Publications
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Tzuriel, D. & Mandel, R. (2020)
Parent–Child Math Discourse and Children's Math Thinking in Early Childhood. Journal of Cognitive Education and Psychology, DOI: 10.1891/JCEP-D-18-00015
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Undorf, M. & Halamish V. (2020)
New Methods and Questions in Metamemory Research. Zeitschrift für Psychologie 228(4):231-232. DOI: 10.1027/2151-2604/a000420
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Walsh, S.D., Sela, T., De Looze, M., Craig, W., Cosma, A., Harel-Fisch, Y., Boniel-Nissim, M., Malinowska-Cieslik, M., Vieno, A., Molcho, M., Ng, K. & Pickett, W. (2020)
Clusters of Contemporary Risk and Their Relationship to Mental Well-Being Among 15-Year-Old Adolescents Across 37 Countries. Journal of Adolescent Health 66(6), S40-S49. DOI: 10.1016/j.jadohealth.2020.02.012 -
Yablon, Y.B. (2020)
Students' willingness to seek help from school staff when coping with parental maltreatment. Child Abuse and Neglect,103, Article number 104443, DOI: 10.1016/j.chiabu.2020.104443
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Yablon, Y.B. (2020)
Combining Teaching and Counseling Roles: Implications for Students’ Willingness to Seek Help for Bullying. International Journal for the Advancement of Counselling,42(4), 382-392. DOI: 10.1007/s10447-020-09407-9
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Yankovitz, B.-E., & Mashal, N. (2020)
Can brain stimulation improve semantic joke comprehension? Journal of Cognitive Psychology, DOI: 10.1080/20445911.2020.1756832
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Zabag, R., Deri, O., Gilboa-Schechtman, E., Richter-Levin, G., & Levy-Gigi, E. (2020)
Cognitive flexibility in PTSD individuals following nature adventure intervention: is it really that good? Stress, 23(1), 97-104
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Zavelevsky, E., & Shapira-Lishchinsky, O. (2020)
An ecological perspective of teacher retention: An emergent model. Teaching and Teacher Education, 88. doi.org/10.1016/j.tate.2019.102965
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Zion, M., Schwartz, R.S., Rimerman-Shmueli, E., & Adler, I. (2020)
Supporting Teachers’ Understanding of Nature of Science and Inquiry Through Personal Experience and Perception of Inquiry as a Dynamic Process. Research in Science Education,50(4), 1281-1304. DOI: 10.1007/s11165-018-9732-9
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Abbas, R., & Court, D. (2019)
Inside Out or Outside In? On Criteria for Selecting Teachers of Religion, and the Case of the Druze. Religious Education, https://doi.org/10.1080/00344087.2019.1639877
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Adi-Japha, E., Berke, R., Shaya, N., & Julius, M.S. (2019)
Different post-training processes in children’s and adults’ motor skill learning. PLoS ONE,14(1), Article number e0210658. DOI: 10.1371/journal.pone.0210658
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Adler, I., Zion, M., & Rimerman-Shmueli, E. (2019)
Fostering Teachers’ Reflections on the Dynamic Characteristics of Open Inquiry through Metacognitive Prompts. Journal of Science Teacher Education, 30(7), 763-787. DOI: 10.1080/1046560X.2019.1627060
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Azaryahu, L., Courey, S., Elkoshi, R. & Adi-Japha, E. (2019)
“MusiMath” and “Academic Music”‐ Two Music‐Based Intervention Programs for Fractions Learning in Fourth Grade Students. Developmental Science, DOI: 10.1111/desc.12882
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Barth, A., & Benoliel, P. (2019)
School Religious-Cultural Attributes and School Principals’ Leadership Styles in Israel. Religious Education. https://doi.org/10.1080/00344087.2019.1581873
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Bauminger-Zviely, N., Alon, M., Brill, A., Schorr-Edelsztein, H.,Tzuriel D., Gila Tubul, G., & Al-Yagon, M. (2019)
Social information processing among children with ASD, SLD, and typical development: The mediational role of language capacities. The Journal of Special Education, 1–13. DOI: 10.1177/2F0022466918821400
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Ben-Tov, S., & Romi, S. (2019)
Parents’ involvement, identification and alertness and their children’s functioning in school. International Journal of Educational Management, 33(1), 194-214, DOI: 10.1108/IJEM-07-2017-0177
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Benoliel, P., Shaked, H., Nadav, N., & Schechter, C. (2019)
School principals’ systems thinking: antecedents and consequences. Journal of Educational Administration 57(2), 167-184
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Chen Levi, T. (2019)
Information overload, time pressure and organizational patterns as perceived by Israeli school staffs. International Journal of Leadership in Education, DOI: 10.1080/13603124.2019.1591517
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Cohen, R., Moed, A., Shoshani, A., Roth, G., & Kanat-Maymon, Y. (2019)
Teachers’ Conditional Regard and Students’ Need Satisfaction and Agentic Engagement: A Multilevel Motivation Mediation Model. Journal of Youth and Adolescence, DOI: 10.1007/s10964-019-01114-y
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Cohen, R., & Schechter, C. (2019)
Emotional Aspects in the Transition From Teaching to Assistant Principalship. International Journal of Educational Reform ,28(4), 348-365. doi.org/10.1177/1056787919856736
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Court, D. (2019)
The Tacit Dimension in Religious Education. In R. Coudert (Ed.). Religious education: perspectives, teaching strategies and challenges. (Ch. 1). NY: Nova Science Publishers
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Da'as, R., Schechter, C., & Qadach, M. (2019)
From principal cognitive complexity to teacher intent to leave: Exploring the mediating role of school absorptive capacity and teacher commitment. Journal of Educational Administration. DOI: 10.1108/JEA-07-2019-0117
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Dadon-Golan, Z., BenDavid-Hadar, I., & Klein, J. (2019)
Equity in education: the Israeli case. International Journal of Educational Management, 33(7), 1670-1685
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Dadon-Golan, Z., BenDavid-Hadar, I., & Klein, J. (2019)
Revisiting educational (in)equity: Measuring educational Gini coefficients for Israeli high schools during the years 2001–2011. International Journal of Educational Development, 70. https://doi.org/10.1016/j.ijedudev.2019.102091
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Elyakim, N., Reychav, I., Offir, B., & McHaney, R. (2019)
Perceptions of Transactional Distance in Blended Learning Using Location-Based Mobile Devices. Journal of Educational Computing Research, 57(1), 131-169. DOI: 10.1177/0735633117746169