Orit Avidov-Ungar, Hayak Merav & Sivan Cohen (2021) Role Perceptions of Early Childhood Teachers Leading Professional Learning Communities Following a New Professional Development Policy, Leadership and Policy in School

Guberman A, Avidov-Ungar O, Dahan O and Serlin R (2021) Expansive Learning in Inter-Institutional Communities of Practice for Teacher Educators and Policymakers. Front. Educ. 6:533941.

Avidov-Ungar, O., Guberman, E., Dahan, O, & Serlin, R., (2019). Professional Communities of Teacher Educators: The Characteristics that promote their Success. International Journal of Leadership in Education. (Q1)

Avidov-Ungar, O., & Hayak, M. (2021). Teacher Perception of the Adoption and Implementation of DGBL in Their Classroom Teaching: Adoption and Implementation of DGBL Among Teachers. International Journal of Game-Based Learning (IJGBL), 11(1), 17-30.

Hayak, M., Avidov-Ungar, O. The Integration of Digital Game-Based Learning into the Instruction: Teachers’ Perceptions at Different Career Stages. TechTrends 64, 887–898 (2020).

Hayak, M., & Avidov-Ungar, O., (2020). The Integration of Digital GameBased Learning into the Instruction: Teachers' Perceptions at Different Career Stages. TechTrends, 64(6), 887-898. (Q2)

Avidov-Ungar, O., Shmir-Inbal, T., & Blu I. (2020). Typology of digital leaders' responsibility for leading innovations as a part of educational reforms: Insights from metaphors' analysis. Journal of Research on Technology in Education. (Q1)

Avidov-Ungar, O., & Herscu, O., (2020). Formal professional development as perceived by teachers in different professional life periods. Professional Development in Education, 46(5), 833-844. (Q1)

Avidov-Ungar, O., & Ezran, E. (2020). The Hashkafa programme as a framework for the professional development of teachers: The perceptions of principals. Leadership and policy at school. 19(2), 190-208. (Q1)

Avidov-Ungar, O. & Konkes Ben-Zion, R. (2019). The characteristics and perceptions of teachers engaged in leading professional communities. Teacher Development: An international journal of teachers' professional development. 23(3), 325-344. (Q1)

Forkosh Baruch, A. & Avidov Ungar, O. (2019). ICT implementation in colleges of education: A framework for teacher educators. Journal of Information Technology Education: Research. 18, 207-229. (Q2)

Avidov-Ungar, O. & Tsybulskiy. D. (2019). Teachers in leadership positions: Experiences of professional career development. International journal of Leadership in Education. (25 pages)

Arar, K., & Avidov-Ungar, O. (2019). Superintendents’ perception of their role and their professional development in an era of changing organizational environment. Leadership and Policy in Schools, 1-15. (Q1)

Avidov Ungar, O. (2019). Professional development communities of teachers: Israeli principals' perceptions. Journal of Educational Administration. (Q1)

*Avidov-Ungar, O. (2018). Professional development communities: The perceptions of Israeli teacher-leaders and program coordinators. Professional Development in Education. 44(5), 663-677. (Q1)

Reingold, R. & Avidov-Ungar, O. (2018). ‘There should be more cooperation in setting the policy’: Israeli stakeholders' perceptions of their appropriate role in implementing a new educational reform. International Journal of Leadership in Education

Guberman, A., Avidov-Unger. O., Dahan, O., Serlin, R., Maskit, D., & Reichenberg, R. (2018). “Expansive Learning” in inter-organizational communities of practice shared by teacher educators and policymakers. Dapim, 69, 151-176. [Hebrew]

Avidov-Ungar, O., Leshem, B., Margaliot, A., & Grobgeld, E. (2018). Faculty use of the active learning classroom: Barriers and facilitators. Journal of Information Technology Education: Research, 17, 495-504.

Avidov-Ungar, O., (2018). Empowerment Patterns among Teachers in Leadership Positions involving ICT Implementation in Schools. Leadership and Policy in Schools. 77(1), 138-163. (Q1)

Avidov-Ungar, O., & Reingold, R., (2018). Israeli Ministry of Education’s district managers’ and superintendents’ role as educational leaders— implementing the new policy for teachers’ professional development. International Journal of Leadership in Education: Theory & Practice. 21(3), 293- 309. (Q1)

Avidov-Ungar, O., & Ezran, E. (2018). The Hashkafa programme as a framework for the professional development of teachers: The perceptions of principals. Leadership and policy at school. (Q1)

Avidov-Ungar, O. (2018). Teacher evaluation following reform: The Israeli perspective. Quality Assurance in Education. (Q2)

Avidov Ungar, O., & Forkosh Baruch, A. (2018). Professional Identity of Teacher Educators in the Digital Era in light of Demands of Pedagogical Innovation. Teaching and Teacher Education: An International Journal of Research and Studies, 73, 183-191. (Q1)

Avidov Ungar, O., & Arviv-Elyashiv, R., (2018). Teachers' perceptions of empowerment and chances of promotion to in-school leadership positions during educational reforms. International Journal of Educational Management. 32(1), 155-170. (Q2)

*Levin, O, & Avidov-Ungar, O., (2018). The use of ClassBoost in an education college from the students' viewpoint. Journal of Computer Assisted Learning. 34(6), 816-827. (Q1)

*Avidov-Ungar, O., & Amir, A., (2018). Teacher use of online tools in teaching: development and validation of a questionnaire for secondary school first language teachers Instruments of IT Teaching Methods (ITTM). Computer Assisted Language Learning, 31(7), 675-693. (Q1)

*Avidov Ungar, O. & Hanin Yitzhak, L., (2018). Sense of empowerment among school ICT coordinators: personal, subject-area and leadership empowerment. Technology, Knowledge and Learning. 1-17. (Q1)