Publications

Kali A. & Romi S. (2021)

Social Re-Evaluation Model: A Mechanism for Evaluating the Social Capital of at-Risk Adolescents in an ultra-Orthodox Collective Society. Child and Youth Services, 1-25. https://doi.org/10.1080/0145935X.2021.1996226

Katz Y.J. (2021)

Societal values in Jewish state religious and state secular schools in Israel. In L.J. Francis, S. Parker D. W. Lankshear (Eds.) New Directions in Religious and Values Education: International Perspectives (pp. 95 - 113). Peter Lang

Khair Abbas, R. & Court, D. (2021)

The Israeli Druze Community in Transition: Between Tradition and Modernity. Cambridge Scholars Publishing.

Klein J. (2021)

Improving the reproducibility of findings by updating research methodology. Quality & Quantity, 1-13. https://doi.org/10.1007/s11135-021-01196-6

Klein S., Watted S.& Zion M. (2021)

Contribution of an intergenerational sustainability leadership project to the development of students’ environmental literacy. Environmental Education Research, 27(12), 1723 - 1758. https://doi.org/10.1080/13504622.2021.1968348

Kohn E. (2021)

Prayer Services in Religious High Schools for Boys in Israel-Teachers' Perspectives: Are They Listening to Students? Religious Education, DOI:10.1080/00344087.2021.1918961

Korat O., Mahamid N., Hassunah Arafat S. & Altman C. (2021)

What Contributes to Word Learning and Story Retelling of Arabic-speaking Children? Investigation of an E-book Reading Intervention. Literacy Research and Instruction. https://doi.org/10.1080/19388071.2021.1921891

Korat, O., Tourgeman, M. & Segal-Drori, O. (2021)

E-book reading in kindergarten and story comprehension support. Reading and Writing, DOI: 10.1007/s11145-021-10175-0

Korat, O., Atishkin,S. & Segal-Drori, O. (2021)

Vocabulary enrichment using an E-book with and without kindergarten teacher’s support among LSES children. Early Child  Development and Care. https://doi.org/10.1080/03004430.2021.1885391

Korat, O., Mahamid, N., Hassunah Arafat, S., & Altman, C. (2021)

What Contributes to Word Learning and Story Retelling of Arabic-speaking Children? Investigation of an E-book Reading Intervention. Literacy Research and Instruction. DOI: 10.1080/19388071.2021.1921891

Kramarski B. & Heaysman O. (2021)

A conceptual framework and a professional development model for supporting teachers’ “triple SRL–SRT processes” and promoting students’ academic outcomes. Educational Psychologist, 56(4), 298 - 311. https://doi.org/10.1080/00461520.2021.1985502

Kramarski, B., Tzohar–Rozen, M. & Gadasi, Z. (2021)

Metacognition and Meta-Emotion in Kindergarten: Is the Combination Necessary for Self-Regulation in Mathematical Problem Solving? In: Moraitou D., Metallidou P. (Eds.) Trends and Prospects in Metacognition Research across the Life Span. Springer, Cham. https://doi.org/10.1007/978-3-030-51673-4_7

Kramarski, B. & Heaysman, O. (2021)

A conceptual framework and a professional development model for supporting teachers’ “triple SRL–SRT processes” and promoting students’ academic outcomes. Educational Psychologist, DOI:10.1080/00461520.2021.
 

Laufer, A., & Isman, E. (2021)

Posttraumatic Growth (PTG) Among Parents of Children With Special Needs. Journal of Loss and Trauma, DOI: 10.1080/15325024.2021.1878336

Leshem R. & Altman C. (2021)

Distinct Effects of Executive Functioning, Impulsivity and Anxiety on Global and Local Reading Comprehension. Frontiers in Education. https://doi.org/10.3389/feduc.2021.746978

Lifshitz-Ben-Basat, A. & Mashal, N. (2021)

Enhancing creativity by altering the frontoparietal control network functioning using transcranial direct current stimulation. Experimental Brain Research, DOI: 10.1007/s00221-020-06023-2

Lifshitz, H.B., Bustan, N., Shnitzer-Meirovich, S. (2021)

Intelligence trajectories in adolescents and adults with down syndrome: Cognitively stimulating leisure activities mitigate health and ADL problems. Journal of Applied Research in Intellectual Disabilities, 34(2), 491-506

Lipner, M.,  Armon-Lotem, S., Walters, J., &  Altman, C. (2021)

Crosslinguistic Influence (CLI) of Lexical Breadth and Depth in the Vocabulary of Bilingual Kindergarten Children – A Bilingual Intervention Study. Frontiers in Psychology 12, DOI: 10.3389/fpsyg.2021.671928

Madjar, N., Daka, D., Zalsman, G., & Shoval, G. (2021)

Depression symptoms as a mediator between social support, non-suicidal self-injury, and suicidal ideation among Arab adolescents in Israel. School Psychology International. DOI: 10.1177/0143034321998741

Madjar, N., Ratelle, C. & Duchesne, S. (2021)

A longitudinal analysis of the relationships between students’ internalized symptoms and achievement goals. Motivation Science, DOI: 10.1037/mot0000195

Mevarech Z.R. & Iddini V. (2021)

Developing Young Children's Mathematics Knowledge and Reasoning Through Mathematics E-Book Activities Supported by Metacognitive Scaffolding. Journal of Cognitive Education and Psychology, 20(2), 179 - 189. DOI: 10.1891/JCEP-2021-0016

Michalsky T, (2021)

Preservice and Inservice Teachers' Noticing of Explicit Instruction for Self-Regulated Learning Strategies. Frontiers in Psychology 12. DOI: 10.3389/fpsyg.2021.630197

Michalsky, T. (2021)

When to Scaffold Motivational Self-Regulation Strategies for High School Students' Science Text Comprehension. Frontiers in Psychology, 12:658027. DOI: 10.3389/fpsyg.2021.658027

Michalsky, T. & Cohen, A. (2021)

Prompting Socially Shared Regulation of Learning and Creativity in Solving STEM Problems. Frontiers in Psychology 12. DOI: 10.3389/fpsyg.2021.722535

Milon, L. & Shapira-Lishchinsky, O. (2021)

Authentic leadership as a mediator between professional identity, ethical climate, citizenship behavior and political behavior. International Journal of Educational Management; 35(4), 741-753.  https://doi.org/10.1108/IJEM-06-2020-0295