Publications
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Kohn E. (2021)
Prayer Services in Religious High Schools for Boys in Israel-Teachers' Perspectives: Are They Listening to Students? Religious Education, DOI:10.1080/00344087.2021.1918961
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Korat O., Mahamid N., Hassunah Arafat S. & Altman C. (2021)
What Contributes to Word Learning and Story Retelling of Arabic-speaking Children? Investigation of an E-book Reading Intervention. Literacy Research and Instruction. https://doi.org/10.1080/19388071.2021.1921891
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Korat, O., Tourgeman, M. & Segal-Drori, O. (2021)
E-book reading in kindergarten and story comprehension support. Reading and Writing, DOI: 10.1007/s11145-021-10175-0
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Korat, O., Atishkin,S. & Segal-Drori, O. (2021)
Vocabulary enrichment using an E-book with and without kindergarten teacher’s support among LSES children. Early Child Development and Care. https://doi.org/10.1080/03004430.2021.1885391
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Korat, O., Mahamid, N., Hassunah Arafat, S., & Altman, C. (2021)
What Contributes to Word Learning and Story Retelling of Arabic-speaking Children? Investigation of an E-book Reading Intervention. Literacy Research and Instruction. DOI: 10.1080/19388071.2021.1921891
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Kramarski B. & Heaysman O. (2021)
A conceptual framework and a professional development model for supporting teachers’ “triple SRL–SRT processes” and promoting students’ academic outcomes. Educational Psychologist, 56(4), 298 - 311. https://doi.org/10.1080/00461520.2021.1985502
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Kramarski, B., Tzohar–Rozen, M. & Gadasi, Z. (2021)
Metacognition and Meta-Emotion in Kindergarten: Is the Combination Necessary for Self-Regulation in Mathematical Problem Solving? In: Moraitou D., Metallidou P. (Eds.) Trends and Prospects in Metacognition Research across the Life Span. Springer, Cham. https://doi.org/10.1007/978-3-030-51673-4_7
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Kramarski, B. & Heaysman, O. (2021)
A conceptual framework and a professional development model for supporting teachers’ “triple SRL–SRT processes” and promoting students’ academic outcomes. Educational Psychologist, DOI:10.1080/00461520.2021.
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Laufer, A., & Isman, E. (2021)
Posttraumatic Growth (PTG) Among Parents of Children With Special Needs. Journal of Loss and Trauma, DOI: 10.1080/15325024.2021.1878336
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Leshem R. & Altman C. (2021)
Distinct Effects of Executive Functioning, Impulsivity and Anxiety on Global and Local Reading Comprehension. Frontiers in Education. https://doi.org/10.3389/feduc.2021.746978
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Lifshitz-Ben-Basat, A. & Mashal, N. (2021)
Enhancing creativity by altering the frontoparietal control network functioning using transcranial direct current stimulation. Experimental Brain Research, DOI: 10.1007/s00221-020-06023-2
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Lifshitz, H.B., Bustan, N., Shnitzer-Meirovich, S. (2021)
Intelligence trajectories in adolescents and adults with down syndrome: Cognitively stimulating leisure activities mitigate health and ADL problems. Journal of Applied Research in Intellectual Disabilities, 34(2), 491-506
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Lipner, M., Armon-Lotem, S., Walters, J., & Altman, C. (2021)
Crosslinguistic Influence (CLI) of Lexical Breadth and Depth in the Vocabulary of Bilingual Kindergarten Children – A Bilingual Intervention Study. Frontiers in Psychology 12, DOI: 10.3389/fpsyg.2021.671928
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Madjar, N., Daka, D., Zalsman, G., & Shoval, G. (2021)
Depression symptoms as a mediator between social support, non-suicidal self-injury, and suicidal ideation among Arab adolescents in Israel. School Psychology International. DOI: 10.1177/0143034321998741
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Madjar, N., Ratelle, C. & Duchesne, S. (2021)
A longitudinal analysis of the relationships between students’ internalized symptoms and achievement goals. Motivation Science, DOI: 10.1037/mot0000195
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Mevarech Z.R. & Iddini V. (2021)
Developing Young Children's Mathematics Knowledge and Reasoning Through Mathematics E-Book Activities Supported by Metacognitive Scaffolding. Journal of Cognitive Education and Psychology, 20(2), 179 - 189. DOI: 10.1891/JCEP-2021-0016
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Michalsky T, (2021)
Preservice and Inservice Teachers' Noticing of Explicit Instruction for Self-Regulated Learning Strategies. Frontiers in Psychology 12. DOI: 10.3389/fpsyg.2021.630197
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Michalsky, T. (2021)
When to Scaffold Motivational Self-Regulation Strategies for High School Students' Science Text Comprehension. Frontiers in Psychology, 12:658027. DOI: 10.3389/fpsyg.2021.658027
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Michalsky, T. & Cohen, A. (2021)
Prompting Socially Shared Regulation of Learning and Creativity in Solving STEM Problems. Frontiers in Psychology 12. DOI: 10.3389/fpsyg.2021.722535
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Milon, L. & Shapira-Lishchinsky, O. (2021)
Authentic leadership as a mediator between professional identity, ethical climate, citizenship behavior and political behavior. International Journal of Educational Management; 35(4), 741-753. https://doi.org/10.1108/IJEM-06-2020-0295
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Moradoff, Y., Kramarski, B. & Heaysman, O. (2021)
Leveraging student-centred teaching practices by authentic simulations environment and self- regulated learning. TEACHERS AND TEACHING. doi.org/10.1080/13540602.2021.1955673
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Nachoum, R., Moed, A., Madjar, N.,& Kanat-Maymon, Y. (2021)
Prenatal childbearing motivations, parenting styles, and child adjustment: A longitudinal study. Journal of Family Psychology, DOI: 10.1037/fam0000826
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Oppenhaim-Shachar S. (2021)
Shaping a ‘pedagogical voice’ using feminist pedagogical principles. Gender and Education, 33(6), 773 - 789
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Oppenhaim-Shachar S. & Berent I. (2021)
Kindergarten teachers and ‘sharing dialogue’ with parents: The importance of practice in the process of building trust in the training process. Teaching Education, DOI 10.1080/10476210.2021.1996557
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Oppenhaim-Shachar, S. (2021)
‘Good Girl’: Israeli Ethiopian Girls Negotiate Their Blackness. In M. A. Vogel and L. Arnell (Eds.) Living Like a Girl Agency, Social Vulnerability and Welfare Measures in Europe and Beyond (pp. 65-82). Berghahn Books