Publications

Rich, Y. (2007).

Assessing emerging identity among religious high school students: Reflections on the Israeli experience. In Z. Grumet (Ed.), Jewish education in transition. Teaneck: Ben Yehuda Press. 

Romi, S., Savicki, V., Grupper, E., & Caspi, R. (2007).

Occupational burnout among child welfare workers: A work-setting comparison. International Journal of Child and Family Welfare, 10 (3-4), 93-109.

Romi, S., & Lev, M. (2007).

Experiential learning of history through youth journeys to Poland: Israeli Jewish youth and the Holocaust. Research in Education, 78, 88-102.

Romi, S., & Marom, D. (2007).

Differences in Intelligence (WISC-R SCORES) between nondelinquent  and dropout delinquents adolescents. Adolescence, 42 (166), 325-336.

Romi, S., Magnuson, D., & Ferguson, R. (2007).

Child and youth care in higher education. In H. Grietens, E. J. Knorth, P. Durning & J. E. Dumas (Eds.),  Promoting competence in children and families: Scientific perspectives on resilience and vulnerability (pp. 375-400).  Leuven: Leuven University Press.

Schechter, C. (2007)

Toward a Professional Learning Community: A Critical Discourse Perspective.  International Journal of Educational Reform, 16 (2), 116-127

Schechter, C. (2007)

Perspectivism: An Alternative Research Epistemology for the 21st Century Schools. Interchange: A Quarterly Review of Education, 38 (1), 1-13.

Schiff, R., & Raveh, M.(2007). 

Schiff, R., & Calif, S. (2007).

The role of phonological and morphological awareness in L2 oral word reading. Language Learning, 57 (2), 271-298. 

Schiff, R., & Ravid, D. (2007).

Morphological analogies in Hebrew speaking university students with dyslexia compared with typical developing gradeschoolers. Journal of Psycholinguistics Research, 36 (3), 237-253.

Shamir, A., & Lazerovitz, T. (2007).

A peer mediation intervention for scaffolding self-regulated learning among children with learning disabilities. European Journal of Special Needs Education, 22 (3), 255-273. 

Shamir, A., & Korat, O. (2007).

Developing an educational E-book for fostering kindergarten children's emergent literacy. Computers in the Schools, 24 (1-2), 125-145. 

Shamir, A. (2007). 

Inclusion from theory to practice: General and local issues. Educational and Child Psychology, 24 (3), 37-46.

Shamir, A., Korat, O., & Barbi, N. (2007). 

The effects of CD-ROM storybook reading on low ses kindergartens' emergent literacy as a function of learning context. Computers and Education, 51 (1), 354-367.

Shamir,  A., Tzuriel, D., & Guy, R. (2007).

Computer-supported collaborative learning. Journal of Cognitive Education and Psychology, 6 (3), 373-394. 

Shapira-Lishchinsky, O. (2007).

Israeli teachers' perceptions of lateness: A gender comparison. Sex Roles, 57, 187-199. 

Tzuriel, D., & Shamir, A. (2007).

The effects of peer mediation with young children (PMYC) on children's cognitive modifiability. British Journal of Educational Psychology, 77 (1), 143-165. 

Tzuriel, D., & Egozi, G. (2007).

Dynamic assessment of young children's spatial abilities. Journal of Cognitive Education and Psychology, 6 (2), 218-247. 

Tzuriel, D. (2007).

Transfer effects of teaching conceptual versus perceptual analogies. Journal of Cognitive Education and Psychology, 6 (2), 194-217. 

Wyman, L., & Cohen, A. (2007). 

Supervising the revisited Fritz Perls: Reflectingon "real Gestalt". Gestalt Review, 11 (1), 52-58

Yablon, Y.B. (2007).

Contact intervention programs from peace education and the reality of dynamic conflicts. Teachers College Record, 109 (4), 991-1012.

Yablon, Y. B. (2007)

Cognitive rather than emotional modification in peace education programs: Advantages and limitations. Journal of Moral Education, 36 (1), 51-65.
 

Yablon, Y.B. (2007)

Feeling close from a distance: peace encounters via Internet technology. New Directions for Youth Development, 116, 99-107

Zion, M., Cohen, S., & Amir, R. (2007).

The spectrum of dynamic inquiry teaching practices. Research in Science Education, 37 (4), 423-447.

Zion, M.  (2007).

Implementation model of an open inquiry curriculum. Science Education International, 18 (1), 93-112.