Publications

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

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

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

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

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

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

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

Benoliel, P., Shaked, H., Nadav, N., & Schechter, C. (2019)

School principals’ systems thinking: antecedents and consequences. Journal of Educational Administration 57(2), 167-184

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

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

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

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

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

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

Dadon-Golan, Z., BenDavid-Hadar, I., &  Klein, J. (2019)

Equity in education: the Israeli case. International Journal of Educational Management, 33(7), 1670-1685

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

Feuerstein, R., Tzuriel, D., Shlomit Cohen, S., Cagan, A., Yosef, L., Devisheim, H., Falik, L., & Goldenberg, R., (2019)

Integration of Israeli Students of Ethiopian Origin in Israeli Universities. Journal of Cognitive Education and Psychology, 18(1), 18-34. http://dx.doi.org/10.1891/1945-8959.18.1.18

Fichman, S.,&  Altman, C. (2019)

Referential Cohesion in the Narratives of Bilingual and Monolingual Children With Typically Developing Language and With Specific Language Impairment. Journal of Speech, Language, and Hearing Research, DOI: 10.1044/2018_JSLHR-L-18-0054

Ganon-Shilon, S., & Schechter, C. (2019)

Shared Sense-Making Processes within a National Reform Implementation: Principals’ Voices. Leadership and Policy in Schools. DOI: 10.1080/15700763.2019.1696370

Gross, Z. & Maor, R. (2019)

Israeli Students’ Understandings of and Attitudes to Human Rights and Literacies: Future Directions. In Roux C., Becker A. (Eds) Human Rights Literacies (pp 211-234). Interdisciplinary Studies in Human Rights, vol 2.  Springer: Cham

Haim-Nachum, S., & Levy-Gigi, E. (2019)

A chink in the armor: The influence of training on generalization learning impairments after viewing traumatic stimuli.  Cognition,193. DOI: 10.1016/j.cognition.2019.104021

Halamish, V., Madmon, I., & Moed, A. (2019)

Motivation to Learn: The Long-Term Mnemonic Benefit of Curiosity in Intentional Learning. Experimental Psychology, 66(5), 319-330. DOI: 10.1027/1618-3169/a000455

Halfon, E., & Romi, S. (2019)

High-school student councils: A typological approach. Education, Citizenship and Social Justice. doi.org/10.1177/1746197919886880

Harel-Fisch, Y. (2019)

Learning from success: implementation & evaluation of a national program. The European Journal of Public Health 29 (Supplement 4) DOI: 10.1093/eurpub/ckz185.517

Hartman, T., & Schachter, E. P. (2019)

High School Students “Talk Back” to the Anonymous Researcher Behind the Questionnaire. Journal of Experimental Education, DOI: 10.1080/00220973.2019.1573795