Publications

Gross, Z. & Maor, R. (2024). Is contact theory still valid in acute asymmetrical violent conflict?‪ A case study of Israeli Jewish and Arab students in higher education.‪ Peace & Conflict, 30(2), 211-215.‪ https://doi.org/10.1037/pac0000440.

Mashal, N. & Lellouche, N. (2024). How do theory of mind and understanding social situations contribute to idiom and irony comprehension in ASD?‪ Elsevier BV. http://dx.doi.org/10.2139/ssrn.4683501

Bamberger, A., & Morris, P. (2024). Critical Perspectives on Internationalization in Higher Education: Commercialization, Global Citizenship, or Postcolonial Imperialism?‪ Critical Studies in Education, 65(2)‪, 128-146.‪ https://doi.org/10.1080/17508487.2023.2233572

Bamberger, A., & Huang, T-Y. (2024). From irreversible openness to protectionism: Geopolitics and international research cooperation in the European Union. Journal of Education Policy, 22, 25p.‪ https://doi.org/10.1080/02680939.2024.2351516

Passig, D. (2024). A Raison d’etre for a future Israeli-Jewish democracy. In A Jewish State: 75 Perspectives (pp. 307-311). https://doi.org/10.1515/9798887193632-055

Maor, R., Paz-Baruch N., Mevarech, Z., Grinshpan, N., Levi, R., Milman, A., Shlomo, S., & Zion, M. (2024). Teaching creatively and teaching for creativity – theory, teachers’ attitudes, and creativity-based practices. Educational Studies, 15p. https://doi.org/10.1080/03055698.2024.2371091

 Estrugo, Y., Bar Yehuda, S., & Bauminger-Zviely N. (2024). Motor, cognitive, and socio-cognitive mechanisms explaining social skills in autism and typical development. Autism Research, 14p. https://doi.org/10.1002/aur.3215

 Gaziel-Guttman, M., Anaki, D., & Mashal N. (2024). The effect of reappraisal on the emotional regulation of shame in young adults with ASD and typical peers. Scientific Reports, 14(1), 19116. https://doi.org/10.1038/s41598-024-67762-8

 Methkal Abd Algani, Y., & Gross Z. (2024). A Holistic View of Practicing Mathematics in the Israeli Educational System. Cambridge Scholars Publishing.

Zadok, A., Benoliel, P., & Schechter. C. (2024). School middle leaders' transformational leadership and organizational resilience: The moderating role of academic emphasis. European Journal Of Education, 14, 1-22. https://doi.org/10.1111/ejed.12657.

Abd Algani, Y., & Gross Z. (2024). Effectiveness of digital versus printed arabic text on the literacy mathematics tasks of seventh- and eighth-grade students.‪ Research Journal in Advanced Humanities, 5(1). https://doi.org/10.58256/9vg8xp70.

Abramson, L. L., & Schachter E. (2024). Beginning Teachers Navigating Identity Development Transitions: Identity Motives and Commitment to Teaching. Education Sciences, 14(11), 1170. https://doi.org/10.3390/educsci14111170

Aloni, O., Zion, M., & Spektor-Levy O. (2024). Students’ voices—the dynamic interactions between learning preferences, gender, learning disabilities, and achievements in science studies. Instructional Science: An International Journal of the Learning Sciences, 1-32. https://doi.org/10.1007/s11251-024-09666-8.

Amram Asherov, E., & Gross Z. (2024). Community coherence, collective efficacy and civic engagement in student and youth councils: The mediating effect of community resilience. Children & Society, 1-22. https://doi.org/10.1111/chso.12856.

Apelboim-Dushnitzky, G., & Shamir A. (2024). Promoting emergent literacy skills among children at risk for specific learning disorder: general vs.‪ Specific vs.‪ Combined metacognitive interventions. European Journal of Special Needs Education, 17p. https://doi.org/10.1080/08856257.2024.2354604

Avramovich, A., & Yeari, M. (2024). The Role of Planning in Reading Comprehension by Adolescents with ADHD: Evidence from Eye-Movements.‪ Reading & Writing Quarterly, 40(5), pp. 473-488.‪ 16p.‪ https://doi.org/10.1080/10573569.2023.2277709

Azaryahu, L., Broza, O., Cohen, S., Hershkovitz, S., & Adi-Japha, E. (2024) Development of creative thinking via fractions and rhythm. Thinking Skills and Creativity, 52. https://doi.org/10.1016/j.tsc.2024.101514.

Bar Yehuda, S., & Bauminger-Zviely, N. (2024). Social-motor coordination between peers: Joint action developmental trajectories in ASD and TD. Journal of Autism and Developmental Disorders, 54, 811-828, https://doi.org/10.1007/s10803-022-05851-1.

Berkovich, I., & Benoliel, P. (2024). Critical Discourse Analysis: Language, ideology, and power. In M., Stacey, & N., Mockler (Eds.), Analysing education policy: Theory and Method (pp.28-43). Routledge. https://doi.org/10.4324/9781003353379. 

Cohen, O., & Sukenik, N. (2024). Mathematical Proficiency in Adolescents with ASD. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-024-06645-3

DeVeney, S. L., Dotan, S., Weberman, I., Julius, M. S., & Adi-Japha, E. (2024). Dynamics of Motor Skill Learning in American and Israeli Toddlers With Varied Language Proficiency. American Journal of Speech-Language Pathology, 33(6), 2855-2870. https://doi.org/10.1044/2024_AJSLP-24-00142

Fares-Otero, N. E., Sharp, T. H., Balle, S. R., Quaatz, S. M., Vieta, E., Åhs, F., … Halligan, S. L. (2024). Social support and (complex) posttraumatic stress symptom severity: does gender matter? European Journal of Psychotraumatology, 15(1). https://doi.org/10.1080/20008066.2024.2398921

Gazit, Tali., & Eden, Sigal. (2024). Students engagement in a forced distance learning: The relation to personality characteristics. Educational Media International, 1-24. https://doi.org/10.1080/09523987.2024.2441140

Ghanamah, R., Eghbaria-Ghanamah, H., & Adi-Japha, E. (2024). The differential association of COVID-19 remote digital instruction period with second-grade students' graphomotor, handwriting, visual, and sequential memory skills. Learning and Instruction, 91. https://doi.org/10.1016/j.learninstruc.2024.101898.

Gordin Yoskovitz, G., & Schechter, C. (2024). Agentic Leadership: Principals' Agency during the COVID-19 Crisis. Leadership and Policy in Schools, 23(4), 920-937. https://doi.org/10.1080/15700763.2023.2261039