המאמרים המקושרים הם טיוטות, את המאמרים המעודכנים ניתן למצוא באתרי כתבי העת, על פי שם המאמר המופיע ברשימת הפרסומים

The articles connected to the links are drafts. Updated articles can be downloaded from journal sites, according to the names cited in the publication list.

A. Articles in Refereed Journals

1. Goldberg, T., Porat, D. and Schwarz, B.B. (2006) “Here started the rift we see today”: Student and textbook narratives between Official and Counter memory. Narrative Inquiry 16:2, 319–347. (Journal Impact Factor for 2010: 1.59)

2. Goldberg, T., Porat, D. and Schwarz, B.B. (2007) Between the official story and counter-narrative:  students’ preconceptions of the great immigration. Megamot 43(4), 609 – 635. (Hebrew. No Impact Factor calculated)

3. Goldberg, T., Schwarz, B.B and Porat, D. (2008) Living and dormant collective memories as contexts of history learning. Learning and Instruction, 18, 223-237. (Journal Impact Factor for 2010: 2.768, ranked 3rd in Educational Psychology)

4. Goldberg, T., Schwarz, B.B and Porat, D. (2011) Changes in narrative and argumentative writing by students discussing "Hot" Historical Issues. Cognition and instruction, 29: 2, 185 -217. (Journal Impact Factor for 2010: 1.885, ranked 10/50 in Educational Psychology)

5. Goldberg, T. (2013). "It's in My Veins":  Identity and Disciplinary Practice in Students' Discussions of a Historical Issue. Theory and Researchin Social Education, 41:1, 33-64.

6. Goldberg, T. & Ron, Y. (2013). "Look, each side says something different": The Impact of Competing History Teaching Approaches on Jewish and Arab Adolescents’ Discussions of the Jewish-Arab Conflict. Journal of Peace Education DOI:10.1080/17400201.2013.777897

7. Goldberg, T., & Gerwin, D. (2013). Israeli history curriculum and the conservative - liberal pendulum. To appear in International Journal of Historical Teaching, Learning and Research, 11(2).

8. Goldberg T. (2014). Looking at their side of the conflict?: Effects of single versus multiple perspective history teaching on Jewish and Arab adolescents’ attitude to out-group narrative and in-group responsibility. Journal of Intercultural Education. 25(6), 453-467.

9. Ziv, Y., Golden, D., & Goldberg, T. (2015). Teaching traumatic historical events in kindergarten: the case of holocaust studies in Israeli kindergartens. Early Education and Development, 26, 520-533. HEED_A_1000719.pdf

10. Goldberg, T. (in press). Touching the roots or undermining national heritage: Studying single and multiple perspectives of a formative historical conflict. To appear in C. van Boxtel, M. Grever and S. Klein (eds.). Sensitive Pasts? Questioning Heritage Education. Oxford: Berghahn Books. 

11. Goldberg, T. & Schwarz, B.B (2016) Harnessing emotions to deliberative argumentation in classroom discussions on historical issues in multi-cultural contexts. Frontline Learning Research, 4(1), 78 - 90. 

12. Goldberg, T. & Kupermintz, H. (2017). “The responsibility is on us”: In-group responsibility and intergroup interaction in the context of asymmetric power relations. Peace and Conflict: Journal of Peace Psychology 23(2). 127-139 http://dx.doi.org/10.1037/pac0000239 

13. Goldberg, T. (2017). Between trauma and perpetration: Psychoanalytical and social psychological perspectives on difficult histories in the Israeli context. Theory and Research in Social Education 45(3). https://doi.org/10.1080/00933104.2016.1270866

14. Goldberg, T. & Kupermintz, H. (2017). “The responsibility is on us”: In-group responsibility and intergroup interaction in the context of asymmetric power relations. Peace and Conflict: Journal of Peace Psychology 23(2). 127-139 http://dx.doi.org/10.1037/pac0000239 

15. Goldberg, T. (2017). The useful past in negotiation- adolescents' use of history in negotiation of inter-group conflict. London Review of Education, 15(2), 194-211.. DOI: https://doi.org/10.18546/LRE.15.2.05 (SJR I.F. (2015): 0.20, Q3 in education)

16.  Savenije, G. and Goldberg, T. (in press) Silences in the teaching of sensitive issues in history. To appear in Pedagogy, Culture and Society  (Spring 2019, 32 pages DOI: 10.1080/14681366.2019.1566165

17. Goldberg, T., Wagner, W. and Petrović, N. (in press) History Teachers, Learners and Sensitive Issues in Different Countries. To appear in Pedagogy, Culture and Society (SJR I.F. 0.491, Q1 in Cultural Studies) Spring 2019, 35 pages DOI: 10.1080/14681366.2019.15661

18.  Goldberg, T. (2020) Delving into difficulty?: Are teachers evading or embracing difficult histories? Social Education (Official journal of the National Council for the Social Studies), 84(2), pp. 130–136. Open access

19.  Goldberg, T. (2020). Is this the other within me? The varied effects of engaging in interfaith learning. Religious Education, 115:3, 245-254,  DOI: 10.1080/00344087.2020.1770014 (SJR I.F. (2017): 0.27, Q3 in education, Q1 in religious studies)

20. *Goldberg T., & Ohad-Karni , Y.(2021) Could studying Islam reduce Islamophobia. Giluy Daat, 18, 109-143 [Hebrew] (appears in the Israeli Academic institutions Planning and Funding Committee’s list of Hebrew periodicals) https://www.smkb.ac.il/media/g4wokkdq/gilui_daat_2021_goldber_karni.pdf

21. Haim, O., Orland-Barak, L. & Goldberg, T. (2022) Role of Linguistic and Cultural Repertoire in EFL  Novices’ Induction Period. Language Teaching Research 19(1)63-84).   DOI: 10.1080/14790718.2020.1715412 SJR I.F. (2014): 2.74, Q1 in Education) 25 pages.

2215.  * Abu Rahmoun, N., Goldberg, T., & Orland-Barak, L. (2022). Teacher evaluation policy in Arab-Israeli schools through the lens of micropolitics: implications for teacher education. European Journal of Teacher Education, 44(3), 348-364. DOI: 10.1080/14790718.2020.1715412 (Q1 in education, SJR IF = 2.25)

23.  Palevski, T., Goldberg, T., & Orland-Barak, L. (2022)  Looking at the glass half full- learning from successful cases of novice teachers' development and integration Dapim- Journal of Theory and Research in Education 76, 229-254. (appears in the Israeli Academic institutions Planning and Funding Committee’s list of Hebrew periodicals) https://dapim.mofet.macam.ac.il/wp-content/uploads/2022/03/Looking-at-the-half-full-glass-learning-from-success-stories-of-novice-teachers-development-and-integration.pdf

B. Chapters in books

1. Schwarz, B.B & Goldberg, T. (2013). “Look who’s talking”: Identity and emotions as resources to historical peer reasoning. in M. J. Baker, J. E. B. Andriessen & S. Järvelä (Eds), Affective Learning Together (pp.272-291). London: Routledge.

2. Goldberg, T. (2017). “On Whose Side Are You?”: Difficult Histories in the Israeli context. In T. Epstein and C. Peck (eds.),Teaching and Learning Difficult Histories in International Contexts: A Critical Sociocultural Approach (pp.145-159). New York: Routledge.

3. Goldberg, T. (2017). The Official, the Affirmative and the Critical: three approaches in history teaching and their effect on reconciliation in Israel, To appear in C. Psaltis, M. Carretero & S. Cehajic-Clancy (eds.) History Education and Social Conflicts:  Dealing with the Past and Facing the Future (pp. 277-299). Basingstoke and New York: Palgrave Macmillan https://link.springer.com/book/10.1007/978-3-319-54681-0

4. Goldberg, T. & Savenije G. (2018).  Teaching Controversial Issues in History. in S.A. Metzger & L. McArthur Harris (Eds.)International Handbook of History Teaching and Learning (pp. 503-526). New York: Wiley-Blackwell 

5. Goldberg, T. (2017). “On Whose Side Are You?”: Difficult Histories in the Israeli context. In T. Epstein and C. Peck (eds.), Teaching and Learning Difficult Histories in International Contexts: A Critical Sociocultural Approach (pp.145-159). New York: Routledge.

6. Goldberg, T. & Savenije G. (2018).  Teaching Controversial Issues in History. in S.A. Metzger & L. McArthur Harris (Eds.) International Handbook of History Teaching and Learning (pp. 503-526). New York: Wiley-Blackwell     

7.     Goldberg, T. (2023) What do I need historical thinking for?: Between critical thinking and social identity. in E. Naveh, and N. Tal, (eds.) History Education: Realms and relations (pp. 123-154). Tel-Aviv: Hakibbutz Hameuhad.[Hebrew]

גולדברג, צ. (2023). “בשביל מה לי חשיבה היסטורית?” בין פיתוח חשיבה ביקורתית לאישוש זהות. בתוך נ. טל וא. נווה (עורכים) חינוך היסטורי: זירות וזיקות  (עמ' 123 – 154). תל-אביב: הקיבוץ המאוחד.

8. Goldberg , T. (2024) Learn by yourself, from colleagues, and all that surrounds it: teachers’ professional learning patterns in L. Orland-Barak, & T. Goldberg (eds.) From teacher learning – to teaching performance (pp.25-47). Tel-Aviv: Mofet [Hebrew]

גולדברג, צ' (בדפוס). ללמוד לבד, ללמוד מעמיתים וכל מה שמסביב: דפוסי למידה מקצועית של מורות. בתוך: ל' אורלנד-ברק וצ' גולדברג (עורכים), מלמידת מורים לביצועי הוראה. תל-אביב: מופ"ת.

9.      Neulinger-Schwartz, J. & Goldberg , T. (2024) Between teachers’ professional learning patterns, perceived environment and learning performance. in L. Orland-Barak, & T. Goldberg (eds.) From teacher learning – to teaching performance (pp. 48-68). Tel-Aviv: Mofet [Hebrew]

נוילינגר שוורץ י', ו גולדברג, צ' (2024). . בין דפוסי למידה, סביבה נתפסת וביצועי הוראה בתוך: צ' גולדברג ול' אורלנד-ברק (עורכים), מלמידת מורים לביצועי הוראה. תל-אביב: מופ"ת.

C. Research reports

גולדברג, צ' (2013). השפעת גישות שונות להוראת ההיסטוריה של הסכסוך היהודי ערבי על ניהול דיון דו-לאומי בנושא שורשי הסכסוך ופתרונו. תל-אביב: מרכז שטיינמץ לשלום.

1. Goldberg, T. (2013) The effects of differing approaches to teaching the history of the Jewish Arab conflict on bi-national discussion of the conflict and its resolution. Tel Aviv: Tami Steinmets Center for Peace [Hebrew].

 מי מפחד מהנכבה - הארץ - 27.04.2013

1.  Goldberg, T., & Orland-Barak, L. (2019) From teacher learning to teacher performance.  Scientific report (68 pages)

2.  Goldberg, T., & Orland-Barak, L. (2020) Evaluating teacher evaluation. Scientific report. (83 pages) [Hebrew]