attention to how being caught in such …
The potential for reconciling pedagogical tradition and innovation
Dialog‐constraining institutional logics and their interactional manifestation in the science classroom
This study seeks to understand why dialogic argumentation has not been adopted as a legitimate means of instruction by science teachers. To answer this question, this qualitative case study examines the mutually constitutive relationships between macrolevel phenomena, such as the taken‐for‐granted institutional mandates that teachers and schools call upon to maintain their legitimacy in society, and microlevel routinized teacher–student classroom…
No prominent works on this page.
Dialog‐constraining institutional logics and their interactional manifestation in the science classroom
This study seeks to understand why dialogic argumentation has not been adopted as a legitimate means of instruction by science teachers. To answer this question, this qualitative case study examines the mutually constitutive relationships between macrolevel phenomena, such as the taken‐for‐granted institutional mandates that teachers and schools call upon to maintain their legitimacy in society, and microlevel routinized teacher–student classroom…
The potential for reconciling pedagogical tradition and innovation
Science Teachers' Management of Conflicting Institutional Logics
In science education, the convergence of recent reform demands with existing policies requires teachers to navigate conflicting expectations, practices, and missions when performing their job. Institutional research has invested much effort into examining how operating in such a fragmented policy environment, in which conflicting institutional logics are present, impacts teachers. However, it has paid little attention to how being caught in such …
Argumentation theory (2 works) · Educational Strategies and Epistemologies (2 works) · Epistemology (2 works) · Innovative Teaching and Learning Methods (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Philosophy of science (2 works) · Psychology (2 works) · Science education (2 works) · Science Education and Pedagogy (2 works)