Orland-Barak, Lily (PI). Formal and informal factors that shape the development of novice teachers' concepts of their role as teachers (2001). Funded by the University of Haifa, Faculty of Education.

Orland-Barak, Lily (PI) & Almagor, Ruth (PI). School corridors as reflective of school culture. (2002). Funded by the University of Haifa, Faculty of Education.

Orland-Barak, Lily (PI) & Leikin, Roza (PI). Pedagogical content knowledge of Mathematics and English teachers: Connections across disciplines. (2003). Funded by the University of Haifa, Faculty of Education.

Orland-Barak, Lily (PI) & Goldberg, Tzafrir (PI). From teacher learning to teaching performance. (2014). Funded by the Israel Science Foundation (ISF).

Orland-Barak, Lily (PI). Summer course program for foreign students from China and India: "Models of mentorship in education practice". (2016). Funded by Malag (Council for Higher Education).

Orland-Barak, Lily (PI) & Goldberg, Tzafrir (PI). From teacher learning to teacher performance – workshop. (2016). Funded by the Israel Science Foundation (ISF).

Orland-Barak, Lily (PI). International research agenda for studying promising pedagogies of teacher education. (2016). Funded by the International Study Association on Teachers and Teaching (ISATT), Texas A&M University.

Orland-Barak, Lily (PI) & Goldberg, Tzafrir (PI). Excellence in teaching: Evaluating Novice Teachers. (2016). Funded by the Israeli Ministry of Education.

Orland-Barak, Lily (PI) & Blonder, Ron (PI). Spheres of expert teacher knowledge in the digital practice teaching space. (2016). Funded by the Chief Scientist, Israeli Ministry of Education.

Orland-Barak, Lily (PI), Blonder, Ron (PI), Saad, Alexandra (PI) & Alona Forkosh (PI). Towards the development of a clinical hybrid practice teaching model: Research, implementation and evaluation. (2020). Funded by the Chief Scientist, Israeli Ministry of Education.