Publications

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.

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

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

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

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.

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

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

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.

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

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

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

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

Tzuriel D. (2024). Analogical thinking modifiability and math processing strategy. Frontiers in Psychology, 15, 1-10. https://doi.org/10.3389/fpsyg.2024.1339591.

Levy-Gigi, E., Rachmani, M., & Defrin, R. (2024). The relationship between traumatic exposure and pain perception in children: the moderating role of posttraumatic symptoms. Pain, 165(10), 2274-2281. https://org/10.1097/j.pain.0000000000003266

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

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. The International Journal of Educational Management, 38(5), 1424-1443(20). https://doi.org/10.1108/IJEM-12-2023-0602

Tzuriel D., Weiss, T., & Kashy‐Rosenbaum, G. (2024). The effects of working memory training on working memory, self‐regulation, and analogical reasoning of preschool children.‪ British Journal of Educational Psychology.‪ 29p.‪ https://doi.org/10.1111/bjep.12709

Dadon-Golan, Z., BenDavid-Hadar I., & Tsidkany, T. (2024). Unraveling the Building Blocks of Success: Exploring the Nexus between School Structure and Effectiveness in Israeli Primary Schools. International Journal of Educational Management,‪ 38(5),1424-1443.‪ https://doi.org/10.1108/IJEM-12-2023-0602

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.

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.

Altman, C., Burstein-Feldman, Z., Fichman, S., Armon Lotem, S., Joffe, S., & Walters, J. (2024).  Perceptions of Identity, Language Abilities and Language Preferences among Russian-Hebrew and English-Hebrew Bilingual Children and Their Parents. Journal of Multilingual and Multicultural Development, 45(5)‪, 1392-1407.‪ https://doi.org/10.1080/01434632.2021.1974462

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

Hemi, A., Sopp, M. R., Bonanno, G., Michael, T., McGiffin, J., & Levy-Gigi, E. (2024). Flexibility Predicts Chronic Anxiety and Depression During the First Year of the COVID-19 Pandemic—A Longitudinal Investigation of Mental Health Trajectories.‪ Psychological Trauma: Theory, Research, Practice & Policy, 16(6), 961-970, 10p. https://doi.org/10.1037/tra0001517

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.