Theses & Dissertations

Year			Student	Advisor
2021	Promoting self-regulated learning and teaching practices in authentic simulative learning environments among language teachers and its impact on students’ achievements	PhD	Heaysman, Orna	Associate Prof. Bracha Kramarski
2019	Value of combined metacognitive-emotional support during mathematics "interactive storytelling" in kindergarten on SRL and problem solving (HEBREW)	MA	Gadasi, Zohar	Associate Prof. Bracha Kramarski
2017	Professional development of mathematics teachers in planning and executing a lesson integrated with technology and self-regulation using the Japanese approach (HEBREW)	PhD	Avital, Hava	Associate Prof. Bracha Kramarski
2017	The influence of SRL (Self-Regulated Learning) training program as a platform towards multidimensional literal discourse in language and mathematics among young learners (HEBREW)	PhD	Huber Hadas	Associate Prof. Bracha Kramarski
2017	Solving mathematical verbal problems (learning and transfer levels) through development of self-regulation in learning abilities among third grade pupils by achievement level (HEBREW)	PhD	Koloshi-Minsker, Inbal	Associate Prof. Bracha Kramarski
2017	Pedagogical simulations with professional actors integrating self-regulation to cultivate professionalism in teaching (HEBREW)	PhD	Moradoff, Yafit	Associate Prof. Bracha Kramarski
2017	Three teaching methods of solving equations in middle school: the relational thinking form, the multi representative form and the algorithmic form, and the relation to achievement and study motivation (HEBREW)	MA	Nissan Tali	Associate Prof. Bracha Kramarski Dr. Yitzhak Weiss
2016	Eye movement patterns while solving graph problems characterized by cognitive style: wholistic-analytic (HEBREW)	PhD	Nitzan-Tamar, Ortal	Associate Prof. Bracha Kramarski Prof. Eli Vakil
2015	Mathematical-metacognitive discourse as aiding comprehension of the equality concept in mathematics among first grade students (HEBREW)	MA	Menachem, Avivit	Associate Prof. Bracha Kramarski
2015	The study of teaching and learning for teachers and students : meta cognitive approach comparison of fostering knowledge versus regulation of cognition (HEBREW)	PhD	Shilo, Anat	Associate Prof. Bracha Kramarski
2014	Effects of a fading model for metacognitive judgment in mathematical problem solving among students with and without mathematical disability (HEBREW)	PhD	Gidalevich, Stella	Associate Prof. Bracha Kramarski
2013	Help-seeking behavior of school children as a strategy of self-regulated learning (SRL) at different development levels and domains (HEBREW)	PhD	Meyuchas, Orit	Associate Prof. Bracha Kramarski
2013	Effects of promoting mathematical-metacognitive discourse on mathematical literacy of kindergarten children (HEBREW)	MA	Ne’eman, Ruti	Associate Prof. Bracha Kramarski
2012	Advanced tutoring system environment’s influence on self-regulated learning and teaching, epistemological beliefs and pedagogical knowledge from "teachr and student" perspectives of pre-service teachers (HEBREW)	PhD	Gutman, Maria	Associate Prof. Bracha Kramarski
2011	Investigating an integrating self-regulated learning program of meta-cognition and motivational-emotional aspects of young students in mathematical literacy context (HEBREW)	PhD	Rozen, Meirav	Associate Prof. Bracha Kramarski
2010	Solicited versus unsolicited meta-cognitive prompts during problem solving and reasoning in computer based mathematics (HEBREW)	MA	Friedemann, Sheli	Associate Prof. Bracha Kramarski
2010	Developing pedadogical self-regulation at preservice teachers in a technological environment, supported by reflection in different foci (HEBREW)	PhD	Kohen, Zehavit	Associate Prof. Bracha Kramarski
2009	Developing skills of elementary school mathematics teachers to prove and plan lessons in: algebraic proofs supported by meta-cognitive guidance (HEBREW)	MA	Shilo, Anat	Associate Prof. Bracha Kramarski
2009	New curricula for teaching mathematics in first grade: a comparative study (HEBREW)	MA	Sorkin, Ina	Associate Prof. Bracha Kramarski Dr. Etty Ornan
2009	Teachers’ professionalism and its correlation with the school administration’s professionalism regarding pedagogical beliefs and knowledge (HEBREW)	MA	Weinberg, Ravit	Associate Prof. Bracha Kramarski Associate Prof. Tova Michalsky
2009	Promoting self-regulated learning with "web based teaching" of statistics in met [sic] cognitive-social focused learning groups (HEBREW)	MA	Weisbart, Sylvie	Associate Prof. Bracha Kramarski
2008	Solving mathematical verbal problems (learning and transfer levels) through development of self-regulation in learning abilities among third grade pupils by achievement level (HEBREW)	MA	Koloshi-Minsker, Inbal	Associate Prof. Bracha Kramarski Dr. Yitzhak Weiss
2008	The influence of task interpretation training on pre-service teachers’ tasks achievements pedagogical self efficacy and learning motivation (HEBREW)	MA	Maimon, Keren	Associate Prof. Bracha Kramarski Associate Prof. Tova Michalsky
2006	The effects of peer’s structured meta-cognitive feedback in an on-line forum discussion on mathematical literacy and mathematic discourse (HEBREW)	MA	Dudai, Vered	Associate Prof. Bracha Kramarski
2006	General vs. specific meta-cognitive regulation in substitution of algebraic expressions domain among 7th grade students (HEBREW)	MA	Sharon, Sarit	Associate Prof. Bracha Kramarski Dr. Yitzhak Weiss