Publications
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Lipner, M., Armon-Lotem, S., Fichman, S., Walters, J., & Altman, C. (2024). Impact of Narrative Task Complexity and Language on Macrostructure in Bilingual Kindergarten Children. Language, Speech & Hearing Services in Schools, 55(2), 545-560. https://doi.org/10.23641/asha.25222094.
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Lipner, M., Armon-Lotem, S., Fichman, S., Walters, J., & Altman, C. (2024). Impact of Narrative Task Complexity and Language on Macrostructure in Bilingual Kindergarten Children. Language, Speech & Hearing Services in Schools, 55(2), 545-560. https://doi.org/10.23641/asha.25222094.
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Lipner, M., Armon-Lotem, S., Fichman, S., Walters, J., & Altman, C. (2024). Impact of Narrative Task Complexity and Language on Macrostructure in Bilingual Kindergarten Children. Language, Speech & Hearing Services in Schools, 55(2), 545-560. https://doi.org/10.23641/asha.25222094.
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Nechama, N., Benoliel P., & Schechter C. (2024). Principals' systems thinking and student outcomes: The intervening role of school structure. International Journal of Educational Management. https://doi.org/10.1108/IJEM-10-2023-0530.
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Nechama, N., Benoliel P., & Schechter C. (2024). Principals' systems thinking and student outcomes: The intervening role of school structure. International Journal of Educational Management. https://doi.org/10.1108/IJEM-10-2023-0530.
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Nechama, N., Benoliel P., & Schechter C. (2024). Principals' systems thinking and student outcomes: The intervening role of school structure. International Journal of Educational Management. https://doi.org/10.1108/IJEM-10-2023-0530.
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Nechama, N., Benoliel P., & Schechter C. (2024). Principals' systems thinking and student outcomes: The intervening role of school structure. International Journal of Educational Management. https://doi.org/10.1108/IJEM-10-2023-0530.
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Rose, K., Armon-Lotem, S., & Altman, C. (2024). The Role of Age Variables in Family Language Policy. Languages, 9, 139, 1-26. https://doi.org/10.3390/languages9040139.
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Rose, K., Armon-Lotem, S., & Altman, C. (2024). The Role of Age Variables in Family Language Policy. Languages, 9, 139, 1-26. https://doi.org/10.3390/languages9040139.
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Shalom, M., Luzzatto, E., & Gross Z. (2024). Remember lest we forget: The link between long-term memory and narrative, empathy and previous knowledge in Israel. Israel Affairs, 30(2), 333-349. https://doi.org/10.1080/13537121.2024.2318174.
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Shalom, M., Luzzatto, E., & Gross Z. (2024). Remember lest we forget: The link between long-term memory and narrative, empathy and previous knowledge in Israel. Israel Affairs, 30(2), 333-349. https://doi.org/10.1080/13537121.2024.2318174.
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Kofman Talmy, A. & Mashal, N. (2024). Quantitative and qualitative initial validation of the accountable talk questionnaire. Frontiers in Communication, 8. https://doi.org/10.3389/fcomm.2023.1182439
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Kofman Talmy, A. & Mashal, N. (2024). Quantitative and qualitative initial validation of the accountable talk questionnaire. Frontiers in Communication, 8. https://doi.org/10.3389/fcomm.2023.1182439
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Zabag, R., Rinck, M., Becker, E., Gilboa-Schechtman, E., & Levy-Gigi, E. (2024). Although I know it: Social anxiety is associated with a deficit in positive updating even when the cost of avoidance is Obvious. Journal of Psychiatric Research, 169, 279–283. https://doi.org/10.1016/j.jpsychires.2023.11.041
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Zabag, R., Kivity, Y., Gilboa‑Schechtman, E., & Levy‑Gigi, E. (2024). Better social reversal learning is associated with a more social approach across time. Scientific Reports, 14, 8443. https://doi.org/10.1038/s41598-024-58348-5.
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Zabag, R., Kivity, Y., Gilboa‑Schechtman, E., & Levy‑Gigi, E. (2024). Better social reversal learning is associated with a more social approach across time. Scientific Reports, 14, 8443. https://doi.org/10.1038/s41598-024-58348-5.
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Zabag, R., Rinck, M., Becker, E., Gilboa-Schechtman, E., & Levy-Gigi, E. (2024). Although I know it: Social anxiety is associated with a deficit in positive updating even when the cost of avoidance is Obvious. Journal of Psychiatric Research, 169, 279–283. https://doi.org/10.1016/j.jpsychires.2023.11.041
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Zadok, A., Benoliel, P., & Schechter, C. (2024). Teacher-leaders’ personality traits of extraversion, conscientiousness, and openness to experience and transformational leadership: The implications for collective teachers efficacy. Teaching and Teacher Education 140, https://doi.org/10.1016/j.tate.2024.104482.
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Zadok, A., Benoliel, P., & Schechter, C. (2024). Teacher-leaders’ personality traits of extraversion, conscientiousness, and openness to experience and transformational leadership: The implications for collective teachers efficacy. Teaching and Teacher Education 140, https://doi.org/10.1016/j.tate.2024.104482.
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Zadok, A., Benoliel, P., & Schechter, C. (2024). Teacher-leaders’ personality traits of extraversion, conscientiousness, and openness to experience and transformational leadership: The implications for collective teachers efficacy. Teaching and Teacher Education 140, https://doi.org/10.1016/j.tate.2024.104482.
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Zadok, A., Benoliel, P., & Schechter, C. (2024). Teacher-leaders’ personality traits of extraversion, conscientiousness, and openness to experience and transformational leadership: The implications for collective teachers efficacy. Teaching and Teacher Education 140, https://doi.org/10.1016/j.tate.2024.104482.
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Efrati, Y. (2023). Risk and protective factor profiles predict addictive behavior among adolescents. Comprehensive Psychiatry, 123. https://doi.org/10.1016/j.comppsych.2023.152387
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Walters, J., Yitzhaki, D., Kopeliovich, S., Burstein-Feldman, Z., Altman, C., Armon-Lotem, S., & Meir, N. (2023). Sociolinguistics in Israel: From Hebrew hegemony to Israeli plurilingualism. In M. J. Ball, R. Mesthrie, & C. Meluzzi (Eds.), The Routledge Handbook of Sociolinguistics Around the World: Second Edition, (pp. 278-288). Routledge. https://doi.org/10.4324/9781003198345-26.