Prof. Noam Lapidot-Lefler PhD

Chair, Department of Special Education, Oranim Academic College of Education, and Research Fellow, University of Haifa, Israel

Recently Published

Lapidot-Lefler, N. (2026). Lessons from ‘Porcupine Children’ about negativism and responsiveness. Teaching Education, 37(1), 58–78. https://doi.org/10.1080/10476210.2025.2585415

Hermelin Fine, Y., Wizman Man, D., & Lapidot-Lefler, N. (2026). Building teacher agency through narrative pedagogy: Implications for educator well-being and sustainable education. Sustainability, 18(8), 3779. https://doi.org/10.3390/su18083779

Lapidot-Lefler, N., Husisy-Sabek, R., & Ibrahim-Dwairy, C. (2026). Multicultural voices: socio-emotional learning in the context of Israeli schools. Journal of Multilingual and Multicultural Development, 1–17. https://doi.org/10.1080/01434632.2026.2612956

Lapidot-Lefler, N., & Cohen, I. (2026). Quality assurance in clinical supervision: Creating relationship-based teacher education in a shifting reality. Quality Assurance in Education, 34(2), 324–340. https://doi.org/10.1108/QAE-03-2025-0079

Lapidot-Lefler, N., Katz, G., & Horowitz, H. (2025). Creating Sustainable Collaborative Spaces for Professional Growth: A Cross-Institutional Study for Transformative Educational Futures in Higher Education. Sustainability, 17(23), 10790. https://doi.org/10.3390/su172310790

Lapidot-Lefler, N. (2025). Empowering connections: Participatory action research in teacher education with vulnerable youth. Educational Action Research, 1-24. http://dx.doi.org/10.1080/09650792.2025.2590022

Lapidot-Lefler, N., Cohen, I., & Friedman, V. J. (2025). Constructing the Clinical Preparation Field: Re-Envisioning the Role of Pre-Service Teacher Clinical Supervision. The Teacher Educator, 60(2), 201–224. https://doi.org/10.1080/08878730.2024.2377081

Husisy-Sabek, R., Hussein-Farraj, R., & Lapidot-Lefler, N. (2025). ‘Arabic creates an atmosphere of safety because it is our mother tongue:’ inclusive training for Arab students at a teacher training college in Israel. Journal of Multilingual and Multicultural Development, 46(4), 1307–1321. https://doi.org/10.1080/01434632.2023.2236979

Lapidot-Lefler, N. (2025). Teacher responsiveness in inclusive education: A participatory study of pedagogical practice, well-being, and sustainability. Sustainability, 17(7), 2919. https://doi.org/10.3390/su17072919

Zorde, O., & Lapidot-Lefler, N. (2025). Sustainable educational infrastructure: Professional learning communities as catalysts for lasting inclusive practices and human well-being. Sustainability, 17(7), 3106. https://doi.org/10.3390/su17073106

Lapidot-Lefler, N., Ramadan, I., & Mula, W. (2025). Coping with uncertainty in a sociocultural context: the case of Arab preservice teachers in a teacher-education college in Israel. Pedagogy, Culture & Society, 33(5), 1631–1649. https://doi.org/10.1080/14681366.2024.2381190

Lapidot-Lefler, N., & Israel, L. (2025). Listening to my own and others’ voices: the experience of participants in teacher-education learning communities. Teacher Development, 29(4), 789–807. https://doi.org/10.1080/13664530.2024.2435883