Publications

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

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

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.
 

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

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

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

Lifshitz, H.B., Bustan, N., Shnitzer-Meirovich, S. (2021)

Intelligence trajectories in adolescents and adults with down syndrome: Cognitively stimulating leisure activities mitigate health and ADL problems. Journal of Applied Research in Intellectual Disabilities, 34(2), 491-506

Lipner, M.,  Armon-Lotem, S., Walters, J., &  Altman, C. (2021)

Crosslinguistic Influence (CLI) of Lexical Breadth and Depth in the Vocabulary of Bilingual Kindergarten Children – A Bilingual Intervention Study. Frontiers in Psychology 12, DOI: 10.3389/fpsyg.2021.671928

Madjar, N., Daka, D., Zalsman, G., & Shoval, G. (2021)

Depression symptoms as a mediator between social support, non-suicidal self-injury, and suicidal ideation among Arab adolescents in Israel. School Psychology International. DOI: 10.1177/0143034321998741

Madjar, N., Ratelle, C. & Duchesne, S. (2021)

A longitudinal analysis of the relationships between students’ internalized symptoms and achievement goals. Motivation Science, DOI: 10.1037/mot0000195

Mevarech Z.R. & Iddini V. (2021)

Developing Young Children's Mathematics Knowledge and Reasoning Through Mathematics E-Book Activities Supported by Metacognitive Scaffolding. Journal of Cognitive Education and Psychology, 20(2), 179 - 189. DOI: 10.1891/JCEP-2021-0016

Michalsky T, (2021)

Preservice and Inservice Teachers' Noticing of Explicit Instruction for Self-Regulated Learning Strategies. Frontiers in Psychology 12. DOI: 10.3389/fpsyg.2021.630197

Michalsky, T. (2021)

When to Scaffold Motivational Self-Regulation Strategies for High School Students' Science Text Comprehension. Frontiers in Psychology, 12:658027. DOI: 10.3389/fpsyg.2021.658027

Michalsky, T. & Cohen, A. (2021)

Prompting Socially Shared Regulation of Learning and Creativity in Solving STEM Problems. Frontiers in Psychology 12. DOI: 10.3389/fpsyg.2021.722535

Milon, L. & Shapira-Lishchinsky, O. (2021)

Authentic leadership as a mediator between professional identity, ethical climate, citizenship behavior and political behavior. International Journal of Educational Management; 35(4), 741-753.  https://doi.org/10.1108/IJEM-06-2020-0295

Moradoff, Y., Kramarski, B. & Heaysman, O. (2021)

Leveraging student-centred teaching practices by authentic simulations environment and self- regulated learning. TEACHERS AND TEACHING. doi.org/10.1080/13540602.2021.1955673

Nachoum, R., Moed, A., Madjar, N.,& Kanat-Maymon, Y. (2021)

Prenatal childbearing motivations, parenting styles, and child adjustment: A longitudinal study. Journal of Family Psychology, DOI: 10.1037/fam0000826

Oppenhaim-Shachar S. (2021)

Shaping a ‘pedagogical voice’ using feminist pedagogical principles. Gender and Education, 33(6),  773 - 789

Oppenhaim-Shachar S. & Berent I. (2021)

Kindergarten teachers and ‘sharing dialogue’ with parents: The importance of practice in the process of building trust in the training process. Teaching Education, DOI 10.1080/10476210.2021.1996557

Oppenhaim-Shachar, S. (2021)

‘Good Girl’: Israeli Ethiopian Girls Negotiate Their Blackness. In M. A. Vogel and L. Arnell (Eds.) Living Like a Girl Agency, Social Vulnerability and Welfare Measures in Europe and Beyond (pp. 65-82). Berghahn Books 

Primor, L., Yeari, M. &. Katzir, T. (2021)

Choosing the right question: the effect of different question types on multiple text integration. Reading and Writing. DOI: 10.1007/s11145-021-10127-8

Rozenfeld Kraft, R. (2021)

Considerations for Implementing MISC in Early Childhood Education Care Settings. In C. Sharp and L. Marais (Eds.) Growing Up Resilient (pp.46-59). Routledge

Schechter C. (2021)

Commentary – Let’s switch cognitive gears: leading school improvement through learning from failures and successes. Journal of Educational Administration, 59(4), 532 - 541.DOI 10.1108/JEA-08-2021-265

Schechter C., Qadach M. & Da’as R. (2021)

Organizational learning mechanisms for learning schools. Learning Organization. DOI: 10.1108/tlo-10-2018-0169

Schiff R., Sasson A., Green H. & Kahta, S. (2021)

Artificial grammar learning is facilitated by distributed practice: Evidence from a letter reordering task. Cognitive Processing. 1-13. DOI 10.1007/s10339-021-01048-z