Lily Orland-Barak

Publications


 

BOOKS

Authored Books - Published


1. Strahovsky, R., Hertz-Lazarowitz, R., & Orland-Barak L. (2008).
Paths for Mentoring Teachers: Guide to the Perplexed .(In Hebrew).
Tel Aviv: Kalil- The Mofet Institute [277 pages]

2. Orland-Barak, L.(2010). Learning to Mentor as Praxis:
Foundations for a Curriculum in Teacher Education
: Springer.

[237 pages]

The book was awarded the Exemplary Research in Teaching and Teacher Education Award at the 2010 American Educational Research Association Annual Meeting for the advancement of knowledge in the field of teacher education.

Authored Books – Accepted for Publication

*3. Orland-Barak, L., & Maskit, D. (In Press). Methodologies of Mediation in Professional Learning. Springer. [~200 pages]

Edited Books- Published

1. Zellermayer, M.., Munthe, E., Gorodesky, M., Rust O’Connell,F. & Orland-Barak, L. (2007) . Teachers learning in communities: International Perspectives . Sense Publications. [243 pages].
(Last three contributors according to alphabetical order]

*2. Orland Barak. L.& Craig, C . (Eds.) (2014). International Teacher Education: Promising Pedagogies [Vol. I]. Emerald Group Publishing. [471 pages]
Equal contributors

*3. Craig, C., & Orland Barak. L. (Eds.) (2015). International Teacher Education: Promising Pedagogies [Vol. II]. Emerald Group Publishing. [471 pages]
Equal contributors

*4. Craig, C., & Orland Barak. L. (Eds.) (2015). International Teacher Education: Promising Pedagogies [Vol. III]. Emerald Group Publishing. [471 pages]
Equal contributors

ARTICLES IN REFEREED JOURNALS

Published

Orland, L . (2000). What’s in a Line ? Exploration of a research and reflection tool. Teachers and Teaching: Theory and Practice , 6(2), 197-213.
[IF=0.752; IF(5YR)=1.110; R=142/231 (Education & Educational Research), Q3; V]
[SJR=1.087; R=116/1066 (Education) ,Q1; R=182/3449 (Arts and Humanities), Q2]

Orland, L . (2000). Novice teachers as learners: Exploring pedagogical stories. Curriculum and Teaching, 15(1), 53-63.
[IF=N/A; SJR=N/A]

Orland, L (2001). Reading a mentoring situation: One aspect of learning to mentor. Teaching and Teacher Education,17(1), 75-88.
[IF=1.823; IF(5YR)=2.198; R=26/231 (Education & Educational Research); Q1; V]
[SJR=1.836; R=42/1066, Q1 (Education)]

Orland-Barak,L . (2001). Learning to mentor as learning a second language of teaching. Cambridge Journal of Education, 31(1), 53-68.
[IF=1.000; IF(5YR)=1.151; R=101/231(Education & Educational Research), Q2, V]
[SJR=1.836; R=362/1066 (Education), Q1]

Orland-Barak , L .(2002). What’s in a case? What mentors’ cases reveal about the Practice of Mentoring. Journal of Curriculum Studies, 34(4), 451-468.
[IF=1.076; IF(5YR)=0.594; R=88/231 (Education & Educational Research), Q2, V]
[SJR=1.329; R=85/1066 (Education),Q1]

Orland -Barak , L . (2002). The impact of practice teaching on the first year of teaching: learning to ask different questions. Teacher Education Quarterly, 29(2), 99-122.
[IF=N/A; SJR=N/A; V]

Orland -Barak , L . (2002). Theoretical Sensitivity: Unpacking a complex construct. Reflective Practice. 3(3), 264-278.
[SJR=0.344; R=92/454 (Philosophy), Q1; V]

Orland -Barak , L ., Kemp, J. Ben-Or, T., Levi, Z. (2004). Seeing the 'new' in light of the 'old': Evolving interpretations of a new national curriculum .Journal of Curriculum Studies , 36(3), 321-339.
[IF=1.076; IF(5YR)=0.594; R=88/231 (Education & Educational Research), Q2, V]
[SJR=1.329; R=85/1066 (Education),Q1]

Orland-Barak, L . (2003). Emergency Room (ER) Stories: Mentors at the intersection between the moral and the pedagogical.Journal of In-Service Education, 29 (3), 489-512 .
[SJR=0.804; R=188/1066 (Education), Q1; V] (Changed in 2009 - Professional Development in Education)

Orland-Barak, L . (2004). What have I learned from all this? Four years of teaching an Action Research course: insights of a second order. Educational Action Research (1), 33-59.
[SJR=0.478; R=349/1066 (Education), Q2; V]

Orland -Barak , L . & Klein, S.# (2005). The expressed and the realized:
Mentors' representations of a mentoring conversation and its realization in practice. Teaching and Teacher Education, 21(4), 379-402. .
[IF=1.823; IF(5YR)=2.198; R=26/231 (Education & Educational Research); Q1; V]
[SJR=1.836; R=42/1066, Q1 (Education)]

Orland-Barak. L. (2005) . Portfolios as evidence of mentors’ learning: What
remains‘untold’. Educational Research, 47(1), 25-44.
[IF=0.589; IF(5YR)=0.842; R=163/231 (Education & Educational Research), Q3; V]
[SJR=0.49; R=336/1066 (Education), Q2]

Orland-Barak, L . (2005). Cracks in the Iceberg: Surfacing the tensions of
constructivist pedagogy in the context of mentoring. Teachers and
Teaching: Theory and Practice,
11(3), 293-313.
[IF=0.752; IF(5YR)=1.110; R(Education & Educational Research) =142/231, Q3; V]
[SJR=1.087; R=116/1066 (Education) ,Q1; R=182/3449 (Arts and Humanities), Q2]

Orland-Barak, L . & Yinon, H. #(2005). Same but Different: Jewish and Arab
student teachers' reflections on the use of L1 in Teaching English as a
Foreign Language. Language, Culture and Curriculum, 18(1), 91-114.
[SJR=0.56; R=297/1066 (Education), Q2; R=99/631 (Language and Linguistics), Q1; R=113/659 (Linguistics and Language), Q1; V]

Orland-Barak, L . & Wilhelem, D. #(2005). Novices in clinical practice settings: Student nurses stories of learning the practice of nursing. Nurse Education Today, 25(6), 455-464.
[IF=1.591; IF(5YR)=1.837; R=14/40 (Education, Scientific Disciplines), Q2; R=26/116 (Nursing), Q1; V]
[SJR= 0.958; R=140/1066 (Education), Q1; R=9/113 (Nursing), Q1]

Orland-Barak, L & Yinon, H. #(2005). Sometimes a novice and sometimes an expert: Mentors' expertise as revealed through their stories of critical incidents. Oxford Review of Education, 31(4), 557-579.
[IF=0.635; IF(5YR)=1.047; R=158/231 (Education & Educational Research), Q3; V]
[SJR=0.965; R=136/1066 (Education), Q1]

Orland-Barak, L . (2005). Lost on Translation: Mentors learning participate in competing discourses of practice. Journal of Teacher Education, 56(4), 355-367.
[IF=2.754; IF(5YR)=3.551; R=10/231 (Education & Educational Research), Q1; V]
[SJR= 3.149; R=8/1066 (Education), Q1]

Orland-Barak, L. & Tillema, H. (2006). The 'dark side of the moon': A critical look at teacher knowledge construction in collaborative settings. Teachers and Teaching : Theory and Practice, http://www.informaworld.com/smpp/title~db=all~content=t713447546~tab=issueslist~branches=12 - v12 12 (1), 1 – 12.
[IF=0.752; IF(5YR)=1.110; R=142/231 (Education & Educational Research), Q3; V]
[SJR=1.087; R=116/1066 (Education) ,Q1; R=182/3449 (Arts and Humanities), Q2]

Orland-Barak, L . (2006). Convergent, Divergent and Parallel Dialogues in
Mentors' Professional Conversations. Teachers and Teaching: Theory
and Practice,
12(1), 13-33.
[IF=0.752; IF(5YR)=1.110; R=142/231 (Education & Educational Research), Q3; V]
[SJR=1.087; R=116/1066 (Education) ,Q1; R=182/3449 (Arts and Humanities), Q2]

Orland-Barak, L & Yinon, H. #(2007). When Theory Meets Practice: Student teachers' reflections on their classroom discourse. Teaching and Teacher Education, 23, 957-969.
[IF=1.823; IF(5YR)=2.198; R=26/231 (Education & Educational Research); Q1; V]
[SJR=1.836; R=42/1066, Q1 (Education)]

Tillema, H., & Orland-Barak, L. (2006). Constructing Knowledge in Professional Conversations: The role of beliefs on knowledge and knowing. Learning & Instruction, 16(6), 1-17.
[IF=3.692; IF(5YR)=4.988; R=4/231 (Education & Educational Research), Q1; R=3/57 (Educational Psychology), Q1; V]
[SJR= 2.851; R=14/1066 (Education), Q1; R=11/283 (Developmental and Educational Psychology), Q1]

Orland-Barak, L . & Tillema, H. (2007). Researchers' Construction of Knowledge from Studying Professional Conversation Groups. Educational Forum, 71(4), 361-372
[SJR=0.279; R=542/1066 (Education), Q3; V]

Tillema, H., Orland-Barak, L. & Marcos, J.J. (2008). Articulating choice and deliberation in conducting research-researchers working in the interpretive zone. Ethnography and Education, 3(1), 49-62.
[SJR=0.42; R=405/1066 (Education), Q2; R=72/716 (Cultural Studies), Q1; R=40/115 (Gender Studies), Q2; V]

Orland-Barak, L . (2009). Unpacking variety in practitioner inquiry on teaching and teacher education. Educational Action Research, 17(1), 111-119.
[SJR=0.478; R=349/1066 (Education), Q2; V]

Orland-Barak, L . & Leshem, S. (2009). Observation in learning to teach: Forms of "Seeing". Teacher Education Quarterly, 36(3), 21-37.
[IF=N/A; SJR=N/A; V]

Orland-Barak, L . & Rachamim, M. #(2009). Simultaneous reflections by video in a second-order action research mentoring model: Lessons for the mentor and the mentee . Reflective Practice, 10(5), 601-613.
[SJR=0.344; R=92/454 (Philosophy), Q1; V]

Orland- Barak, L .& Hasin, R. (2010). Exemplary mentors' perspectives towards mentoring across mentoring contexts: Lessons from collective case studies.Teaching and Teacher Education, 26, 427-437 .
[IF=1.823; IF(5YR)=2.198; R=26/231 (Education & Educational Research); Q1; V]
[SJR=1.836; R=42/1066, Q1 (Education)]

Shapira, O. & Orland-Barak, L. (2010). The Multifaceted character of ethical dilemmas in teaching: The Israeli case. Educational Practice and Theory, 31(2), 27-46.
[IF=N/A; SJR=N/A]

Orland-Barak, L . & Becher, A. #(2011). Cycles of action and systems of activity: Complementary lenses for interpreting professional learning. Mind, Culture and Activity. 18, 115–128.
[IF 1.200; IF(5YR)=1.367; R=69/231 (Education & Educational Research) Q2; V]
[SJR=1.037; R=125/1066 (Education), Q1; R=166/278 (R=48/631 (Language and Linguistics), Q1; R=24/286 (Anthropology), Q1; R=56/225 (Social Psychology), Q1; R=11/716 (Cultural Studies), Q1; R=58/74; R=83/283 (Developmental Psychology), Q2 ]

Orland-Barak, L . & Maskit, D. (2011). Novices in Story: What first year teachers’ narratives reveal about the shady corners of teaching. Teachers and Teaching: Theory and Practice, 17 (4), 435–450.
[IF=0.752; IF(5YR)=1.110; R=141/230 (Education & Educational Research), Q3; V]
[SJR=0.682; R=200/914 (Education) ,Q1; R=123/431 (Arts and Humanities), Q2]

Orland-Barak, L .; Khir, R.# & Becher, A. #(2013) Mentoring in a context of political friction: Moral dilemmas of mentors and their management in practice in Arab schools in Israel. Mentoring and Tutoring: Partnership in Learning, 21(1), 76-95.
[SJR=0.38; R=443/1066 (Education); Q2; V]

Orland-Barak, L . & Maskit, D. (2013). Taking a Stance through Visual Texts: Novice Teachers as Educational Agents. International Journal of Qualitative Studies in Education , 27(3), 330-348.
[SJR 0.647; R=260/1066 (Education), Q2; V]

Orland-Barak, L. (2014). Mediation in mentoring: A synthesis of studies in Teaching and Teacher Education.Teaching and Teacher Education, 44, 180-188 .
[IF=1.823; IF(5YR)=2.198; R=26/231 (Education & Educational Research); Q1; V]
[SJR=1.836; R=42/1066, Q1 (Education)]

Orland-Barak, L. (2014). Mind the gap: Teacher learning, teacher development and teacher inquiry. Teachers and Teaching: Theory and Practice, 20(6), 667-671.
[IF=0.752; IF(5YR)=1.110; R=142/231 (Education & Educational Research), Q3; V]
[SJR=1.087; R=116/1066 (Education) ,Q1; R=182/3449 (Arts and Humanities), Q2]

Orland-Barak, L. & Maskit, D. (2015). University-School partnerships: Student teachers' evaluations across nine partnerships. Journal of Education for Teaching, 41(3), 285-306.
[IF=0.634; IF(5YR)=N/A; R=134/224(Education & Educational Research, Q3; V]
[SJR=0.925; R=116/914 (Education), Q1]

Becher, A. # & Orland-Barak L. (2015). Integrating Social Activity Theory and Critical Discourse Analysis: A multilayered methodological model for examining knowledge mediation in mentoring. International Journal of Qualitative Studies in Education , 29(4), 498-519.
[SJR 0.476; R=303/914 (Education), Q2; V]

Lavrenteva, E. # & Orland-Barak, L. (2015). The Treatment of Culture in the Foreign Language Curriculum: An analysis of national curriculum documents. Journal of Curriculum Studies, 47(5), 653-684.
[IF=0.778; IF(5YR)=0.830; R=139/231 (Education & Educational Research), Q3, V]
[SJR=0.731; R=215/1066 (Education),Q1]

Orland-Barak, L. (2016). Doing, Becoming and Being a teacher: Connections, controversies and disconnections. Teachers and Teaching: Theory and Practice, 22(1), 1-5.
[IF=0.752; IF(5YR)=1.110; R=142/231 (Education & Educational Research), Q3; V]
[SJR=1.087; R=116/1066 (Education) ,Q1; R=182/3449 (Arts and Humanities), Q2]

[IF=0.635; IF(5YR)=1.047; R=158/231 (Education & Educational Research), Q3; V]
[SJR=0.965; R=136/1066 (Education), Q1]

ARTICLES OR CHAPTERS IN BOOKS WHICH ARE NOT CONFERENCE PROCEEDINGS

1.

Orland, L . (1993). How we teach and Why: The implementation of an Action

Research Model for In-Service Training, in J. Edge, & K.Richards
(Eds.) Teachers Develop Teachers Research (pp.65-75).England:
Heinemann.

2.

Rust , F.,Orland-Barak , L (2000). Learning the Discourse of Teaching:
Conversation as Professional Development, in C.M. Clark (Ed.), Talking Shop (pp. 82-118). NY: Teachers College Press.

3.

Orland-Barak, L . (2003). In Between Worlds: the tensions of in-service
mentoring in Israel. In F. Kochan & D.Pascarelli (Eds .) .Global
Perspectives on Mentoring
(pp. 191-211).Connecticut:Information
Publishing Age.

4.

Orland-Barak, L . (2007) . Teachers Learning Communities A Socio-Cultural pespective. In M. Zellermayer, E. Munthe, M. Gorodesky, F. Rust O’Connell & L.Orland-Barak (Eds.). Teachers Learning in Communities (pp.139-145). Sense Publications.

5.

Orland-Barak, L . (2009). Constructing Practice through Conversation in Professional Learning Groups. In C.J. Craig & L. Deretchin (Eds.). Teacher Education Yearbook XVII (pp.23-40). American Association of Teacher Education, University of Houston.

6.

* Ora Keiny, S. & Orland-Barak, L. (2009). Action Research for Reform In Teacher Education: The case of Israel. In B.Somech & S. Nofke(Eds). Handbook of Educational Action Research (pp166-178). SAGE. (Equal contribution, names by alphabetical order).

7.

Orland-Barak, L .& Shimoni. F. #(2009). Professional Knowledge in Practice Teaching settings: the case of kindergarten student teachers. In E. Correa Molina, C.Gervais & S.Rittershaussen (Eds.). Vers une conceptualisation de la situacion de stage: Explorations Internationales . (pp.43-67). Universite de Sherbrooke: Canada. (Published in French, English and Spanish).

*8.

Orland-Barak, L. (2011). Competing models of mentoring new teachers: Implications and applications for mentored learning. In K. Smith & M. Ulvik (Eds.), Veiledning av nye lærere: Nasjonale og internasjonale perspektiver . (In English and Norwegian).

*9.

Orland-Barak, L. (2013). Teacher education as embedded in diversity: Discursive connections between research, policy and practice. In: M. Evans (Ed.). Teacher Education and Pedagogy: Theory, policy and practice (pp. 116-133). Cambridge: Cambridge University Press.

*10.

Elbaz-Luwisch, F., & Orland-Barak, L. (2013). From Teacher Knowledge to Teacher Learning in Community: Transformations of Theory and Practice. In C. J. Craig, P. C. Meijer, J. Broeckmans (eds.) From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community (Advances in Research on Teaching, Volume 19) (pp.97 – 113). Emerald Group Publishing Limited.
The chapter was awarded the Outstanding Author Contribution, Advances in Research on Teaching, by Emerald Group Publishing.

*11.

Orland-Barak, L . & Craig, C. (2014). International Teacher Education Part A: Promising Pedagogies Introduction. In: C. Craig & L. Orland-Barak (Eds.) Advances in Research on Teaching, Volume 22A, pp. 1 – 11.

*12.

Craig, C. & Orland-Barak, L. (2014). International Teacher Education Part A: Promising Pedagogies Concluding Chapter. In: C. Craig & L. Orland-Barak (Eds.) Advances in Research on Teaching, Volume 22A, 447-462.

*13.

Craig, C. & Orland-Barak, L. (2015). International Teacher Education Part B: Promising Pedagogies Introduction. In: C. Craig & L. Orland-Barak (Eds.) Advances in Research on Teaching, Volume 22B, 1-5.

*14.

Orland-Barak, L. & Craig, C. (2015). International Teacher Education Part B: Promising Pedagogies Concluding Chapter. In: C. Craig & L. Orland-Barak (Eds.), Advances in Research on Teaching, Volume 22B, 439-451.

*15.

Orland-Barak, L. & Craig, C. (2015). International Teacher Education Part C: Promising Pedagogies Foreword. In: C. Craig & L. Orland-Barak (Eds.) Advances in Research on Teaching, Volume 22C, pp. 1-10.

*16.

Craig, C. & Orland-Barak, L. (2015). International Teacher Education Part C: Promising Pedagogies Concluding Chapter. In: C. Craig & L. Orland-Barak (Eds.) Advances in Research on Teaching, Volume 22C, 365-377.

*17.

Craig, C. & Orland-Barak, L. (2015). International Teacher Education Part A, B & C: Promising Pedagogies Series Concluding Chapter. In: C. Craig & L. Orland-Barak (Eds.), Advances in Research on Teaching, Volume 22C, 379-387.

*18.

Craig, C. & Orland-Barak, L. (2015). Deaning: Duty and Desire. In R. T. Clift, J. Loughran, G. E. Mills, & C. J. Craig, (Eds.), Inside the Role of Dean: International Perspectives on Leading in Higher Education (pp. 176-187). New York: Routledge.

*19.

Orland-Barak, L. (2016) . Mentoring. In: J. Loughran, and M. L. Hamilton (Eds.) International Handbook of Teacher Education [volume II] (pp.105-141). Singapore: Springer Publications.

Accepted for publication

*20.

Orland-Barak, L. (In Press). Insruction and Mentoring in Teacher Education. In: A. Kasher (Ed.). Hebrew Encyclopedia. Jerusalem: Shoken Publishing [In Hebrew]. [3 pages]

*21.

Orland-Barak, L. (In Press). Introductory Chapter III: Teacher Agency. In: D. J. Clandinin, & J. Husu (Eds.), International Handbook of Research on Teacher Education. Sage Publishers. [6 pages]





ARTICLES IN CONFERENCE PROCEEDINGS

Published

1.

Orland, L . & Mazor, E. (1997) . The practice of mentors: Two collaborative
frameworks for constructing a role, in J. Field,A.Graham, E.Gryffiths & K.Head (Eds.), Teachers Develop Teachers Research (pp.52-65). U.K: IATEFL.

H.

OTHER PUBLICATIONS

Coursebooks for Teaching English as a Foreign Language.
All the coursebooks were approved by the Ministry of Education in Israel and are currently being used in Elementary and Junior High schools in the educational system. Each coursebook consists of a pupils' textbook and taskbook/storybook, a Teachers' Guide, and an audio cassette.

1.

2.

3.

4.

5.

6.

7.

8.

9.

Orland, L (1992). Bridging the gap between Primary and Intermediate (Junior High School), in C. Goldfus (Ed.), Communicative Methodology (pp.237-247). Israel: The Ministry of Education.

Orland, L. and Ben-Shachar, T. (1993). Five in Action: Textbook, University Publishing Projects Ltd. [295pages]

Orland, L. and Ben Shachar, T. (1993) . Five in Action: Teachers’ Guide , University Publishing Projects Ltd.[158 pages]

Orland, L. and Mazor, E. (1994). Good Company: Textbook , University Publishing Projects Ltd. [197 pages]

Orland, L. and Mazor, E. (1994). Good Company: Teachers’ Guide , University Publishing Projects Ltd. [86 pages]

Orland-Barak, L. & Mazor, E. (2002) Friends: Textbook University Publishing Projects Ltd. [183 pages]

Orland-Barak, L. & Mazor, E. ( 2002). Friends: Teachers Guide. University Publishing Projects Ltd. [224 pages]

Orland-Barak, L. & Mazor, E. (2002). Friends: Story Book. University Publishing Projects Ltd. [48 pages]

Orland-Barak, L. & Mazor, E. (2002). Friends: Pupil’s Taskbook. University Publishing Projects Ltd. [167 pages]

J.

Submitted Publications

Articles in Refereed Journals

1.

Becher, A. # & Orland-Barak, L. (revised and resubmitted). Context Matters: Contextual factors informing teacher mentoring in Initial Teacher Education. Journal of Teacher Education . [IF=2.754; IF(5YR)=3.551; R=10/231 (Education & Educational Research), Q1; V]
[SJR= 3.149; R=8/1066 (Education), Q1]

2.

Orland-Barak, L. & Wang, J. (submitted). Teacher Mentoring in Service of Preservice Teachers’ Learning to Teach: Conceptual bases, characteristics, and challenges for field based program reform. Journal of Teacher Education. [IF=2.754; IF(5YR)=3.551; R=10/231 (Education & Educational Research), Q1; V]
[SJR= 3.149; R=8/1066 (Education), Q1]

3.

Tzarfati-Balanga, A. # & Orland-Barak, L. (submitted) Placing Myself, Placing You: Student teachers' positioning of selves and of their mentors while learning in mentoring dyads. Teacher Education Quarterly, 36(3), 21-37.
[IF=N/A; SJR=N/A; V]