Publications

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

Leveraging student-centred teaching practices by authentic simulations environment and self- regulated learning. TEACHERS AND TEACHING. doi.org/10.1080/13540602.2021.1955673

Nachoum, R., Moed, A., Madjar, N.,& Kanat-Maymon, Y. (2021)

Prenatal childbearing motivations, parenting styles, and child adjustment: A longitudinal study. Journal of Family Psychology, DOI: 10.1037/fam0000826

Oppenhaim-Shachar S. (2021)

Shaping a ‘pedagogical voice’ using feminist pedagogical principles. Gender and Education, 33(6),  773 - 789

Oppenhaim-Shachar S. & Berent I. (2021)

Kindergarten teachers and ‘sharing dialogue’ with parents: The importance of practice in the process of building trust in the training process. Teaching Education, DOI 10.1080/10476210.2021.1996557

Oppenhaim-Shachar, S. (2021)

‘Good Girl’: Israeli Ethiopian Girls Negotiate Their Blackness. In M. A. Vogel and L. Arnell (Eds.) Living Like a Girl Agency, Social Vulnerability and Welfare Measures in Europe and Beyond (pp. 65-82). Berghahn Books 

Primor, L., Yeari, M. &. Katzir, T. (2021)

Choosing the right question: the effect of different question types on multiple text integration. Reading and Writing. DOI: 10.1007/s11145-021-10127-8

Rozenfeld Kraft, R. (2021)

Considerations for Implementing MISC in Early Childhood Education Care Settings. In C. Sharp and L. Marais (Eds.) Growing Up Resilient (pp.46-59). Routledge

Schechter C. (2021)

Commentary – Let’s switch cognitive gears: leading school improvement through learning from failures and successes. Journal of Educational Administration, 59(4), 532 - 541.DOI 10.1108/JEA-08-2021-265

Schechter C., Qadach M. & Da’as R. (2021)

Organizational learning mechanisms for learning schools. Learning Organization. DOI: 10.1108/tlo-10-2018-0169

Schiff R., Sasson A., Green H. & Kahta, S. (2021)

Artificial grammar learning is facilitated by distributed practice: Evidence from a letter reordering task. Cognitive Processing. 1-13. DOI 10.1007/s10339-021-01048-z

Schiff, R., Ashkenazi, P., Kahta, S., & Sasson, A. (2021)

Stimulus variation-based training enhances artificial grammar learning.  Acta Psychologica, 214,Article number 103252. DOI: 10.1016/j.actpsy.2021.103252

Schwartz, L., Adler, I., Madjar, N., & Zion, M. (2021)

Rising to the Challenge: The Effect of Individual and Social Metacognitive Scaffolds on Students’ Expressions of Autonomy and Competence Throughout an Inquiry Process. Journal of Science Education and Technology. DOI: 10.1007/s10956-021-09905-4

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

Mothers’ Mediation in Book-Reading Activities Through the Lens of the MISC Model: Relation to SES and Children’s Early Literacy. In C. Sharp and L. Marais (Eds.) Growing Up Resilient (pp.60-71). Routledge

Shamay-Tsoory, S.G. & Levy-Gigi, E. (2021)

You Name It: Interpersonal Affect Labeling Diminishes Distress in Romantic Couples. Behavior Therapy 52(2), 455-464

Shany Y. & Yablon Y.B. (2021)

The Contribution of Face-to-Face and Embedded Mediation to Early Childhood Aggression After Watching Violent Media Content. Psychology of Violence, 11(6),  519 - 528. http://dx.doi.org/10.1037/vio0000385

Shapira-Lishchinsky O. (2021)

Ethical implications of TIMSS findings: an integrative model of student achievement. School Effectiveness and School Improvement, 32(2),  306 - 325. https://doi.org/10.1080/09243453.2020.1845750

Sharp, C., Kulesz, P., Marais, L., Shohet, C., Rani, K., Lenka, M., Cloete, J., Vanwoerden, S., Givon, D., & Boivin, M. (2021)

Mediational Intervention for Sensitizing Caregivers to Improve Mental Health Outcomes in Orphaned and Vulnerable Children. Journal of Clinical Child & Adolescent Psychology, DOI:10.1080/15374416.2021.1881903

Shohet, C. & Givon, D. (2021)

MISC Training Program (MISC-TP). In C. Sharp and L. Marais (Eds.) Growing Up Resilient  (pp.29-45). Routledge

Shohet, C. & Givon, D. (2021)

An Introduction to the MISC Interventional Model. In C. Sharp and L. Marais (Eds.) Growing Up Resilient (pp 13-28). Routledge

Sorek Z.,  Gaziel, H. & Ifanti, A. (2021)

Teachers unions leadership and their impact on educational reforms in Israel. Political Crossroads, 24(2),  5-20

Sukenik N. & Tuller L. (2021)

Lexical Semantic Knowledge of Children with ASD—a Review Study. Review Journal of Autism and Developmental Disorders. 1-14. https://doi.org/10.1007/s40489-021-00272-9

Sukenik, N., Morin, E., Friedmann, N., Prevost, P. & Tuller, L. (2021)

Coconuts and curtain cakes: The production of -questions in ASD. Autism & Developmental Language Impairments, 6, 1–19

Tal-Alon N., & Shapira-Lishchinsky O. (2021)

Employing teachers with disabilities: A multifaceted prism of school principals’ ethical dilemmas. Educational Management Administration and Leadership, 49(6),  940 - 957. DOI 10.1177/1741143220921185

Tsemach S. & Shapira-Lishchinsky O. (2021)

Professional identity and career aspirations as mediators between principals’ authentic leadership and teachers’ intentions and behaviors. Journal of Educational Administration, 59(6), 721 - 738. DOI 10.1108/JEA-06-2020-0129

Tzohar-Rozen M., Waisel T., & Shamir A. (2021)

Self-regulated learning skills and the quality of execution of construction tasks: A comparison between young children at risk for specific learning disorders and typically developing peers. Metacognition and Learning, 16(3), 833 - 853. DOI 10.1007/s11409-021-09266-8