Publications
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Fund, Z. & Madjar, N.(2018)
The influence of scaffolded computerised science problem solving on motivational aspects. International Journal of Science Education, DOI:10.1080/09500693.2018.1528644
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Ganon-Shilon, S. & Schechter, C. (2018)
School principals’ sense-making of their leadership role during reform implementation. International Journal of Leadership in Education, https://doi.org/10.1080/13603124.2018.1450996
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Gaziel, H., Ifanti, A., & Mendelevich, I. (2018)
Antecendents of school teachers' creativity at work. Educational Practice and Theory, 40(2), 71-83
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Gidalevich, S., & Kramarski, B. (2018)
The value of fixed versus faded self‑regulatory scaffolds on fourth graders’ mathematical problem solving. Instructional Science. https://doi.org/10.1007/s11251-018-9475-z
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Gross, G., &⁎Maor, R. (2018)
Social rejection during school years and the development of negative attitudes toward minority groups in adulthood. Children and Youth Services Review 89, 319–328
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Gross, Z. (2018)
The Contribution of Public Religious Education to Promoting Peace: Perspectives From Israel: In M. L. Pirner, J. Lähnemann, W. Haussmann,& S. Schwarz (Eds.). Public theology, religious diversity and interreligious learning, (pp.171-185). London, UK:Routledge
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Gross, Z. (2018)
How can we overcome the dichotomy that western culture has created between the concepts of independence and dependence? In M. A. Peters & C. Mika (Eds.).The Dilemma of Western Philosophy (pp. 36-41). London : Routledge
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Gross, Z. (2018)
The Process of the Universalization of Holocaust Education: Problems and Challenges. Contemporary Jewry, 38, 5–20. DOI 10.1007/s12397-017-9237-2
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Halamish, V., Nachman, H., & Katzir, T. (2018)
The effect of font size on children's memory and metamemory. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.01577
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Halamish, V. (2018)
Can very small font size enhance memory? Memory & Cognition, https://doi.org/10.3758/s13421-018-0816-6
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Halamish, V. (2018)
Pre-service and in-service teachers' metacognitive knowledge of learning strategies. Frontiers in Psychology, 9, DOI: 10.3389/fpsyg.2018.02152
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Halevy, G., & Gross, Z. (2018)
Classic and Novel Exploration Styles in Religious Identity Formation: Modern-Orthodox Israelis in Mechina Gap- Year Programs. Psychology of Religion and Spirituality. http://dx.doi.org/10.1037/rel0000190
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Iluz, S., Katz Y.J., & Stern, H. (2018)
Learning standards in a non-standard system: mapping student knowledge and comprehension in ultra-orthodox Talmud Torah schools. Journal of Religious Education, 66(3), 165–181
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Itzhaki, Y., Itzhaky, H., & Yablon, Y.B. (2018)
Adjustment of High School Dropouts in Closed Religious Communities. Child Youth Care Forum, 47, 81–100. https://doi.org/10.1007/s10566-017-9419-9
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Itzhaki, Y., Itzhaky, H., & Yablon, Y. B. (2018)
The contribution of parental and societal conditional regard to adjustment of high school dropouts. Journal of Adolescence 62, 151–161. https://doi.org/10.1016/j.adolescence.2017.11.014
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Kasirer, A., & Mashal, N. (2018)
Fluency or Similarities? Cognitive Abilities that Contribute to Creative Metaphor Generation. Creativity Research Journal, 30(2), 205-211, DOI:10.1080/10400419.2018.1446747)
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Klein, J., & Bentolila, A. (2018)
Principals bully teachers at schools: causes, examples, and consequences. International Journal of Leadership in Education. DOI: 10.1080/13603124.2018.1518540
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Kohen, Z., & Kramarski, B. (2018)
Promoting Mathematics Teachers’ Pedagogical Metacognition: A Theoretical-Practical Model and Case Study. In Y.J. Dori, Z.R. Mevarech, D.R. Baker (Eds.). Cognition, Metacognition, and Culture in STEM Education: Learning, Teaching and Assessment (pp. 279-305). Cham : Springer
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Kohn, E. (2018)
Prayer Services in Jewish Religious High Schools for Boys in Israel – Students’ Perspectives. Greek Journal of Religious Education (GjRE) 1(1), 23–40
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Korat, O., Segal-Drori, O., & Spielberg, L. (2018)
Word explanation and content expansion during storybook reading: relation to SES and children’s language. Early Child Development and Care, 188(6), 691–708
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Lifshitz-Ben-Basat, A., & Mashal, N. (2018)
Improving Naming Abilities Among Healthy Young-Old Adults Using Transcranial Direct Current Stimulation. Journal of Psycholinguistic Research, 47, 113–124
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Lifshitz, H., Verkuilen, J., Shnitzer-Meirovich, S., & Altman, C. (2018)
Crystallized and fluid intelligence of university students with intellectual disability who are fully integrated versus those who studied in adapted enrichment courses. PLOS ONE,| https://doi.org/10.1371/journal.pone.0193351
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Madjar, N., Walsh, S.D., & Harel-Fisch, Y. (2018)
Suicidal ideation and behaviors within the school context: Perceived teacher, peer and parental support. Psychiatry Research, 269, 185-190. DOI: 10.1016/j.psychres.2018.08.045
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Madjar, N., Cohen, V., & Shoval, G. (2018)
Longitudinal analysis of the trajectories of academic and social motivation across the transition from elementary to middle school. Educational Psychology, 38(2), 221-247, DOI: 10.1080/01443410.2017.1341623
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Madjar, N., Zalsman, G., Weizman, A., Lev-Ran, S., & Shoval, G. (2018)
Predictors of developing mathematics anxiety among middle-school students: A 2-year prospective study. International Journal of Psychology,53(6), 426-432. DOI: 10.1002/ijop.12403