Orit Avidov‐Ungar

1.1k total citations
57 papers, 719 citations indexed

About

Orit Avidov‐Ungar is a scholar working on Education, Developmental and Educational Psychology and Information Systems. According to data from OpenAlex, Orit Avidov‐Ungar has authored 57 papers receiving a total of 719 indexed citations (citations by other indexed papers that have themselves been cited), including 50 papers in Education, 11 papers in Developmental and Educational Psychology and 8 papers in Information Systems. Recurrent topics in Orit Avidov‐Ungar's work include Teacher Education and Leadership Studies (30 papers), Online and Blended Learning (12 papers) and Collaborative Teaching and Inclusion (12 papers). Orit Avidov‐Ungar is often cited by papers focused on Teacher Education and Leadership Studies (30 papers), Online and Blended Learning (12 papers) and Collaborative Teaching and Inclusion (12 papers). Orit Avidov‐Ungar collaborates with scholars based in Israel, Hong Kong and United States. Orit Avidov‐Ungar's co-authors include Alona Forkosh‐Baruch, Yoram Eshet‐Alkalai, Rivi Frei-Landau, Tamar Shamir‐Inbal, Yulia Muchnik-Rozanov, Ina Blau, Noga Magen-Nagar, Elite Olshtain, Khalid Arar and Dina Tsybulsky and has published in prestigious journals such as Teaching and Teacher Education, Journal of Computer Assisted Learning and Education and Information Technologies.

In The Last Decade

Orit Avidov‐Ungar

51 papers receiving 665 citations

Peers

Countries citing papers authored by Orit Avidov‐Ungar

Since Specialization

Citations

This map shows the geographic impact of Orit Avidov‐Ungar's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Orit Avidov‐Ungar with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Orit Avidov‐Ungar more than expected).

Fields of papers citing papers by Orit Avidov‐Ungar

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Orit Avidov‐Ungar. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Orit Avidov‐Ungar. The network helps show where Orit Avidov‐Ungar may publish in the future.

Co-authorship network of co-authors of Orit Avidov‐Ungar

This figure shows the co-authorship network connecting the top 25 collaborators of Orit Avidov‐Ungar. A scholar is included among the top collaborators of Orit Avidov‐Ungar based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Orit Avidov‐Ungar. Orit Avidov‐Ungar is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

#	Work	Indexed citations
1	Continuity and Quality in Pre-Service Teacher Preparation Across Modalities: Core Principles in a Crisis Leadership Framework 2025 ·Education Sciences ·(unknown), Ina Blau, Orit Avidov‐Ungar, Tamar Shamir‐Inbal, (unknown)	1
2	Enhancing teachers’ resilience during difficult times utilizing online gamification 2025 ·Education and Information Technologies ·(unknown), Orit Avidov‐Ungar	0
3	Can an Assessment Rubric Encourage Hybrid Teaching in Practicum Settings? Comparing Perspectives of Supervisors, Trainers, and Pre-service Teachers 2025 ·Tamar Shamir‐Inbal, (unknown), Orit Avidov‐Ungar, (unknown), Ina Blau	0
4	Empowering Teacher Professionalism Through Personalized Continuing Professional Learning: A Systematic Literature Review Using a Multidimensional Approach to Self-Assessment and Growth 2025 ·Education Sciences ·Orit Avidov‐Ungar	0
5	From traditional to clinical approach toward continuing professional development: Academia‐field partnership in teacher education 2024 ·European Journal of Education ·(unknown), Orit Avidov‐Ungar, (unknown), Haim Shaked, (unknown)	1
6	Knowledge and planning among teachers integrating digital game-based learning into elementary school classrooms 2023 ·Technology Pedagogy and Education ·(unknown), Orit Avidov‐Ungar	7
7	Conceptualising Bedouin teachers’ social-emotional learning in the context of teaching children with neurodevelopmental disorders 2023 ·Teaching Education ·Rivi Frei-Landau, Orit Avidov‐Ungar, (unknown), (unknown), (unknown)	2
8	Teachers’ perceptions of national large-scale assessment: the pedagogical dimension 2023 ·Educational Review ·(unknown), Orit Avidov‐Ungar	2
9	Using Rogers' diffusion of innovation theory to conceptualize the mobile-learning adoption process in teacher education in the COVID-19 era 2022 ·Education and Information Technologies ·Rivi Frei-Landau, Yulia Muchnik-Rozanov, Orit Avidov‐Ungar	50
10	Teachers' pedagogical implementation of the National Large-Scale Assessment (NLSA): improving and advancing teaching-learning processes 2022 ·Quality Assurance in Education ·(unknown), Orit Avidov‐Ungar	0
11	Role Perceptions of Early Childhood Teachers Leading Professional Learning Communities Following a New Professional Development Policy 2021 ·Leadership and Policy in Schools ·Orit Avidov‐Ungar, (unknown), (unknown)	6
12	Pathways to a Knowledge Society: A Proposal for a Hierarchical Model for Measuring Digital Literacy Among Israeli pre-service Teachers 2021 ·The Electronic Journal of e-Learning ·Yehuda Peled, Gila Kurtz, Orit Avidov‐Ungar	7
13	Shaping Teachers' Perceptions of their role in the Digital age Through Participation in an Online PBL-based Course 2021 ·The Electronic Journal of e-Learning ·Orit Avidov‐Ungar, Dina Tsybulsky	3
14	Educational equity amidst COVID-19: Exploring the online learning challenges of Bedouin and Jewish Female Preservice Teachers in Israel 2021 ·Teaching and Teacher Education ·Rivi Frei-Landau, Orit Avidov‐Ungar	33
15	Superintendents’ perception of their role and their professional development in an era of changing organizational environment 2019 ·Leadership and Policy in Schools ·Khalid Arar, Orit Avidov‐Ungar	8
16	Teachers' perceptions on what it means to be a teacher in the digital age 2019 ·Society for Information Technology & Teacher Education International Conference ·Dina Tsybulsky, Orit Avidov‐Ungar	1
17	Professional identity of teacher educators in the digital era in light of demands of pedagogical innovation 2018 ·Teaching and Teacher Education ·Orit Avidov‐Ungar, Alona Forkosh‐Baruch	102
18	Sense of Empowerment Among School ICT Coordinators: Personal, Subject-Area and Leadership Empowerment 2017 ·Technology Knowledge and Learning ·Orit Avidov‐Ungar, (unknown)	10
19	School-Based Professional Development as an Organizational Learning Mechanism 2016 ·International Journal of Educational Reform ·Orit Avidov‐Ungar	1
20	A model of professional development: teachers’ perceptions of their professional development 2016 ·Teachers and Teaching ·Orit Avidov‐Ungar	85

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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