Publications

Schiff, R., Cohen, M., Marton, R., & Sasson, A. (2019)

Auditory Morphological Knowledge in Adults with Dyslexia: The Importance of Semantic Information.  Scientific Studies of Reading, DOI: 10.1080/10888438.2019.1568440

Shaked, H., & Benoliel, P. (2019)

Instructional boundary management: The complementarity of instructional leadership and boundary management. Educational Management Administration & Leadership. 1-19. DOI: 10.1177/1741143219846905

Shaked, H., Schechter, C., & Daly, A. (Eds.)  (2019)

Leading holistically: How schools, districts, and states improve systemically. Routledge

Shamir, A., & Dushnitzky, G. (2019)

Metacognitive Intervention with e-Books to Promote Vocabulary and Story Comprehension Among Children at Risk for Learning Disabilities. In J. E. Kim & Hassinger-Das, B. (Eds.) Reading in the Digital Age: Young Children’s Experiences with E-books (237-257). Springer

Shamir, A. &  Maor, R. (2019)

E-Books for Promoting Vocabulary Among Students With Intellectual Disability as Opposed to Children With Learning Disability: Can Repeated Reading Make a Difference? Journal of Cognitive Education and Psychology, 17(2), DOI: 10.1891/1945-8959.17.2.164

Shapira – Lishchinsky, O. (2019)

The implicit meaning of TIMSS: Exploring ethics in teachers’ practice. Teaching and Teacher Education, 79, 188-197

Shapira Lishchinsky, O. (2019)

Toward lifelong learning: A cross-national analysis of codes of ethics for educators. Curriculum and Teaching, 34(2),  73 - 95

Shapira-Lishchinsky O. & Benoliel P. (2019)

Nurses’ psychological empowerment: An integrative approach. Journal of Nursing Management, 27(3), 661 - 670

Shapira-Lishchinsky, O., & Zavelevsky, E. (2019)

Multiple Appearances of Parental Interactions and Math Achievement on TIMSS International Assessment. International Journal of Science and Mathematics Education. DOI: 10.1007/s10763-018-09949-w

Spektor-Levy, O., & Yifrach, M. (2019)

If Science Teachers Are Positively Inclined Toward Inclusive Education, Why Is It So Difficult? Research in Science Education, 49(3), 737-766. DOI: 10.1007/s11165-017-9636-0

Stern, J., & Kohn, E.  (2019)

Icarus ignored: understanding mundane spirituality through young people’s prayer. International Journal of Children's Spirituality, DOI:10.1080/1364436X.2019.1646219

Taragin, D., Tzuriel, D., & Vakil, E. (2019)

Mental Rotation: The Effects of Processing Strategy, Gender and Task Characteristics on Children's Accuracy, Reaction Time and Eye Movements’ Pattern. Journal of Eye Movement Research, 12(8), 1-19. DOI:10.16910/jemr.12.8.2

Tesler, R., Nissanholtz-Gannot, R., Zigdon A., & Harel-Fisch, Y. (2019)

The Association of Cyber-Bullying and Adolescents in Religious and Secular Schools in Israel. Journal of Religion and Health, 58(6), 2095-2109. DOI: 10.1007/s10943-019-00938-z

Tesler, R., Kolobov, T., Kwok W., Shapiro, E., Walsh, S.D., Shuval, K., & Harel-Fisch, Y. (2019)

Ethnic Disparities in Physical Activity among Adolescents in Israel.  American Journal of Health Behavior 43(2):337-348. DOI: https://doi.org/10.5993/AJHB.43.2.10

Tur-Sinai, A., Kolobov, T., Tesler, R., Baron-Epel, O., Dvir, K., & Harel-Fisch, Y. (2019)

Direct and the Indirect Determinants of Weight-Control Behaviours among Adolescents. European Journal of Public Health, 29(Issue Supplement 4), 432-433. https://doi.org/10.1093/eurpub/ckz186.134

Tzuriel, D., & Hanuka-Levy, D. (2019)

Mother-child and siblings' mediated learning strategies in families with and without children with intellectual disability. Research in Developmental Disabilities 95, 1-12. doi.org/10.1016/j.ridd.2019.103497 

Tzuriel, D., Eshel-Kedmi, G., & Passig, D. (2019)

Spatial Characteristics of 3D-IVR and 2D Computerised Environments on Cognitive Modifiability. In Advances in mediated learning experience in 21st century education (pp. 73-96)  Singapore: Cengage Learning Asia

Vakil, E., Mass, M., & Schiff, R. (2019)

Eye Movement Performance on the Stroop Test in Adults With ADHD. Journal of Attention Disorders, 23(10), 1160–1169. doi.org/10.1177/1087054716642904

Vakil, E., Greenstein, Y., Weiss, I., & Shtein, S. (2019)

The Effects of Moderate-to-Severe Traumatic Brain Injury on Episodic Memory: a Meta-Analysis. Neuropsychology Review, 29(3), 270–287. doi.org/10.1007/s11065-019-09413-8

Weiss, O.,  Levy-Gigi, E., Adelson, M., & Peles, E. (2019)

Methadone maintenance treatment patients with a history of childhood trauma succeed more in a cognitive paradigm that is associated with a negative reward. Psychiatry Research, 271, 381-388. DOI: 10.1016/j.psychres.2018.11.062

Yablon, Y. B., & Itzhaky, H. (2019)

The contribution of school experience to students' resilience following a terror‐related homicide. International Journal of Psychology,  DOI: 10.1002/ijop.12635

Yeari, M., Vakil, E., Schifer, L., &  Schiff, R. (2019)

The origin of the centrality deficit in individuals with attention-deficit/hyperactivity disorder. Journal of Clinical and Experimental Neuropsychology,  41(1), 69-86 .DOI: 10.1080/13803395.2018.1501000

Mor Zahavi, M., BenDavid-Hadar, I., & Klein, J. (2019)

Education and competencies within Belt and Road countries. International Journal of Educational Management. DOI 10.1108/IJEM-03-2019-0100

Zaretsky, R., & Katz, Y. J. (2019)

The Relationship between Teachers' Perceptions of Emotional Labor and Teacher Burnout and Teachers' Educational Level. Athens Journal of Education, 6(2), 127-144. https://doi.org/10.30958/aje.6-2-3 

Zilka, G.C., Zeichner, O. (2019)

Factors necessary for engaging preservice teachers studying in virtual and blended courses. International Journal of Mobile and Blended Learning,11 (1), 42-57. DOI: 10.4018/IJMBL.2019010104