Publications
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Cohen, E.H. & Ifergan, M. (collaborator) (1994)
Toward a strategy of excellence : a structural analysis. Jerusalem : Erik H. Cohen Research & Evaluation
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Gaziel, H. H., & Warnet, M. (1994).
Les Facteurs attache a l'organization determinants les intentions de changement de profession chez les enseignants. Reveue Internationale des Sciences de l'Education, 6, 5-27.
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Gaziel, H. H. (1994).
Implementing reforms in a centralized education system: The case of Israeli education. Oxford Review of Education, 20 (2), 237-252.
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Gaziel, H. H. (1994).
Implementing reforms in a centralized education system: The case of Israeli education. Oxford Review of Education, 20 (2), 237-252.
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Gaziel, H. H., & Warnet, M. (1994).
Les Facteurs attache a l'organization determinants les intentions de changement de profession chez les enseignants. Reveue Internationale des Sciences de l'Education, 6, 5-27.
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Gaziel, H. H. (1994).
Managerial studies and perceived job performance: An Israeli case study. Public Personnel Management Review, 23, 341-356.
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Gaziel, H. H. (1994).
La mise en oevre de le politique educative: Base theorique et aplication pratique. Revue Canadienne et Internationale de l'Education, 23, 51-66
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Gaziel, H. H. (1994).
La mise en oevre de le politique educative: Base theorique et aplication pratique. Revue Canadienne et Internationale de l'Education, 23, 51-66
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Gaziel, H. H. (1994).
Managerial studies and perceived job performance: An Israeli case study. Public Personnel Management Review, 23, 341-356.
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Gaziel, H. H. (1994)
Managing pupil control in the classroom. New Education, 16 (2), 45-55
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Gaziel, H. H. (1994)
Managing pupil control in the classroom. New Education, 16 (2), 45-55
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Iram, Y. & Maslovaty, N. (1994)
Student's real and ideal characteristics as perceived by teachers. New Education, 16 (1), 33-52.
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Iram, Y. & Maslovaty, N. (1994)
Student's real and ideal characteristics as perceived by teachers. New Education, 16 (1), 33-52.
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Mevarech, Z. R. (1994).
The effectiveness of individualized versus cooperative computer-based integrated learning systems. The International Journal of Educational Research, 21, 39-52.
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Mevarech, Z. R. (1994).
The effectiveness of individualized versus cooperative computer-based integrated learning systems. The International Journal of Educational Research, 21, 39-52.
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Resnick, D. (1994).
Do bad programs always drive out good? A case study in free-market religious education. Educational Evaluation and Policy Analysis, 16 (1), 101-111.
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Resnick, D. (1994).
Do bad programs always drive out good? A case study in free-market religious education. Educational Evaluation and Policy Analysis, 16 (1), 101-111.
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Romi, S., & Teichman, M. (1994).
Effects of participant and symbolic modeling training programs: Changes in self-efficacy of youth counselors. British Journal of Guidance and Counseling, 23(1) 83-94.
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Romi, S., & Teichman, M. (1994).
Effects of participant and symbolic modeling training programs: Changes in self-efficacy of youth counselors. British Journal of Guidance and Counseling, 23(1) 83-94.
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Zion, M., Ben-Yehuda, D., Avraham, A., Cohen, O., Wetzler, M., Melloul, D., & Ben-Neriah, Y. (1994)
Progressive de novo DNA methylation at the bcr/abl locus in the course of chronic myelogenous leukemia. Proceedings of the National Academy of Sciences 91 (22), 10722-10726
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Zion, M., Ben-Yehuda, D., Avraham, A., Cohen, O., Wetzler, M., Melloul, D., & Ben-Neriah, Y. (1994)
Progressive de novo DNA methylation at the bcr/abl locus in the course of chronic myelogenous leukemia. Proceedings of the National Academy of Sciences 91 (22), 10722-10726
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Court, D. & Francis, L. (1993)
Teachers' conceptions of critical thinking. McGill Journal of Education 28(3), 479-488
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Court, D. (1993)
Public vs. private: The teacher's dilemma. In T. Riecken & D. Court (Eds.), Dilemmas in educational change (pp.15-24). Calgary: Detselig
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Court, D. (1993)
Public vs. private: The teacher's dilemma. In T. Riecken & D. Court (Eds.), Dilemmas in educational change (pp.15-24). Calgary: Detselig
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Court, D. & Francis, L. (1993)
Teachers' conceptions of critical thinking. McGill Journal of Education 28(3), 479-488