| Teaching controversial historical issues T Goldberg, GM Savenije The Wiley international handbook of history teaching and learning, 503-526, 2018 | 112 | 2018 |
| “It's in My Veins”: Identity and Disciplinary Practice in Students' Discussions of a Historical Issue T Goldberg Theory & Research in Social Education 41 (1), 33-64, 2013 | 109 | 2013 |
| “Could they do it differently?”: Narrative and argumentative changes in students’ writing following discussion of “hot” historical issues T Goldberg, BB Schwarz, D Porat Cognition and Instruction 29 (2), 185-217, 2011 | 73 | 2011 |
| Living and dormant collective memories as contexts of history learning T Goldberg, BB Schwarz, D Porat Learning and Instruction 18 (3), 223-237, 2008 | 69 | 2008 |
| “Here started the rift we see today”: Student and textbook narratives between official and counter memory T Goldberg, D Porat, B Schwarz Narrative Inquiry 16 (2), 319-347, 2006 | 65 | 2006 |
| Between trauma and perpetration: Psychoanalytical and social psychological perspectives on difficult histories in the Israeli context T Goldberg Theory & Research in Social Education 45 (3), 349-377, 2017 | 57 | 2017 |
| ‘Look, Each Side Says Something Different’: the impact of competing history teaching approaches on Jewish and Arab adolescents’ discussions of the Jewish–Arab conflict T Goldberg, Y Ron Journal of Peace Education 11 (1), 1-29, 2014 | 46 | 2014 |
| From sensitive historical issues to history teachers’ sensibility: a look across and within countries T Goldberg, W Wagner, N Petrović Pedagogy, Culture & Society 27 (1), 7-38, 2019 | 40 | 2019 |
| Silences in a climate of voicing: teachers’ perceptions of societal and self-silencing regarding sensitive historical issues GM Savenije, T Goldberg Pedagogy, Culture & Society 27 (1), 39-64, 2019 | 37 | 2019 |
| The official, the empathetic and the critical: Three approaches to history teaching and reconciliation in Israel T Goldberg History education and conflict transformation: Social psychological theories …, 2017 | 25 | 2017 |
| Looking at their side of the conflict? Effects of single versus multiple perspective history teaching on Jewish and Arab adolescents’ attitude to out-group narratives and in … T Goldberg Intercultural Education 25 (6), 453-467, 2014 | 25 | 2014 |
| Delving into difficulty: Are teachers evading or embracing difficult histories? T Goldberg Social Education 84 (2), 130-136, 2020 | 24 | 2020 |
| “On whose side are you?”: Difficult histories in the Israeli context T Goldberg Teaching and Learning Difficult Histories in International Contexts, 145-159, 2017 | 23 | 2017 |
| Harnessing Emotions to Deliberative Argumentation in Classroom Discussions on Historical Issues in Multi-Cultural Contexts. T Goldberg, BB Schwarz Frontline Learning Research 4 (4), 7-19, 2016 | 19 | 2016 |
| Israeli history curriculum and the conservative - liberal pendulum T Goldberg, D Gerwin International Journal of Historical Teaching, Learning and Research 11 (2 …, 2013 | 19 | 2013 |
| The role of linguistic and cultural repertoire in novice bilingual and multilingual EFL teachers’ induction period O Haim, L Orland-Barak, T Goldberg International Journal of Multilingualism 19 (1), 63-84, 2022 | 18 | 2022 |
| Teaching traumatic history to young children: The case of Holocaust studies in Israeli kindergartens Y Ziv, D Golden, T Goldberg Early Education and Development 26 (4), 520-533, 2015 | 18 | 2015 |
| Changes in narrative and argumentative writing by students discussing'hot'historical issues T Goldberg, BB Schwarz, D Porat Cognition and Instruction 29 (2), 185-217, 2011 | 16 | 2011 |
| The Useful Past in Negotiation: Adolescents' Use of History in Negotiation of Inter-Group Conflict. T Goldberg London Review of Education 15 (2), 194-211, 2017 | 12 | 2017 |
| “Look Who's Talking”: Identity and emotions as resources to historical peer reasoning BB Schwarz, T Goldberg Affective learning together, 272-292, 2013 | 12 | 2013 |
