Publications
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Tal-Alon, N., & Shapira-Lishchinsky, O. (2023). Teachers’ Disability Disclosure: Multiple Points of View. New Educator. https://doi.org/10.1080/1547688X.2023.2182391
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Tal-Alon, N., & Shapira-Lishchinsky, O. (2023). Teachers’ Disability Disclosure: Multiple Points of View. New Educator. https://doi.org/10.1080/1547688X.2023.2182391
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Tarablus, T., & Yablon, Y. B. (2023). Novice and Veteran Teachers’ Willingness to Seek Help for Dealing with Students’ Violence Against Them. International Journal of Bullying Prevention, Preprints, 1–12. https://doi.org/10.1007/s42380-022-00143-9
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Tarablus, T., & Yablon, Y. B. (2023). Teachers’ Willingness to Seek Help for Violence Against Them: The Moderating Effect of Teachers’ Seniority. Journal of Interpersonal Violence, 38(19/20), 10703–10722. https://doi.org/10.1177/08862605231175518
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Tarablus, T., & Yablon, Y. B. (2023). Teachers’ Willingness to Seek Help for Violence Against Them: The Moderating Effect of Teachers’ Seniority. Journal of Interpersonal Violence, 38(19/20), 10703–10722. https://doi.org/10.1177/08862605231175518
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Tarablus, T., & Yablon, Y. B. (2023). Teachers’ Willingness to Seek Help for Violence: The Mediating Effect of School Climate. School Mental Health: A Multidisciplinary Research and Practice Journal, 1–12. https://doi.org/10.1007/s12310-023-09604-y
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Tarablus, T., & Yablon, Y. B. (2023). Teachers’ Willingness to Seek Help for Violence: The Mediating Effect of School Climate. School Mental Health: A Multidisciplinary Research and Practice Journal, 1–12. https://doi.org/10.1007/s12310-023-09604-y
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Tarablus, T., & Yablon, Y. B. (2023). Novice and Veteran Teachers’ Willingness to Seek Help for Dealing with Students’ Violence Against Them. International Journal of Bullying Prevention, Preprints, 1–12. https://doi.org/10.1007/s42380-022-00143-9
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Menachem, E. T.-B., & Holzer, E. (2023). Learning to Learn with a Havruta: Pragmatic and Ethical Facets. Journal of Jewish Education, 89(4), 379–397. https://doi.org/10.1080/15244113.2023.2239384
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Menachem, E. T.-B., & Holzer, E. (2023). Learning to Learn with a Havruta: Pragmatic and Ethical Facets. Journal of Jewish Education, 89(4), 379–397. https://doi.org/10.1080/15244113.2023.2239384
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Treitel, C., & Levy-Gigi, E. (2023). The dual role of time perception in trauma-exposed individuals: A conceptual review. Psychological Trauma : Theory, Research, Practice and Policy. https://doi.org/10.1037/tra0001631
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Treitel, C., & Levy-Gigi, E. (2023). The dual role of time perception in trauma-exposed individuals: A conceptual review. Psychological Trauma : Theory, Research, Practice and Policy. https://doi.org/10.1037/tra0001631
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Watt, H. M. G., Madjar, N., & Dacosta, L. (2023). How do perceived teacher beliefs and classroom goal structures relate to motivations and enrollments in secondary school mathematics and English? Social Psychology of Education: An International Journal, 1–41. https://doi.org/10.1007/s11218-023-09848-1
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Watt, H. M. G., Madjar, N., & Dacosta, L. (2023). How do perceived teacher beliefs and classroom goal structures relate to motivations and enrollments in secondary school mathematics and English? Social Psychology of Education: An International Journal, 1–41. https://doi.org/10.1007/s11218-023-09848-1
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Yankovitz, B., Kasirer, A., & Mashal, N. (2023). The Relationship between Semantic Joke and Idiom Comprehension in Adolescents with Autism Spectrum Disorder. Brain Sciences (2076-3425), 13(6), 935. https://doi.org/10.3390/brainsci13060935
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Yankovitz, B., Kasirer, A., & Mashal, N. (2023). The Relationship between Semantic Joke and Idiom Comprehension in Adolescents with Autism Spectrum Disorder. Brain Sciences (2076-3425), 13(6), 935. https://doi.org/10.3390/brainsci13060935
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Yankovitz, B., Kasirer, A., & Mashal, N. (2023). The Relationship between Semantic Joke and Idiom Comprehension in Adolescents with Autism Spectrum Disorder. Brain Sciences (2076-3425), 13(6), 935. https://doi.org/10.3390/brainsci13060935
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Yankovitz, B., Kasirer, A., & Mashal, N. (2023). The Relationship between Semantic Joke and Idiom Comprehension in Adolescents with Autism Spectrum Disorder. Brain Sciences (2076-3425), 13(6), 935. https://doi.org/10.3390/brainsci13060935
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Yeari, M., & Avramovich, A. (2023). The effect of practice and expectancy of inferential questions on poor comprehenders’ inferential processing and monitoring. Journal of Research in Reading, 46(1), 22–41. https://doi.org/10.1111/1467-9817.12412
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Yeari, M., & Avramovich, A. (2023). The effect of practice and expectancy of inferential questions on poor comprehenders’ inferential processing and monitoring. Journal of Research in Reading, 46(1), 22–41. https://doi.org/10.1111/1467-9817.12412
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Zabag, R., Azoulay, R., Rinck, M. Becker, E.S., Levy-Gigi, E. & Gilboa-Schechtman, E.(2023). You never get a chance to undo a negative first impression: Social anxiety is associated with impaired positive updating of social information. Personality and Individual Differences, 203, 111993.
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Zabag, R., Azoulay, R., Rinck, M. Becker, E.S., Levy-Gigi, E. & Gilboa-Schechtman, E.(2023). You never get a chance to undo a negative first impression: Social anxiety is associated with impaired positive updating of social information. Personality and Individual Differences, 203, 111993.
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Zadok, A., & Benoliel, P. (2023). Middle-leaders’ transformational leadership: big five traits and teacher commitment. International Journal of Educational Management, 37(4), 810–829. https://doi.org/10.1108/IJEM-12-2022-0541
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Zadok, A., & Benoliel, P. (2023). Middle-leaders’ transformational leadership: big five traits and teacher commitment. International Journal of Educational Management, 37(4), 810–829. https://doi.org/10.1108/IJEM-12-2022-0541
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Zaretsky, R., Iluz, S., & Klein, J. (2023). Emotional Labor in Lecturer-Student Interactions (ELLSI) in Israeli Academic Teacher Training Colleges. Education & Society, 41(1), 25–53. https://doi.org/10.7459/es/41.1.03