Publications
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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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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
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Gaziel-Guttman, M., Anaki, D., & Mashal N. (2024). The effect of reappraisal on the emotional regulation of shame in young adults with ASD and typical peers. Scientific Reports, 14(1), 19116. https://doi.org/10.1038/s41598-024-67762-8
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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.
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Apelboim-Dushnitzky, G., & Shamir A. (2024). Promoting emergent literacy skills among children at risk for specific learning disorder: general vs. Specific vs. Combined metacognitive interventions. European Journal of Special Needs Education, 17p. https://doi.org/10.1080/08856257.2024.2354604
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Avramovich, A., & Yeari, M. (2024). The Role of Planning in Reading Comprehension by Adolescents with ADHD: Evidence from Eye-Movements. Reading & Writing Quarterly, 40(5), pp. 473-488. 16p. https://doi.org/10.1080/10573569.2023.2277709
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Azaryahu, L., Broza, O., Cohen, S., Hershkovitz, S., & Adi-Japha, E. (2024) Development of creative thinking via fractions and rhythm. Thinking Skills and Creativity, 52. https://doi.org/10.1016/j.tsc.2024.101514.
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Bar Yehuda, S., & Bauminger-Zviely, N. (2024). Social-motor coordination between peers: Joint action developmental trajectories in ASD and TD. Journal of Autism and Developmental Disorders, 54, 811-828, https://doi.org/10.1007/s10803-022-05851-1.
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Berkovich, I., & Benoliel, P. (2024). Critical Discourse Analysis: Language, ideology, and power. In M., Stacey, & N., Mockler (Eds.), Analysing education policy: Theory and Method (pp.28-43). Routledge. https://doi.org/10.4324/9781003353379.
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Ghanamah, R., Eghbaria-Ghanamah, H., & Adi-Japha, E. (2024). The differential association of COVID-19 remote digital instruction period with second-grade students' graphomotor, handwriting, visual, and sequential memory skills. Learning and Instruction, 91. https://doi.org/10.1016/j.learninstruc.2024.101898.
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Haim-Nachum, S., Kube, T., Rozenkrantz, L., Lazarov, A., Levy-Gigi, E., Michael, T., Neria, Y., & Roxanne Sopp, M. Does disconfirmatory evidence shape safety-and danger-related beliefs of trauma-exposed individuals? European Journal of Psychotraumatology 15(1), 2335788, 1-13. https://doi.org/10.1080/20008066.2024.2335788.
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Halevy, G., & Gross Z. (2024). Toward an Integrative Theory of Identity Formation; Three Components of the Religious Identity Formation Process. Pastoral Psychology. 73(2), 253-270. https://doi.org/10.1007/s11089-023-01100-z.
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Hirsch, A., & Schechter, C. (2024) Coherence: Policymakers, districts and schools’ perspectives of teachers’ professional development. Teacher Educator. https://doi.org/10.1080/08878730.2024.2321571.
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Hollombe, S., Yablon Y., & Iluz S. (2024). Navigating Conflict in the Multicultural Classroom: The Use of Simulation-Based Learning for Peace Education in Teacher Training. Zeitschrift für Pädagogik und Theologie. 76(3), 253-264. https://doi.org/10.1515/zpt-2024-2029
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Kimhi, Y., Mirsky, Y., & Bauminger-Zviely N. (2024). The role of theory of mind, executive functions, and central coherence in reading comprehension for children with ASD and typical development. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-024-06272-y.
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Laufer, A., & Isman E. (2024). Differential impact on parental quality of life: Comparing parents to children with autism spectrum disorder and those with other disabilities during the COVID‐19. Child Care Health and Development, 50(2), 1-13. https://doi.org/10.1111/cch.13227.
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Leshem, R., & Mashal, N. (2024). What does metaphoric language say about aggression? The relationships between metaphoric language, impulsivity, and aggression. Acta Psychologica, 243, 1-10. https://doi.org/10.1016/j.actpsy.2024.104173.
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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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Menashe, S. Mashal N. & Anaki, D. (2024). N400 modulations in metaphor evaluation and its associations with attentional systems: A behavioral and ERP study. Journal of Neurolinguistics, 72, 101203. https://doi.org/10.1016/j.jneuroling.2024.101203
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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.