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Dana Vedder-Weiss
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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
3572011
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
2132012
Measuring students' continuing motivation for science learning
D Fortus, D Vedder‐Weiss
Journal of Research in Science Teaching 51 (4), 497-522, 2014
1742014
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
1502013
Relocating research on teacher learning: Toward pedagogically productive talk
A Lefstein, D Vedder-Weiss, A Segal
Educational researcher 49 (5), 360-368, 2020
1042020
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
592019
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
552018
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
502018
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
482018
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
472021
Serendipitous science engagement: A family self‐ethnography
D Vedder‐Weiss
Journal of Research in Science Teaching 54 (3), 350-378, 2017
362017
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
342020
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
301999
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
272018
“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
262018
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
122021
Status and inquiry in teacher communities
L Eshchar-Netz, D Vedder-Weiss, A Lefstein
Teaching and Teacher Education 109, 103524, 2022
112022
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
112018
Teaching higher and lower in mastery goal structure: The perspective of students
D Vedder-Weiss
The Elementary School Journal 117 (4), 566-592, 2017
102017
Dilemmas of leadership and capacity building in a research–practice partnership
D Vedder-Weiss, A Lefstein, A Segal, I Pollak
Teachers College Record 122 (9), 1-30, 2020
92020
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Articles 1–20