Publications
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Shamir, A. & Korat, O. (Eds.) (2013)
Technology as a support for literacy achievements for children at risk. (Literacy Studies, 7). Dordrecht : Springer
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Shamir, A. & Korat, O. (Eds.) (2013)
Technology as a support for literacy achievements for children at risk. (Literacy Studies, 7). Dordrecht : Springer
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Shamir, A., Korat, O. & Fellah, R. (2013)
Promoting emergent literacy of children at risk for learning disabilities: do e-books make a difference? In A. Shamir, & O. Korat (eds.), Technology as a support for literacy achievements for children at risk (pp.173-185), Dordrecht : Springer
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Shamir, A., Korat, O. & Fellah, R. (2013)
Promoting emergent literacy of children at risk for learning disabilities: do e-books make a difference? In A. Shamir, & O. Korat (eds.), Technology as a support for literacy achievements for children at risk (pp.173-185), Dordrecht : Springer
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Shamir, A. & Korat, O. (Eds.) (2013)
Technology as a support for literacy achievements for children at risk. (Literacy Studies, 7). Dordrecht : Springer
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Shamir, A. & Korat, O. (Eds.) (2013)
Technology as a support for literacy achievements for children at risk. (Literacy Studies, 7). Dordrecht : Springer
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Shapira-Lishchinsky, O. (2013)
Team-based simulations: Learning ethical conduct in teacher trainee programs. Teaching and Teacher Education, 33, 1-12
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Shapira-Lishchinsky, O. (2013)
Team-based simulations: Learning ethical conduct in teacher trainee programs. Teaching and Teacher Education, 33, 1-12
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Shapira-Lishchinsky, O. & Ishan, G. (2013)
Teachers’ acceptance of absenteeism: Towards developing a specific scale, Journal of Educational Administration, 51(5), 594-617.
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Shapira-Lishchinsky, O. & Ishan, G. (2013)
Teachers’ acceptance of absenteeism: Towards developing a specific scale, Journal of Educational Administration, 51(5), 594-617.
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Shapira-Lishchinsky, O. (2013)
An ethical approach to teachers' dysfunctional Behaviours: Voluntary latehttps://go.openathens.net/redirector/biu.ac.il?url=https://doi.org/10.7459/ept/35.2.05ness and voluntary absence. Educational Practice and Theory, 35 (2), 63-84.
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Shapira-Lishchinsky, O. (2013)
An ethical approach to teachers' dysfunctional Behaviours: Voluntary latehttps://go.openathens.net/redirector/biu.ac.il?url=https://doi.org/10.7459/ept/35.2.05ness and voluntary absence. Educational Practice and Theory, 35 (2), 63-84.
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Spektor-Levy, O., Kesner Baruch, Y. & Mevarech. Z. (2013)
Science and Scientific Curiosity in Pre-school-The teacher's point of view. International Journal of Science Education, 35 (13), 2226-2253
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Spektor-Levy, O., Kesner Baruch, Y. & Mevarech. Z. (2013)
Science and Scientific Curiosity in Pre-school-The teacher's point of view. International Journal of Science Education, 35 (13), 2226-2253
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Spektor-Levy, O., Kesner Baruch, Y. & Mevarech. Z. (2013)
Science and Scientific Curiosity in Pre-school-The teacher's point of view. International Journal of Science Education, 35 (13), 2226-2253
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Spektor-Levy, O., Kesner Baruch, Y. & Mevarech. Z. (2013)
Science and Scientific Curiosity in Pre-school-The teacher's point of view. International Journal of Science Education, 35 (13), 2226-2253
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Subramaniam, K., Beeman, M., Faust, M. & Mashal, N. (2013)
Positively valenced stimuli facilitate creative novel metaphoric processes by enhancing medial prefrontal cortical activation. Frontiers in Psychology, 4, doi: 10.3389/fpsyg.2013.00211, 16 p.
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Subramaniam, K., Beeman, M., Faust, M. & Mashal, N. (2013)
Positively valenced stimuli facilitate creative novel metaphoric processes by enhancing medial prefrontal cortical activation. Frontiers in Psychology, 4, doi: 10.3389/fpsyg.2013.00211, 16 p.
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Szamosi, A., Levy-Gigi, E., Kelemen, O., & Kéri, S. (2013)
The hippocampus plays a role in the recognition of visual scenes presented at behaviorally relevant points in time: Evidence from amnestic mild cognitive impairment (aMCI) and healthy controls. Cortex, 49(7), 1892-1900. DOI: 10.1016/j.cortex.2012.11.001
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Szamosi, A., Levy-Gigi, E., Kelemen, O., & Kéri, S. (2013)
The hippocampus plays a role in the recognition of visual scenes presented at behaviorally relevant points in time: Evidence from amnestic mild cognitive impairment (aMCI) and healthy controls. Cortex, 49(7), 1892-1900. DOI: 10.1016/j.cortex.2012.11.001
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Sznitman, S.R., Kolobov, T., Ter Bogt, T., Kuntsche, E., Walsh, S.D., Boniel-Nissim, M. & Harel-Fisch, Y. (2013)
Exploring substance use normalization among adolescents: A multilevel study in 35 countries. Social Science & Medicine, 97, 143-151
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Sznitman, S.R., Kolobov, T., Ter Bogt, T., Kuntsche, E., Walsh, S.D., Boniel-Nissim, M. & Harel-Fisch, Y. (2013)
Exploring substance use normalization among adolescents: A multilevel study in 35 countries. Social Science & Medicine, 97, 143-151
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Tzohar-Rozen, M. & Kramarski, B. (2013)
How does an affective self-regulation program promote mathematical literacy in young students? Hellenic Journal of Psychology, 10(3), 211-234
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Tzohar-Rozen, M. & Kramarski, B. (2013)
How does an affective self-regulation program promote mathematical literacy in young students? Hellenic Journal of Psychology, 10(3), 211-234
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Tzuriel, D. (2013)
Mediated Learning Experience and Cognitive Modifiability. Journal of Cognitive Education and Psychology 12(1), 59-80