Associate Prof. Tova Michalsky

CV Prof. Michalsky Tova

 

BAR-ILAN  UNIVERSITY                      FACULTY OF EDUCATION

CURRICULUM VITAE Name: Tova Michalsky

        

Tel:+972-3-531772
E-mail:Tova.Michalsky@biu.ac.il

 

 

EDUCATION

 

Year	Degree		Institution
1977   1979		B.A.	Bar-Ilan University
		M.A	Bar-Ilan University
2003		Ph.D.	Bar-Ilan University
THESIS: The Effects of Metacognive Guidance within in Asynchronous Learning Networks on Inquiry  Learning Processes
SUPERVISOR:	Prof.  Zemira Mevarech

 

 

ACADEMIC AFFILATIONS/APPOINTMENTS

        

Year	Appointment	(Work Percentage)
1978	Assistant, Department of Science
2000-2003	Lecturer
2003 to 2021	Senior Lecturer
2021 to present	Associate Professor

 

 

        

PROFESSIONAL FUNCTIONS: (Memberships/Editorial Activities)

Prof. Michalsky currently participates as a member in many international professional organizations, such as the International Group for the International Organization for Science and Technology Education (IOSTE). She also participates on the Review Committee for Research Proposals on Learning and Thinking for the Office of the Chief Scientist in the Ministry of Education. In addition, she is a member of the Academic Committee Conferences and was the Conference Chairperson for the Conference on Enhancing Biology Education in Israel (2005).

 

AWARDS/GRANT/HONORS

Year	(sample)                                                                        (amount)
1979	Award of Excellence from the Dean of Biology, Bar-Ilan University $ 500
2002	Award of Excellence from the Rector, Bar-Ilan University   $ 1000
2004	Award from the Rector, Bar-Ilan University $ 500
2004	Award of Excellence, Israel Ministry of Education $ 200

 

2006	Third Prize Award, E-scola European Competition for Entrepreneurship and Innovation in Education	$ 1000
2010	Award from the Rector, Bar-Ilan University	$ 1200
2012	Award from the Rector, Bar-Ilan University	$ 8000

 

 

 

 

 

 

COURSES TAUGHT/TEACING EXPERIENCE 

Undergraduate:

B.A: Assessments in School, Inquiry Learning Teaching Gifted Students, Developing TPCK, High-Order Thinking Skills.

Graduate:

M.A.

Ph.D

MAIN RESEARCH INTERESTS

1.Scientific Literacy

2.Developing students SRL

3. Developing teachers TPCK

 

   

 

 

LIST OF PUBLICATIONS

 

Books (as author)

 

1.       Michalsky, T. (1994). Guiding book for electronic-sheet Astound 2 applications in teaching science for high school. The Open University . (Hebrew).

 

2.      Michalsky, T. (1994). Guiding book for electronic-sheet PowerPoint 4 applications in teaching science for high school. The Open University . (Hebrew).

 

3.      Michalsky, T. (1995). Guiding book for electronic-sheet Word 6 applications in teaching science for high school. The Open University. (Hebrew).

 

4.      Michalsky, T. (1997). Bio-Excel: Computer applications in teaching science Hod Ami. (Hebrew).

 

5.      Michalsky, T. (1997). Guiding book for electronic-sheet Excel 5 applications in teaching science for high school. The Open University. (Hebrew).

 

6.      Michalsky, T. (1999). Heredity – DNA: Science 2000 Bar-Ilan University. (Hebrew).

 

 

ARTICLES PUBLISHED IN REFEREED JOURNALS/PERIODICALS

 

 

1.      Aboud, M,. Michalsky, T,.  Nitzan, Y & Samuel Salzberg (1980) Enhancement of Cellular Protein Synthesis Sensitivity to Diphtheria Toxin by Interferon. Infection and Immunity, (28) 1, 11-16.

 

2.      Nitzan, Y & Michalsky, T. (1980) Simple Procedure for Purification of  Diphtheria Toxin and Separation of its Fragments by Hydrophobic Chromatography, Analytical Biochemistry, 109, 71-75.

 

3.      Zion, M., Michalsky, T., & Mevarech, Z. R. (2005). The effects of metacognitive instruction embedded within an asynchronous learning network on scientific inquiry skills. International Journal of Science Education, 27, 957-958.

 

4.      Mevarech, Z. R., Zion, M., & Michalsky, T. (2007). Peer assisted learning via face-to-face or a-synchronic learning network embedded with or without metacognitive guidance:  The effects on higher and lower achieving students. Journal of Cognitive Education and Psychology, 4(3), 456-471.

 

 

5.      Michalsky, T., Zion, M., & Mevarech, Z. R. (2007). Developing students' metacognitive awareness in asynchronous learning networks in comparison to face-to-face discussion groups. Journal of Educational Computing Research, 36, 421-450.

6.      Michalsky, T., & Kramarski, B. (2008). Preservice teachers’ self-regulation of learning: Effects of e-learning environment and beliefs about learning and teaching. Megamot, 4, 660-685. (Hebrew).

 

7.      Kramarski, B., & Michalsky, T. (2009). Investigating pre-service teachers' professional growth in self-regulated learning environments. Journal of Educational Psychology, 101 (1), 161-175.

 

8.      Michalsky, T., Mevarech, Z. R., & Haibi, L. (2009). Elementary school children reading science texts: Effects of metacognitive instruction. Journal of Educational Research, 102(5), 363-374.

 

9.      Kramarski, B & Michalsky, T. (2009). Three metacognitive approaches to training pre-service teachers in different learning phases of technological pedagogical content knowledge. Special issue of  Educational Research and Evaluation An International Journal on Theory and Practice, 15 (5), 465-490.

 

 

10.  Kramarski, B, & Michalsky, T. (2010). Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge. Learning and Instruction, 20, 434-447.

 

11.  Michalsky, T. (2012) Shaping Self-Regulation in Science Teachers' Professional Growth: Inquiry Skills. Science Education. 96) 6(, 1106–1133.  

 

1. Michalsky, T., & Schechter, C. (2013) Preservice teachers’ self-regulated learning: Integrating learning from problems and learning from successes.  Teaching and Teacher Education, 30, 60–73.

 

 

13.  Kramarski, B., Michalsky, T.  (2013) Student and teacher perspectives on IMPROVE self-regulation prompts  in web-based learning. In  R. Azevedo, & V. Aleven, (Eds). International Handbook of Metacognition and Learning Technologies. (pp. 35-51). New York : Springer 

 

 

14.  Schechter, C. & Michalsky, T. (2014). Juggling our mindsets: Learning from success as a complementary instructional framework in teacher education. Teachers College Record. 116 (2), 48 p.
 

15.  Iluz, S., Michalsky, T., & Kramarski, B. (2013). Developing and assessing the life challenges teacher Inventory for teachers' professional growth. Studies in Educational Evaluation, 38. 44-54

 

1. Michalsky, T. (2013) Integrating skills and wills instruction in self-regulated science text reading for secondary students. International Journal of Science Education, 13(11),  1846 -1873.       

 

 

17.  Michalsky, T., & Kramarski, B. (in press). Prompting Reflections for integrating self-regulation into teacher technology education. Teachers College Record. 

.

18.  Michalsky, T. (2014). Developing the SRL-PV assessment scheme: Preservice teachers’ professional vision for teaching self-regulated learning. Studies in Educational Evaluation, http://dx.doi.org/10.1016/j.stueduc.2014.05.003.    

 

 

 

Chapters in Books

 

1.      Kramarski, B & Michalsky, T. (2008). Preparing pre-service teachers for professional education within a metacognitive computer-based learning environment. In Schwartz, N., Zumbach. J., Seufert. T., Kester. L., (Eds.), Beyond Knowledge: the Legacy of Competence Meaningful Computer-based Learning Environments. (pp. 93-101). Springer Publisher.

 

2.      Michalsky, T., & Kramarski, B. (2008). Complementary perspective for the evaluation of student-teachers' pedagogical SRL in metacognitive hypermedia environment. In I. Roll, & V. Aleven (Eds.). Measuring metacognition and self-regulated learning in educational technologies. (ITS). Montreal, Canada. pp. 31-40. http://www.andrew.cmu.edu/user/iroll/workshops/its08/papers/Michalsky.pdf.
 

3.      Kramarski, B., Michalsky, T.  (2013) Student and teacher perspectives on IMPROVE self-regulation prompts  in web-based learning. In  R. Azevedo, & V. Aleven, (Eds). International Handbook of Metacognition and Learning Technologies. (pp. 35-51). New York : Springer 

 

1. Kramarski, B., & Michalsky, T. (in press). Investigating teaching and learning perceptions of teachers in a self-regulated learning program for  attaining  TPCK. In  C. Angelie, & N. Valanides (Eds). Understanding Technological Pedagogical Content Knowledge (TPCK). Cyprus: Springer.

 

 

 

PAPERS PRESENTED AT SCIENTIFIC Conferences

 

1.      Kramarski, B., & Michalsky, T. (2007, August-September). Preparing pre-service teachers online for self-regulated learning. Paper presented at the 12^th Biennial Conference, EARLI, Budapest, Hungary.

 

2.      Michalsky, T., & Kramarski, B. (2007, August-September). How can different mentoring styles promote reading and mathematical literacy of mentor students? Paper presented at the 12^th Biennial Conference, EARLI, Budapest, Hungary.

 

3.      Kramarski, B., & Michalsky, T. (2008, May). Effects of online metacognitive engagement on pre-service teachers' self-regulated learning in pedagogical context. Symposium conducted at the 3rd Biennial Meeting of the EARLI Special Interest Group 16, Ioannina, Greece.

 

4.      Kramarski, B., & Michalsky, T. (2008, June). Complementary perspective for the evaluation of student teachers' pedagogical SRL in metacognitive hypermedia environment. Paper presented at the 3rd Workshop on Meta-Cognition and Self-Regulated Learning in Educational Technologies, ITS, Montreal.

 

5.      Kramarski, B., & Michalsky, T. (2008, September). Preparing pre-service teachers for professional education within a metacognitive computer-based learning environment. Paper presented at the EARLI SIG 6 & 7 Learning and Instruction with Computers in cooperation with SIG 6 Instructional Design, Salzburg, Austria.
 

6.      Kramarski, B., & Michalsky, T. (2009, August). Prompting self-reflection differentially in a computer-based learning pedagogical context. Symposium to be conducted at the 13^th Biennial Conference, EARLI, Amsterdam, Netherlands.
 

7.      Kramarski, B., & Michalsky, T. (2010, May). Three training approaches to promote teachers’ SRL in technology environment. Symposium conducted at the 4rd Biennial Meeting of the EARLI Special Interest Group 16, Munster, Germany.
 

8.      Michalsky, T., & Mevarech, Z, R. (2010, May). The effects of metacognitive instruction embedded within inquiry laboratory work on scientific inquiry skills. Paper presented at the 4rd Biennial Meeting of the EARLI Special Interest Group 16, Munster, Germany.

 

9.      Michalsky, T. (2011, July). Promoting Pre-service Teachers’ Capacity to Teach
Self-Regulated Learning through Analysis of Both Teachers' and Students' Behavior. International Association for Cognitive Education and Psychology. (IACEP) Boston, USA.

 

10.  Michalsky, T. (2011, September). Preparing Teachers for Self-Regulated Learning to Empower TPCK. Paper presented at the AERA Conference, Denver, USA.

 

11. Michalsky, T. (2013, August). Using videotaped teaching practice to promote SRL among pre-service teachers. Symposium conducted at the 15th Biennial Conference, Munich, Germany.
 

 

 

ARTICLES PUBLISHED IN REFEREED CONFERENCE PROCEEDINGS

 

1.      Michalsky, T., & Kramarski, B. (2008). Complementary perspective for the evaluation of student teachers' pedagogical SRL in metacognitive hypermedia environment. In I. Roll, & V. Aleven (Eds.), Measuring metacognition and self-regulated learning in educational technologies (ITS). Montreal, Canada. pp. 31-40. http://www.andrew.cmu.edu/user/iroll/workshops/its08/papers/Michalsky.pdf.
 

2.         Kramarski, B., & Michalsky, T. (2008). Preparing pre-service teachers for professional education within a metacognitive computer-based learning environment. In N. Schwartz, J. Zumbach, T. Seufert, & L. Kester (Eds.), Beyond knowledge: The legacy of competence meaningful computer-based learning environments (pp. 93-101). Salzburg: Springer.