Publications
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Spektor-Levy, O., & Shechter, T. (2022). Learning Environments that Improve STEM Capabilities in Israel: Constructional Play and Preschoolers’ Engineering Habits of Mind. In: S.D., Tunnicliffe & T.J., Kennedy (eds.) Play and STEM Education in the Early Years (pp. 311-329). Springer. https://doi.org/10.1007/978-3-030-99830-1_15
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Tzuriel, D., Hanuka-Levy, D. & Kashy-Rosenbaum, G. (2022)
Dynamic Assessment of Self-Regulation and Planning Behavior. Frontiers in Education, 7, DOI: 10.3389/feduc.2022.885170
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Tzuriel, D., Hanuka-Levy, D. & Kashy-Rosenbaum, G. (2022)
Dynamic Assessment of Self-Regulation and Planning Behavior. Frontiers in Education, 7, DOI: 10.3389/feduc.2022.885170
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Waxman, P.-T., Ram-Tsur, R., & Zion, M. (2022). First understand the context and then look at the graph - the effect of attentional guidance on cognitive linear graph processing? Trends in Neuroscience and Education, 29, 100191. https://doi.org/10.1016/j.tine.2022.100191
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Waxman, P.-T., Ram-Tsur, R., & Zion, M. (2022). First understand the context and then look at the graph - the effect of attentional guidance on cognitive linear graph processing? Trends in Neuroscience and Education, 29, 100191. https://doi.org/10.1016/j.tine.2022.100191
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Yeari, M., Schlesinger, L.M., & Moshka, E. (2021). The Role of Time Constraints and Domain Knowledge in Reading Comprehension Tests: The Case of Text-First versus Questions-First Strategies. Reading Research Quertly, 57( 3), 913– 936. https://doi.org/10.1002/rrq.452
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Yeari, M., Schlesinger, L.M., & Moshka, E. (2021). The Role of Time Constraints and Domain Knowledge in Reading Comprehension Tests: The Case of Text-First versus Questions-First Strategies. Reading Research Quertly, 57( 3), 913– 936. https://doi.org/10.1002/rrq.452
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Yitzhaki, D., Gallagher, T., Aloni, N. & Gross, Z. (2022)
Activist Pedagogy and Shared Education in Divided Societies. Brill
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Yitzhaki, D., Gallagher, T., Aloni, N. & Gross, Z. (2022)
Activist Pedagogy and Shared Education in Divided Societies. Brill
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Zabag, R., Azoulay, R., Rinck, M., Becker, E., Levy-Gigi, E., & Gilboa-Schechtman, E. (2023). You never get a chance to undo a negative first impression: Social anxiety is associated with impaired positive updating of social information. Personality & Individual Differences, 203. https://doi.org/10.1016/j.paid.2022.111993
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Zabag, R., Azoulay, R., Rinck, M., Becker, E., Levy-Gigi, E., & Gilboa-Schechtman, E. (2023). You never get a chance to undo a negative first impression: Social anxiety is associated with impaired positive updating of social information. Personality & Individual Differences, 203. https://doi.org/10.1016/j.paid.2022.111993
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Zabag, R., Gilboa-Schechtman, E., & Levy-Gigi, E. (2022). Reacting to changing environment: Updating patterns in social anxiety. Behaviour Research and Therapy, 157. https://doi.org/10.1016/j.brat.2022.104159
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Zabag, R., Gilboa-Schechtman, E., & Levy-Gigi, E. (2022). Reacting to changing environment: Updating patterns in social anxiety. Behaviour Research and Therapy, 157. https://doi.org/10.1016/j.brat.2022.104159
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Zavelevsky, E., Shapira-Lishchinsky, O., Benoliel, P., Klein, J., & Schechter, C. (2022). Ecological School Culture for Novice Teachers’ Retention: Principals’ Perceptions. Leadership & Policy in Schools, 21(4), 922–937. https://doi.org/10.1080/15700763.2021.1879170
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Zavelevsky, E., Shapira-Lishchinsky, O., Benoliel, P., Klein, J., & Schechter, C. (2022). Ecological School Culture for Novice Teachers’ Retention: Principals’ Perceptions. Leadership & Policy in Schools, 21(4), 922–937. https://doi.org/10.1080/15700763.2021.1879170
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Zavelevsky, E., Benoliel P., & Shapira-Lischinsky O. (2022). Retaining novice teachers: The meaning and measure of ecological school culture construct. Teaching and Teacher Education, 117, 103783, 9 p. https://doi.org/10.1016/j.tate.2022.103783
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Zavelevsky, E., Benoliel P., & Shapira-Lischinsky O. (2022). Retaining novice teachers: The meaning and measure of ecological school culture construct. Teaching and Teacher Education, 117, 103783, 9 p. https://doi.org/10.1016/j.tate.2022.103783
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Zavelevsky, E., Shapira-Lishchinsky, O., Benoliel, P., Klein, J., & Schechter, C. (2022). Ecological School Culture for Novice Teachers’ Retention: Principals’ Perceptions. Leadership & Policy in Schools, 21(4), 922–937. https://doi.org/10.1080/15700763.2021.1879170
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Zavelevsky, E., Shapira-Lishchinsky, O., Benoliel, P., Klein, J., & Schechter, C. (2022). Ecological School Culture for Novice Teachers’ Retention: Principals’ Perceptions. Leadership & Policy in Schools, 21(4), 922–937. https://doi.org/10.1080/15700763.2021.1879170
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Zavelevsky, E., Shapira-Lishchinsky, O., Benoliel, P., Klein, J., & Schechter, C. (2022). Ecological School Culture for Novice Teachers’ Retention: Principals’ Perceptions. Leadership & Policy in Schools, 21(4), 922–937. https://doi.org/10.1080/15700763.2021.1879170
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Zavelevsky, E., Shapira-Lishchinsky, O., Benoliel, P., Klein, J., & Schechter, C. (2022). Ecological School Culture for Novice Teachers’ Retention: Principals’ Perceptions. Leadership & Policy in Schools, 21(4), 922–937. https://doi.org/10.1080/15700763.2021.1879170
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Zavelevsky, E., Benoliel P., & Shapira-Lischinsky O. (2022). Retaining novice teachers: The meaning and measure of ecological school culture construct. Teaching and Teacher Education, 117, 103783, 9 p. https://doi.org/10.1016/j.tate.2022.103783
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Zavelevsky, E., Benoliel P., & Shapira-Lischinsky O. (2022). Retaining novice teachers: The meaning and measure of ecological school culture construct. Teaching and Teacher Education, 117, 103783, 9 p. https://doi.org/10.1016/j.tate.2022.103783
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Zavelevsky, E., Shapira-Lishchinsky, O., Benoliel, P., Klein, J., & Schechter, C. (2022). Ecological School Culture for Novice Teachers’ Retention: Principals’ Perceptions. Leadership & Policy in Schools, 21(4), 922–937. https://doi.org/10.1080/15700763.2021.1879170
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Zavelevsky, E., Shapira-Lishchinsky, O., Benoliel, P., Klein, J., & Schechter, C. (2022). Ecological School Culture for Novice Teachers’ Retention: Principals’ Perceptions. Leadership & Policy in Schools, 21(4), 922–937. https://doi.org/10.1080/15700763.2021.1879170