Publications
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Efrati Y., Rosenberg, H., & Ophir, Y. (2024). Effective parental strategies against problematic smartphone use among adolescents: A 6-month prospective study. Addictive Behaviors, 154, 1-14. https://doi.org/10.1016/j.addbeh.2024.108024.
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Chen-Levi, T., Buskila, Y., & Schechter C. (2024) Transformative Agency in Times of Global Crisis. Journal of Transformative Education, 1-21. https://doi.org/10.1177/15413446241234832.
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Chen-Levi, T., Buskila, Y., & Schechter C. (2024) Transformative Agency in Times of Global Crisis. Journal of Transformative Education, 1-21. https://doi.org/10.1177/15413446241234832.
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Paz-Baruch, N., & Spektor-Levy O. (2024). How the relationship between individual and social factors informs the narrowing of gender gaps in elementary mathematical achievements. Frontiers in Education, 9, 1-14. https://doi.org/10.3389/feduc.2024.1339040.
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Paz-Baruch, N., & Spektor-Levy O. (2024). How the relationship between individual and social factors informs the narrowing of gender gaps in elementary mathematical achievements. Frontiers in Education, 9, 1-14. https://doi.org/10.3389/feduc.2024.1339040.
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Yeari, M., Lavi, T., Rasouly-Balfer, A., & Shalev, L. (2024). Meta-strategic Learning of Structure Strategies in Reading Comprehension of Expository Texts. Reading Psychology, 45(1), 56-77. https://doi.org/10.1080/02702711.2023.2253219.
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Yeari, M., Lavi, T., Rasouly-Balfer, A., & Shalev, L. (2024). Meta-strategic Learning of Structure Strategies in Reading Comprehension of Expository Texts. Reading Psychology, 45(1), 56-77. https://doi.org/10.1080/02702711.2023.2253219.
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Schiff, R., Levy-Shimon, S., Shashoua, L., & Sasson, A. (2024). Same Spelling, Different Meaning: An EF-Based Homograph Reading Intervention for Struggling Readers. Reading & Writing Quarterly. https://doi.org/10.1080/10573569.2024.2304767.
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Schiff, R., Levy-Shimon, S., Shashoua, L., & Sasson, A. (2024). Same Spelling, Different Meaning: An EF-Based Homograph Reading Intervention for Struggling Readers. Reading & Writing Quarterly. https://doi.org/10.1080/10573569.2024.2304767.
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Schiff, R., Levy-Shimon, S., Shashoua, L., & Sasson, A. (2024). Same Spelling, Different Meaning: An EF-Based Homograph Reading Intervention for Struggling Readers. Reading & Writing Quarterly. https://doi.org/10.1080/10573569.2024.2304767.
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Schiff, R., Levy-Shimon, S., Shashoua, L., & Sasson, A. (2024). Same Spelling, Different Meaning: An EF-Based Homograph Reading Intervention for Struggling Readers. Reading & Writing Quarterly. https://doi.org/10.1080/10573569.2024.2304767.
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Moed, A. (2024). An emotion-focused extension of coercion theory: Emerging evidence and conceptualizations for parental experienced emotion as a mechanism of reinforcement in coercive parent–child interactions. Child Development Perspectives, 18, 82-87. https://doi.org/10.1111/cdep.12497.
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Moed, A. (2024). An emotion-focused extension of coercion theory: Emerging evidence and conceptualizations for parental experienced emotion as a mechanism of reinforcement in coercive parent–child interactions. Child Development Perspectives, 18, 82-87. https://doi.org/10.1111/cdep.12497.
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Lifshitz H., Berko, K., & Shnitzer-Meirovich, S. (2024). Visual arts talent among adolescents with intellectual disability: The global domain approach. Thinking Skills and Creativity, 52. https://doi.org/10.1016/j.tsc.2024.101523.
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Lifshitz H., Berko, K., & Shnitzer-Meirovich, S. (2024). Visual arts talent among adolescents with intellectual disability: The global domain approach. Thinking Skills and Creativity, 52. https://doi.org/10.1016/j.tsc.2024.101523.
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Michalsky, T. (2024). Metacognitive scaffolding for preservice teachers’ self-regulated design of higher order thinking tasks. Heliyon, 10(2). https://doi.org/10.1016/j.heliyon.2024.e24280
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Michalsky, T. (2024). Metacognitive scaffolding for preservice teachers’ self-regulated design of higher order thinking tasks. Heliyon, 10(2). https://doi.org/10.1016/j.heliyon.2024.e24280
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Paz-Baruch, N., & Spektor-Levy O. (2024). How the relationship between individual and social factors informs the narrowing of gender gaps in elementary mathematical achievements. Frontiers in Education, 9, 1-14. https://doi.org/10.3389/feduc.2024.1339040.
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Tzuriel D. (2024). Analogical thinking modifiability and math processing strategy. Frontiers in Psychology, 15, 1-10. https://doi.org/10.3389/fpsyg.2024.1339591.
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Tzuriel D. (2024). Analogical thinking modifiability and math processing strategy. Frontiers in Psychology, 15, 1-10. https://doi.org/10.3389/fpsyg.2024.1339591.
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Paz-Baruch, N., & Spektor-Levy O. (2024). How the relationship between individual and social factors informs the narrowing of gender gaps in elementary mathematical achievements. Frontiers in Education, 9, 1-14. https://doi.org/10.3389/feduc.2024.1339040.
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Zadok, A., Benoliel, P., & Schechter. C. (2024). School middle leaders' transformational leadership and organizational resilience: The moderating role of academic emphasis. European Journal Of Education, 14, 1-22. https://doi.org/10.1111/ejed.12657.
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Zadok, A., Benoliel, P., & Schechter. C. (2024). School middle leaders' transformational leadership and organizational resilience: The moderating role of academic emphasis. European Journal Of Education, 14, 1-22. https://doi.org/10.1111/ejed.12657.
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Zadok, A., Benoliel, P., & Schechter. C. (2024). School middle leaders' transformational leadership and organizational resilience: The moderating role of academic emphasis. European Journal Of Education, 14, 1-22. https://doi.org/10.1111/ejed.12657.
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Zadok, A., Benoliel, P., & Schechter. C. (2024). School middle leaders' transformational leadership and organizational resilience: The moderating role of academic emphasis. European Journal Of Education, 14, 1-22. https://doi.org/10.1111/ejed.12657.