Publications
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Hemi, A., Madjar, N. & Rich, Y. (2021)
Perceived Peer and Teacher Goals: Relationships with Students’ Academic Achievement Goals. Journal of Experimental Education. DOI: 10.1080/00220973.2021.1906199
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Hollander, C. & Adi-Japha, E. (2021)
Second Graders’ Grapho-Motor Skill Learning and Verbal Learning: The Effects of Socio-Educational Factors. Frontiers in Psychology 12:687207, DOI: 10.3389/fpsyg.2021.687207
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Hutzler Y., Tesler R., Ng K., Barak S., Kazula H., & Harel-Fisch Y. (2021)
Physical activity, sedentary screen time and bullying behaviors: exploring differences between adolescents with and without disabilities. International Journal of Adolescence and Youth, 26(1), 110 - 126. https://doi.org/10.1080/02673843.2021.1875852
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Iftach, G. & Shapira-Lishchinsky, O. (2021)
Ethical dilemmas among mid-level school leaders through role-play simulations: Developing a social-ecological approach. Educational Management Administration & Leadership, 1-22. https://doi.org/10.1177/17411432211002517
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Ikekwere J., Ucheagwu V., Familiar-Lopez I., Sikorskii A., Awadu J., Ojuka J.C., Givon D., Shohet C., Giordani B. & Boivin M.J. (2021)
Attention Test Improvements from a Cluster Randomized Controlled Trial of Caregiver Training for HIV-Exposed/Uninfected Ugandan Preschool Children. Journal of Pediatrics, 235, 226 - 232. DOI 10.1016/j.jpeds.2021.03.064
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Illouz T., Biragyn A., Frenkel-Morgenstern M., Weissberg O., Gorohovski A., Merzon E., Green I., Iulita F., Flores-Aguilar L., Dierssen M., De Toma I., Lifshitz H.(2021)
Specific Susceptibility to COVID-19 in Adults with Down Syndrome. NeuroMolecular Medicine, 23(4), 572 - 573. https://doi.org/10.1007/s12017-021-08651-5
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Jaegermann, N. & Freudenstein, O. (2021)
Mediational Intervention for Sensitizing Caregivers of Toddlers With Sensory Processing and Self-Regulation Disorders. In C. Sharp and L. Marais (Eds.) Growing Up Resilient (pp.122-135). Routledge
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Kahta, S., Kiassi-Lebel, M., Cohen, M., Sasson, A. & Schiff, R. (2021)
Mind the gap: semantic information constrains morphological knowledge in low SES. Reading and Writing. DOI: 10.1007/s11145-021-10198-7
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Kaim, Z., & Romi, S. (2021)
Work and family in normative and at-risk adolescents’ perception of their future. Children and Youth Services Review,120. DOI: 10.1016/j.childyouth.2020.105704
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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
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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
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Khair Abbas, R. & Court, D. (2021)
The Israeli Druze Community in Transition: Between Tradition and Modernity. Cambridge Scholars Publishing.
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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.
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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
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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
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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