Adi-Japha, E., Berke, R., Shaya, N., & Julius, M.S. (2019)

Different post-training processes in children’s and adults’ motor skill learning. PLoS ONE,14(1),  Article number e0210658DOI: 10.1371/journal.pone.0210658

Bauminger-Zviely, N., Alon, M., Brill, A., Schorr-Edelsztein, H.,Tzuriel D., Gila Tubul, G., &  Al-Yagon, M. (2019)

Social information processing among children with ASD, SLD, and typical development: The mediational role of language capacities. The Journal of Special Education, 1–13. DOI: 10.1177/2F0022466918821400

Ben-Tov, S., &  Romi, S. (2019)

Parents’ involvement, identification and alertness and their children’s functioning in school. International Journal of Educational Management, 33(1), 194-214, DOI: 10.1108/IJEM-07-2017-0177

Benoliel, P., Shaked, H., Nadav, N., & Schechter, C. (2019)

School principals’ systems thinking: antecedents and consequences. Journal of Educational Administration 57(2), 167-184

Elyakim, N.,  Reychav, I., Offir, B., & McHaney, R. (2019)

Perceptions of Transactional Distance in Blended Learning Using Location-Based Mobile Devices. Journal of Educational Computing Research, 57(1),  131-169. DOI: 10.1177/0735633117746169

Fichman, S.,&  Altman, C. (2019)

Referential Cohesion in the Narratives of Bilingual and Monolingual Children With Typically Developing Language and With Specific Language Impairment. Journal of Speech, Language, and Hearing Research, DOI: 10.1044/2018_JSLHR-L-18-0054

Hayek, S., Tessler, R., Bord, S., Endevelt, R.,  Satran, C.,  Livne, I.,  Khatib, M,.  Harel-Fisch, Y., & Baron-Epel, O. (2019)

Do Israeli health promoting schools contribute to students' healthy eating and physical activity habits? Health Promotion International, 34(1), 102-112. doi: 10.1093/heapro/dax066

Kohn, E. (2019)

Designing a curriculum framework for school prayer: A case study from UK Jewish Primary Schools.  Religious Education.  DOI: 10.1080/00344087.2018.1560586

Korat, O., & Shneor, D. (2019)

Can e-books support low SES parental mediation to enrich children’s vocabulary? First Language, 22 p. DOI: 10.1177/0142723718822443

Levy-Gigi, E., Haim-Nahum, S., Hall, J.M., Crouse, J.J., Winwood-Smith, R., Lewis, S.J.G., & Moustafa, A.A. (2019)

The interactive effect of valence and context on reversal learning in individuals with Parkinson's disease. Neuroscience Letters, 692(23), 216-224. DOI: 10.1016/j.neulet.2018.11.006