Publications
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Michalsky, T. (2024). Metacognitive scaffolding for preservice teachers’ self-regulated design of higher order thinking tasks. Heliyon, 10(2). https://doi.org/10.1016/j.heliyon.2024.e24280
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Meiron, O. (2024). Self-awareness in schizophrenia: identifying common neural oscillatory parameters underlying altered sense of self-agency and reduced prefrontal cortex excitability. Current Opinion in Behavioral Sciences, 58, 101398. https://doi.org/10.1016/j.cobeha.2024.101398
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Israelashvili, Y., Corine, D., & Agneta, H. F. (2024). Social anxiety is associated with personal distress and disrupted recognition of negative emotions. Heliyon,10(3), e24587. https://doi.org/10.1016/j.heliyon.2024.e24587
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Passig, D. (2024). A Raison d’etre for a future Israeli-Jewish democracy. In A Jewish State: 75 Perspectives (pp. 307-311). https://doi.org/10.1515/9798887193632-055
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Maor, R., Paz-Baruch N., Mevarech, Z., Grinshpan, N., Levi, R., Milman, A., Shlomo, S., & Zion, M. (2024). Teaching creatively and teaching for creativity – theory, teachers’ attitudes, and creativity-based practices. Educational Studies, 15p. https://doi.org/10.1080/03055698.2024.2371091
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Dadon-Golan, Z., Ben David-Hadar, I., & Tsidkany, R. (2024). Unraveling the building blocks of success: Exploring the nexus between school structure and effectiveness in Israeli primary schools. International Journal of Educational Management. https://doi.org/10.1108/IJEM-12-2023-0602
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Dadon-Golan, Z., & Ziderman, A. (2024). Data sharing in academic publications: The case of education journals. Education for Information, 40(2), p179-193. https://doi.org/10.3233/EFI-230007
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Bamberger, A., & Huang, T-Y. (2024). From irreversible openness to protectionism: Geopolitics and international research cooperation in the European Union. Journal of Education Policy, 22, 25p. https://doi.org/10.1080/02680939.2024.2351516
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Bamberger, A., & Morris, P. (2024). Critical Perspectives on Internationalization in Higher Education: Commercialization, Global Citizenship, or Postcolonial Imperialism? Critical Studies in Education, 65(2), 128-146. https://doi.org/10.1080/17508487.2023.2233572
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Mashal, N. & Lellouche, N. (2024). How do theory of mind and understanding social situations contribute to idiom and irony comprehension in ASD? Elsevier BV. http://dx.doi.org/10.2139/ssrn.4683501
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Gross, Z. & Maor, R. (2024). Is contact theory still valid in acute asymmetrical violent conflict? A case study of Israeli Jewish and Arab students in higher education. Peace & Conflict, 30(2), 211-215. https://doi.org/10.1037/pac0000440.
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Schiff, R., Levy-Shimon, S., Shashoua, L., & Sasson, A. (2024). Same spelling, different meaning: An EF-based homograph reading intervention for struggling readers. Reading & Writing Quarterly. https://doi.org/10.1080/10573569.2024.2304767.
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Moed, A. (2024). An emotion-focused extension of coercion theory: Emerging evidence and conceptualizations for parental experienced emotion as a mechanism of reinforcement in coercive parent–child interactions. Child Development Perspectives, 18, 82-87. https://doi.org/10.1111/cdep.12497.
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Lifshitz H., Berko, K., & Shnitzer-Meirovich, S. (2024). Visual arts talent among adolescents with intellectual disability: The global domain approach. Thinking Skills and Creativity, 52. https://doi.org/10.1016/j.tsc.2024.101523.
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Efrati Y., Rosenberg, H., & Ophir, Y. (2024). Effective parental strategies against problematic smartphone use among adolescents: A 6-month prospective study. Addictive Behaviors, 154, 1-14. https://doi.org/10.1016/j.addbeh.2024.108024.
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Paz-Baruch, N., & Spektor-Levy O. (2024). How the relationship between individual and social factors informs the narrowing of gender gaps in elementary mathematical achievements. Frontiers in Education, 9, 1-14. https://doi.org/10.3389/feduc.2024.1339040.
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Tzuriel D. (2024). Analogical thinking modifiability and math processing strategy. Frontiers in Psychology, 15, 1-10. https://doi.org/10.3389/fpsyg.2024.1339591.
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Chen-Levi, T., Buskila, Y., & Schechter C. (2024) Transformative agency in times of global crisis. Journal of Transformative Education, 1-21. https://doi.org/10.1177/15413446241234832.
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Yeari, M., Lavi, T., Rasouly-Balfer, A., & Shalev, L. (2024). Meta-strategic Learning of Structure Strategies in Reading Comprehension of Expository Texts. Reading Psychology, 45(1), 56-77. https://doi.org/10.1080/02702711.2023.2253219.
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Levin, A., Dashevsky, D., & Kohn, E. (2024). The Professional Identity of Elementary School Rabbis in the National-Religious Education System in Israel. British Journal of Religious Education, 46(2), 150-164. https://doi.org/10.1080/01416200.2023.2289840
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Methkal Abd Algani, Y., & Gross Z. (2024). A Holistic View of Practicing Mathematics in the Israeli Educational System. Cambridge Scholars Publishing.
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Zadok, A., Benoliel, P., & Schechter. C. (2024). School middle leaders' transformational leadership and organizational resilience: The moderating role of academic emphasis. European Journal Of Education, 14, 1-22. https://doi.org/10.1111/ejed.12657.
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Abd Algani, Y., & Gross Z. (2024). Effectiveness of digital versus printed arabic text on the literacy mathematics tasks of seventh- and eighth-grade students. Research Journal in Advanced Humanities, 5(1). https://doi.org/10.58256/9vg8xp70.
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Aloni, O., Zion, M., & Spektor-Levy O. (2024). Students’ voices—the dynamic interactions between learning preferences, gender, learning disabilities, and achievements in science studies. Instructional Science: An International Journal of the Learning Sciences, 1-32. https://doi.org/10.1007/s11251-024-09666-8.
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Amram Asherov, E., & Gross Z. (2024). Community coherence, collective efficacy and civic engagement in student and youth councils: The mediating effect of community resilience. Children & Society, 1-22. https://doi.org/10.1111/chso.12856.