| Disagreement patterns in gifted classes H Netz Journal of Pragmatics 61, 142-160, 2014 | 45 | 2014 |
| Gifted conversations: Discursive patterns in gifted classes H Netz Gifted Child Quarterly 58 (2), 149-163, 2014 | 39 | 2014 |
| Designedly incomplete utterances and student participation H Netz Linguistics and education 33, 56-73, 2016 | 36 | 2016 |
| Three marked theme constructions in spoken English H Netz, R Kuzar Journal of Pragmatics 39 (2), 305-335, 2007 | 33 | 2007 |
| A cross-cultural analysis of disagreements in classroom discourse: Comparative case studies from England, the United States, and Israel H Netz, A Lefstein Intercultural Pragmatics 13 (2), 211-255, 2016 | 18 | 2016 |
| Translanguaging in a context of colonized education: The case of EFL classrooms for Arabic speakers in Israel M Awayed-Bishara, H Netz, T Milani Applied Linguistics 43 (6), 1051-1072, 2022 | 11 | 2022 |
| Language corrections and language ideologies in Israeli Hebrew-speaking classes H Netz, D Yitzhaki, A Lefstein Language and Education 32 (4), 350-370, 2018 | 8 | 2018 |
| Word order and discourse functions in spoken Hebrew: A case study of possessive sentences H Netz, R Kuzar Studies in Language. International Journal sponsored by the Foundation …, 2011 | 8 | 2011 |
| A recipient-based study of the discourse functions of marked topic constructions H Netz, R Kuzar, Z Eviatar Language Sciences 33 (1), 154-166, 2011 | 8 | 2011 |
| Empirical support for the principle of the separation of reference and role R Kuzar, H Netz Journal of pragmatics 42 (5), 1460-1468, 2010 | 7 | 2010 |
| Taking, begging, or waiting for the floor: students’ social backgrounds, entitlement and agency in classroom discourse A Orner, H Netz Discourse: Studies in the Cultural Politics of Education 44 (2), 221-237, 2023 | 5 | 2023 |
| Entanglement and feminist agency in picture books. H Netz, R Kuzar Gender & Language 14 (4), 2020 | 5 | 2020 |
| The effect of marked topic on memory in Hebrew and English H Netz, R Kuzar Languages in contrast 9 (2), 267-283, 2009 | 5 | 2009 |
| Input-providing vs. output-pushing corrective feedback in dyadic tutoring sessions H Netz, O Fogel System 87, 102159, 2019 | 4 | 2019 |
| Tag-naxon?(Tag-Right?) in instructional talk: Opening or blocking learning opportunities A Michalovich, H Netz Journal of Pragmatics 137, 57-75, 2018 | 4 | 2018 |
| Challenging folk-linguistics: Grammatical and spelling variation in students’ writing in hebrew on WhatsApp and in essays S Finkelstein, H Netz Applied Linguistics 44 (3), 555-575, 2023 | 3 | 2023 |
| Narratives in the classroom: A tale of affordances and missed opportunities H Netz, A Segal Linguistics and Education 64, 100937, 2021 | 3 | 2021 |
| The case of the non-missing “no”: Implications of extensive direct repair on tutor-learner interactions H Netz Linguistics and Education 57, 100814, 2020 | 3 | 2020 |
| Do Marked Topics Enhance Memory? H Netz, Z Eviatar, R Kuzar Research in Language 9 (2), 5-17, 2011 | 2 | 2011 |
| Discussion Formats for Addressing Emotions: Implications for Social-Emotional Learning E Hakim, A Lefstein, H Netz Dialogic Pedagogy: A Journal for Studies of Dialogic Education 12 (1), A16-A38, 2024 | | 2024 |
