פרופ' לינור הדר

Linor L. Hadar (2022) Difficulty is an opportunity: the coping of alternative schools in Israel during COVID-19, Pedagogy, Culture & Society

Linor L Hadar & Oren Ergas (2022) Mindfulness for in-service and preservice teachers: an empirical map of the discourse from 2000 to 2020, European Journal of Teacher Education

Oren Ergas & Linor L. Hadar (2021) Does mindfulness belong in higher education? – An eight year research of students’ experiences, Pedagogy, Culture & Society

Hadar, L.L., Ergas, O., Alpert, B., & Ariav, T. (2020). Rethinking Teacher Education in a VUCA World: Student teachers’ Social-Emotional Competencies during the COVID-19 Crisis. European Journal of Teacher Education.

Hadar, L.L., Alpert, B., Ariav, T. (2020) The Response of Clinical Practice Curriculum in Teacher Education to the COVID-19 Breakout. Prospects: Comparative Journal of Curriculum, Learning, and Assessment.

Hadar, L. L., & Brody, L. (2020). Interrogating the Role of Facilitators in Promoting Learning in Teacher Educators’ Professional Communities. Professional Development in Education.

Hadar, L. L. & Benish-Weisman, M. (2019). Teachers’ agency: Do their values make a difference. British Educational Research Journal. 45(1), 137-160.

Hadar,L.L. & Tirosh, M. (2019). Creative Thinking in Mathematics Curriculum: An Analytic Framework. Thinking Skills and Creativity. 33,

Hadar, L. L. & Lefcourt Ruby, T. (2019). Cognitive opportunities in textbooks: The cases of grade four and eight textbooks in Israel. Mathematical thinking and learning, 21(1), 54-77.

Ergas, O. & Hadar, L.L. (2019). Mindfulness in and as education: A map of a developing academic discourse from 2002 to 2017. Review of Education, 7(3), 757-797.

Sheinman, N., Hadar, L. L., Gafni, D., Milman, M. (2018). Whole-school mindfulness in education and children's coping strategies. Journal of Child and Family Studies. 27, 3316–3328

Hadar, L.L., & Brody, D. L. (2018). Teacher educators’ professional learning in communities: The utility of in-house professional learning. Dapim. 69, 43-65. (Hebrew).

Hadar, L. L. & Ergas, O. (2018) Cultivating mindfulness through technology in higher education: a Buberian perspective. AI & Society. 34(1), 99-107.

Hadar, L. L. & Brody, D. (2018). Individual growth and institutional advancement: The in-house model for teacher educators’ professional learning. Teaching and Teacher education. 75, 105-115.

Ergas, O., Hadar. L. L. Albelda, N., & Levit-Binnun, N. (2018). Contemplative neuroscience as a gateway to mindfulness: A case study of a teacher development program focused on brain plasticity. Journal of Mindfulness, 9(6), 1723-1735.

Brody, D. L., & Hadar, L. L. (2018). Critical moments in the process of educational change: Understanding the dynamics of change among teacher educators. European Journal of Teacher education. 41(1), 50-65.

Hadar, L. L. (2017). Opportunities to learn: mathematics textbooks and students’ achievements. Studies in Educational Evaluation. 55, 153-166.

Oolbekkink-Marchand, H., Hadar, L. L., Smith, K., Helleve, I. & Ulvik, M. (2017). Teachers’ perceived professional space and their agency. Teaching and Teacher Education, 62 (1) 37-46.

Hadar, L. L., Hotam, Y. Kizel, A. (2017). No school is an Island: Negotiation between alternative education ideals and mainstream education- the case of Violin school. Pedagogy, Culture and Society, 26(1), 69-85.

Hadar, L. L. & Brody, D, L. (2017). Teacher Educators’ Professional Learning in Communities. Oxford, UK: Routlege.