Publications

Abbas, R., & Court, D. (2019)

Inside Out or Outside In? On Criteria for Selecting Teachers of Religion, and the Case of the Druze. Religious  Education, https://doi.org/10.1080/00344087.2019.1639877

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 e0210658. DOI: 10.1371/journal.pone.0210658

Barth, A., &  Benoliel, P. (2019)

School Religious-Cultural Attributes and School Principals’ Leadership Styles in Israel. Religious Education. https://doi.org/10.1080/00344087.2019.1581873

Bauminger-Zviely, N., Eytan, D., Hoshmand, S., & Rajwan Ben–Shlomo, O. (2019)

Preschool Peer Social Intervention (PPSI) to Enhance Social Play, Interaction, and Conversation: Study Outcomes. Journal of Autism and Developmental Disorders. doi.org/10.1007/s10803-019-04316-2

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

Cohen, R., & Schechter, C. (2019)

Emotional Aspects in the Transition From Teaching to Assistant Principalship. International Journal of Educational Reform ,28(4), 348-365. doi.org/10.1177/1056787919856736

Cohen, R., Moed, A., Shoshani, A., Roth, G., & Kanat-Maymon, Y. (2019)

Teachers’ Conditional Regard and Students’ Need Satisfaction and Agentic Engagement: A Multilevel Motivation Mediation Model. Journal of Youth and Adolescence, DOI: 10.1007/s10964-019-01114-y

Court, D. (2019)

The Tacit Dimension in Religious Education. In R. Coudert (Ed.). Religious education: perspectives, teaching strategies and challenges. (Ch. 1). NY: Nova Science Publishers

Dadon-Golan, Z., BenDavid-Hadar, I., & Klein, J. (2019)

Revisiting educational (in)equity: Measuring educational Gini coefficients for Israeli high schools during the years 2001–2011. International Journal of Educational Development, 70. https://doi.org/10.1016/j.ijedudev.2019.102091

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

Feuerstein, R., Tzuriel, D., Shlomit Cohen, S., Cagan, A., Yosef, L., Devisheim, H., Falik, L., & Goldenberg, R., (2019)

Integration of Israeli Students of Ethiopian Origin in Israeli Universities. Journal of Cognitive Education and Psychology, 18(1), 18-34. http://dx.doi.org/10.1891/1945-8959.18.1.18

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

Hartman, T., & Schachter, E. P. (2019)

High School Students “Talk Back” to the Anonymous Researcher Behind the Questionnaire. Journal of Experimental Education, DOI: 10.1080/00220973.2019.1573795

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

Holzer, E. (2019)

Prolegomenon to an Exegetical -Spiritual Pedagogy for the Study of Sfat Emet's Homilies: The Case of "Self-Trust".  In J. Cohen (Ed.). The Oral and the Textual in Jewish Tradition and Jewish Education (pp. 139-164). Jerusalem : Magnes Press

Iftach, G., & Shapira-Lishchinsky, O. (2019)

Principals’ perceptions of school identity: logo, vision and practice. International Journal of Educational Management, 33 (6), 1170-1184. DOI 10.1108/IJEM-11-2018-0365

Kahta, S., & Schiff, R. (2019)

Deficits in statistical leaning of auditory sequences among adults with dyslexia. Dyslexia, DOI: 10.1002/dys.1618

Klein, J., & Ninio, R. (2019)`

School principals’ key experiences and changing management patterns. International Journal of Educational Management, 33(5), 903-918. DOI: 10.1108/IJEM-04-2018-0135

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., Graister, T., &  Altman, C. (2019)

Contribution of reading an e-book with a dictionary to word learning: Comparison between kindergarteners with and without SLI. Journal of Communication Disorders, 79, 90-102. DOI: 10.1016/j.jcomdis.2019.03.004

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

Madjar, N., Chubarov, E., Zalsman, G.,  Weiser, M., & Shoval, G. (2019)

Social skills, executive functioning and social engagement. Schizophrenia Research: Cognition, 17, DOI: 10.1016/j.scog.2019.100137