פרופ' שמיר עדינה

פרופ'
פרופ' חבר/ראש הועדה לתואר שלישי בי"ס לחינוך, ראש המגמה לחינוך מיוחד בתואר ראשון
פרופ' עדינה שמיר
טלפון: 
פקס : 
משרד : 
שעות קבלה : 
תלמידי מחקר: 

שיוך

מגמות תואר ראשון: 
שיוך למגמות תואר שני: 

פרסים

1996 -  Encouragement Prize for Excellent M.A. Students, School of Education, Bar‑Ilan University. 1998 -  Encouragement Prize for Excellent Ph.D. Students, School of Education, Bar‑Ilan University. 1999 -  Encouragement Prize for Excellent Ph.D. Students, Ph.D. committee, Bar‑Ilan University.

 

תחומי התמחות

פרופ' עדינה שמיר הינה מרצה בכירה וראש המגמה לחינוך מיוחד בבית הספר לחינוך באוניברסיטת בר-אילן. תחומי מחקרה הינם  התפתחות קוגנטיבית ומטקוגניציה, טכנולוגיה.   ולמידה בקרב תלמידים עם התפתחות תקינה ובקרב אוכלוסיות בסיכון כולל תלמידים עם לקויות למידה.

לינק לאתר-http://www.biu.ac.il/faculty/shamirad/

פרסומים

 
SELECTED PUBLICATIONS IN REFEREED JOURNALS 1.     Shamir, A., & Van der Aalsvoort, G. (2004). Children's mediational teaching style and cognitive modifiability: A comparison between first and third graders in Hollandand Israel. Educational Practice and Theory, 26, 61-85. 

2.     Shamir, A., & Tzuriel, D. (2004). Characteristics of children’s mediational teaching style as a function of intervention for cross-age peer mediation with computers.School Psychology International, 25, 106-116.

3.     Shamir, A., & Silvern, S. (2005). Effects of peer mediation with young children on autonomous behavior. Journal of Cognitive Education and Psychology, 4, 199-215.

4.     Shamir, A. (2005). Mediational teaching style and peer mediation among junior high school students. Education and Society, 23, 63-81.

5.     Shamir, A., & Korat, O. (2006). How to select CD-Rom storybooks for young children: The teacher's role. The Reading Teacher, 59, 532-543.

6.     Shamir, A., Tzuriel, D., & Rozen, M. (2006). Peer mediation: The effects of program intervention, math level, and verbal ability on mediation style and improvement in math problem solving School Psychology International, 27, 209-231.
7.     Shamir, A., & Lazerovitz, T. (2007). A peer mediation intervention for scaffolding self-regulated learning among children with learning disabilities. European Journal of Special Needs Education, 22, 255-273.
 

 

8.     Tzuriel, D., & Shamir, A. (2007). The effects of peer mediation with young children (PMYC) on children's cognitive modifiability. British Journal of Educational Psychology. 77, 143-165.
 

 

 

9.     Korat, O., & Shamir, A. (2007). Electronic books versus adults readers: Effects on children's emergent literacy in low versus middle SES groups. Journal of Computer Assisted Learning, 23, 248-259.
 

 

 

10.  Shamir, A. (2007). Inclusion from theory to practice: General and local issues. Educational and Child Psychology, 24, 37-46.
 

 

 

11.  Shamir, A., & Korat, O. (2007). Developing an educational e-book for fostering kindergarten children’s emergent literacy. Computers in the Schools, 24, 125-145.
 

 

 

12.  Korat, O., & Shamir, A. (2008). The educational electronic book as a scaffolding tool for children's emergent literacy in low versus middle SES groups. Computers andEducation, 50, 110-124.
 

 

 

13.  Shamir, A., Korat, O., & Barbi, N. (2008). The effects of CD-ROM storybook reading on low SES kindergarteners’ emergent literacy as a function of activity context: Paired peer tutoring versus individual use of the e-storybook. Computers & Education, 51, 354-367.
 

 

 

14.  Shamir, A., Tzuriel, D., & Guy, R. (2007). Computer-supported collaborative learning: Cognitive effects of intervention for peer mediation tutoring. Journal of Cognitive Education and Psychology, 6, 373-394.
 

 

 

15.  Shamir, A., Zion, M., & Spector, O. (2008). Peer tutoring, metacognitive processes and problem-based learning: The effect of mediation training on critical thinking.Journal of Science Education and Technology, 17, 384-398. (A)
 

 

 

16.  Shamir, A. (2009). Joint activity with e-books for promoting kindergarteners’ emergent literacy: Processes and outcomes. Educational Media International, 46, 1, 81-96.
 

 

 

17.  Shamir, A., Mevarech, R. Z., & Gida, C. (2009). The assessment of young children's meta-cognition in different contexts: Individualized vs. peer-assisted learning.Metacognition and Learning, 4, 47-61.
 

 

 

18.  Korat, O., & Shamir, A. (2010). The electronic book as a tool for supporting emergent literacy: Evidence from Hebrew-speaking children. Orianut Vesafa, 3, 71-90 (Hebrew).
 

 

 

19.  Tzuriel, D., & Shamir, A. (2010). Mediation strategies and cognitive modifiability in young children as a function of peer mediation with young children program and training in analogies versus math tasksJournal of Cognitive Education and Psychology, 9, 48-72. 
 

 

 

20.  Segal-Drori, O., Korat, O., Shamir, A., & Klein, P. S. (2010). Reading electronic and printed books with and without adult support: Effects on emergent reading.Reading and Writing, 23, 913-930.
 

 

 

21.  Korat, O., Shamir, A., & Arbiv, L. (2011). E-books as a support for emergent writing with and without adults' assistance. Education and Information Technologies, 16, 301-318.
.

 

 

22.  Shamir, A., Korat, O., & Shlafer, I. (2011). The effect of activity with e-book on vocabulary and story comprehension: A comparison between kindergarteners at risk for LD and typically developing kindergarteners. European Journal of Special Needs Education, 26, 299-322.
 

 

 

23.  Eden, S., Shamir, A., & Fershtman, M. (2011). The effect of using laptops on the spelling skills of students with learning disabilities. Educational Media International, 48, 249-259.
 

 

 

24.  Shamir, A., Korat, O., & Fellah, R. (in press). Promoting vocabulary, phonological awareness and concept about print among children at risk for learning disability: Can e-books help? Reading and Writing.
 

 

 

25.  Segal-Drori, O., Korat, O., & Shamir, A. (in press). Do e-books promote emergent litracy of preschoolers? Evidence from children in different SES groups. Megamot(Hebrew).
 

 

26.  Shamir, A., & Shlafer, I. (in press). E-books' effectiveness in promoting phonological awareness and concept about print: A comparison between children at risk for learning Disabilities and Typically Developing Kindergarteners. Computers & Education.  

 

Books
BOOK EDITING 1.     Shamir, A., & Korat, O. (Eds.) (accepted).  Technology as a support for literacy achievements for children at risk. Springer Publishing.

 

 

SPECIAL ISSUE EDITING 1.     Buttner, G., & Shamir, A. (2011). Special issue: Learning disabilities: causes, consequences and responses. International Journal of Disability, Development and Education (IDDE), 58(1). 

2.     Shamir, A., & Margalit, M. (2011). Special issue: Technology and students with special educational needs: new opportunities and future directions. European Journal of Special Needs Education, 26(3).      

 

 

CHAPTERS IN BOOKS 1.    Shamir, A., & Korat, O. (2009). The educational electronic book as a tool for supporting children's emergent literacy. In A. G. Bus, & S. B. Neuman (Eds.),Multimedia and Literacy Development: Improving Achievement for Young Learners. London: Taylor and Francis Group.

2.    Fuchs, D., Fuchs, L., Shamir, A., Dion, E., Saenz, M. L., & McMaster, K. L. (2011). Peer mediation: A means of differentiating classroom instruction. In A. Mcgill-Franzen, & R. L. Allington (Eds.). Handbook of Reading Disabilities, 362-373, Taylor & Francis, New- York.

3.    Shamir, A., & Korat, O. (2011). Activity with an e-book as a tool to promote emergent literacy in different contexts. In O. Korat, & D. Aram (Eds.). Literacy and language: Relationships, bilingualism and difficulties, 287-303, Magnes, The Hebrew University Jerusalem. (Hebrew).

4.    Shamir, A., & Fellah, R. (in press). The effect of an educational electronic book on the emergent literacy of preschool children at risk for learning disabilities. In E. Hjörne, G. Van der Aalsvoort, & G. de Abreu (Eds.). Learning, social interaction and diversity – exploring identities in school practicesSense Publisher,Roterdam.

 

 

מחקר

 
Research Fields  
  1. Cognitive Modifiability and Metacognition among students with Special Needs (including students from low SES populations); 2.   Use of new technologies to support learning of students with diverse academic needs (including Special Educational Needs); and 3.   Peer-Mediated Learning.  
Research Projects

 

-     New Technologies as a support for learning among children with special needs (including Learning Disabilities). -      Metacognition among young children- cross cultural research (with Cambridge University, England). -     Electronic books (e-books) as a support for literacy and Math among children with diverse academic needs.  

קורסים

 
77491 השתנות שכלית ותהליכים הנעתיים בלמידה       
77834 היבטים יישומים בעבודה עם הילד ליקוי למידה