Publications

Baruch Kesner, Y., Mevarech, Z., & Spektor-Levy O. (2025). Preschoolers' Scientific Curiosity and Inquiry Capabilities: An Ecological Research Approach. Journal of Research in Science Teaching. https://doi.org/10.1002/tea.70019

Ben-Ari, G., Zohar, A., Michalscky, T., Weinberger, Y., & David, S. (2025). Assessing teachers’ knowledge of teaching thinking and metacognition (TKTM): a new research tool. Teacher Development, 1–22. https://doi.org/10.1080/13664530.2025.2542214

Berkovich, I. & Benoliel, P. (2025). OECD Narratives on Teaching Quality: A Critical Discourse Analysis. In B. Dadvand, J., Lampert, & C.,  Brooks, (Eds.). Preparing Teachers for Social Change: Teacher Education at a Crossroad (pp. 15-27). Taylor and Francis. https://doi.org/10.4324/9781003513841

Betser-Nahum, Y., & BenDavid-Hadar, I. (2025). The municipalities efficiency in Israel: The case of the provision of educational services. International Journal of Educational Development, 117, 103370. https://doi.org/10.1016/j.ijedudev.2025.103370.

Chen, A., Whatley, M. C., Halamish, V., & Castel, A. D. (2025). Does repetition enhance curiosity to learn trivia question answers? Implications for memory and motivated learning. Memory, 33(4), 447–460. https://doi.org/10.1080/09658211.2025.2471972

Cohen, S., Tsur, E.E. & Meiron, O. (2025). Passively listening to Mozart’s sonata K. 448 enhances verbal working memory performance: a quantitative EEG study. Current Psychology: A Journal for Diverse Perspectives on Diverse Psychological Issues. 44(10), 9342-9357. https://doi.org/10.1007/s12144-025-07755-6

Da’as, R., Qadach, M., & Schechter, C. (2025). Crisis leadership: Developing and validating a scale for school principals’ crisis management in Israel. Educational Management Administration & Leadership. https://doi.org/10.1177/17411432251387306

Da'as, R., & Schechter, C. (2025). Leadership for Society: Leading Education for Social Integration and Mobility. Bloomsbury Academic, London.

Dadon Jorno, A., Fichman, S., Walters, J., & Altman C. (2025). Bilingual narrative intervention among Russian-Hebrew bilingual preschool children with developmental language disorder. Applied Psycholinguistics, 46. https://doi.org/10.1017/S0142716425000062

Davidovitz, M., & Schechter, C. (2025). Wartime Leadership as a Bridge Over Troubled Waters: A Representative Bureaucracy Perspective on Ethnically Homogeneous and Heterogeneous Schools. Public Administration. https://doi.org/10.1111/padm.70020

Eliakim, O., Hikri-Boton, N., Gul, C., Madjar, N., Schachter, E., & Cohen-Malayev, M. (2025). Validation of the Dimensions of Identity Development Scale (DIDS) Adapted for Parental Identity (DIDS-PI): Dimensions and Statuses Among Expectant and Current Parents. Identity, 1–16. https://doi.org/10.1080/15283488.2025.2487519

Elmalak-Watad, A., & Schechter, C. (2025). Social mobility leadership: the principal’s role in leading students’ mobility within a minority group. Journal of Educational Administration and History, 1–21. https://doi.org/10.1080/00220620.2025.2470771

Even, U., & BenDavid-Hadar, I. (2025) Teachers’ perceptions of their school principal's leadership style and improvement in their students’ performance in specialized schools for students with conduct disorders. Management in Education, 39(1). https://doi.org/10.1177/08920206211054654

Fares-Otero, N. E., Sharp, T. H., Balle, S. R., Quaatz, S. M., Vieta, E., Åhs, F., … Halligan, S. L. (2025). Correction to: Social support and (complex) posttraumatic stress symptom severity: does gender matter? European Journal of Psychotraumatology. https://doi.org/10.1080/20008066.2024.2398921

Fraenkel, Y., & Bamberger, A. (2025). Bridging Higher Education Research and Policy: The Role of Institutional Knowledge Brokers. Higher Education Quarterly, 79(4). https://doi.org/10.1111/hequ.70064

Gazit, T., & Eden, S. (2025). From Screens to Scars: Understanding the Association Between Social Media Engagement and Trauma During Crises and Emergency Situations. Stress and health : journal of the International Society for the Investigation of Stress [Stress Health], 41(6). https://doi.org/10.1002/smi.70115

Harel, O., Hemi, A. & Levy-Gigi, E. (2025). Emotional regulatory flexibility mitigates effects of school-related stress. Scientific Reports. 15(1), 25455. https://doi.org/10.1038/s41598-025-10708-5

Harel, O., Hemi, A. & Levy-Gigi, E. (2025). Emotional regulatory flexibility mitigates effects of school-related stress. Scientific Reports 15(1), 25455. https://doi.org/10.1038/s41598-025-10708-5

Ho, E. J., Joormann, J., Kober, H., & Gadassi-Polack, R. (2025). Social reorientation of emotion regulation: Changing roles of family and peers during adolescence. Emotion. Advance online publication. https:// dx.doi.org/10.1037/emo0001500 

Hochhauser, M., Ben Refael, Y., Adi-Japha, E., & Bartov, R. (2025). Dynamics of Motor Skill Learning in American and Israeli Toddlers With Varied Language Proficiency. Children-Basel, 12(1), 90. https://doi.org/10.3390/children12010090

Hochhauser, M., Ben Refael, Y., Adi-Japha, E., & Bartov, R. (2025). Kinetics and Kinematics of Shape Tracing in Children with Probable Developmental Coordination Disorder (pDCD). Children, 12(1), 90. https://doi.org/10.3390/children12010090

Hollander, C., Dorfberger, S., Hochhauser, M., & Adi-Japha, E. (2025). Skill learning as a predictor of literacy abilities and related impairments among second-graders from low-SES. Learning and Individual Differences, 123, 102779. https://doi.org/10.1016/j.lindif.2025.102779