Publications
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Hassunah Arafat, S., Korat, O., Aram, D., & Saiegh-Haddad, E. (2017)
Continuity in literacy achievements from kindergarten to first grade: a longitudinal study of Arabic-speaking children. Reading and Writing, 30(5), 989-1007. DOI: 10.1007/s11145-016-9709-x
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Ifanti, A. A., Fotopoulou, V. S., & Gaziel, H. H. (2017)
Comparative perspectives on professionalism and professional development: An exploratory case study of Greek primary school teachers’ perceptions. Research in Comparative and International Education, 1-11. DOI: 10.1177/1745499917740653
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Klein, J. (2017)
Steps to promote open and authentic dialogue between teachers and school management. School Leadership and Management, 37(4), 391-412
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Klein, J. (2017)
How schools cope with the double challenge of excellence in high-stakes risk tests and investment in education. Assessment in Education: Principles, Policy and Practice 24(4), 474-488. DOI: 10.1080/0969594X.2016.1146657
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Klein, P., Shohet, C., & Givon D. (2017)
A Mediational Intervention for Sensitizing Caregivers (MISC): A Cross-Cultural Early Intervention. In A. Abubakar & J. R. van de Vijver, Fons (Eds.). Handbook of Applied Developmental Science in Sub-Saharan Africa (pp. 291-312). New York, NY : Springer
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Kohn, E. (2017)
The Student Voice in Designing a Jewish Studies High School Curriculum: A Case Study. Journal of Curriculum and Teaching, 6(2), 18-29
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Korat, O., Gitait, A., Bergman Deitcher, D. & Mevarech, Z. (2017)
Early literacy programme as support for immigrant children and as transfer to early numeracy. Early Child Development and Care, DOI: 10.1080/03004430.2016.1273221, 1-18
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Korat, O. & Falk, Y. (2017)
Ten years after: Revisiting the question of e-book quality as early language and literacy support. Journal of Early Childhood Literacy, DOI: 10.1177/1468798417712105
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Korat, O., Kozlov-Peretz, O., & Segal-Drori, O. (2017)
Repeated E-book Reading and Its Contribution to Learning New Words among Kindergartners. Journal of Education and Training Studies, 5(7), 60-72
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Kramarski, B. (2017)
Teachers as agents in promoting students' SRL and performance: Applications for Teachers’ Dual-Role Training Program. In D.H. Schunk, J.A. Greene (Eds.). Handbook of Self-Regulation of Learning and Performance 2nd Ed. (pp. 223-240 ). N.Y. : Routledge
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Levy-Gigi, E., & Shamay-Tsoory, S. G. (2017)
Help me if you can: Evaluating the effectiveness of interpersonal compared to intrapersonal emotion regulation in reducing distress. Journal of Behavior Therapy and Experimental Psychiatry, 55, 33-40. https://doi.org/10.1016/j.jbtep.2016.11.008
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Madjar, N., Weinstock, M., & Kaplan, A. (2017)
Epistemic beliefs and achievement goal orientations: Relations between constructs versus personal profiles. Journal of Educational Research, 110(1), 32-49
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Madjar, N., Ben Shabat, S., Elia, R., Fellner, N., Rehavi, M., Rubin, S.E., Segal, N., & Shoval, G. (2017)
Non-suicidal self-injury within the school context: Multilevel analysis of teachers’ support and peer climate. European Psychiatry, 41(1), 95-101
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Madjar, N., Zalsman, G., Reshef, T., & Shoval, G. (2017)
Repetitive vs. occasional non-suicidal self-injury and school-related factors among Israeli high school students. Psychiatry Research, DOI: 10.1016/j.psychres.2017.07.073
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Madjar, N. & Chohat, R. (2017)
Will I succeed in middle school? A longitudinal analysis of self-efficacy in school transitions in relation to goal structures and engagement. Educational Psychology, 37(6), 680-694
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Michalsky, T. (2017)
What Teachers Know and Do About Assessing Students’ Self-Regulated Learning. Teachers College Record Volume 119(13), 1- 16
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Moed, A., Gershoff, E.T., & Bringewatt, E.H. (2017)
Violence Exposure as a Mediator Between Parenting and Adolescent Mental Health. Child Psychiatry & Human Development, 48(2), 235–247|
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Moed, A., Gershoff, E.T., Eisenberg, N., Hofer, C., Losoya, S., Spinrad, T.L., & Liew, J. (2017)
Parent-Child Negative Emotion Reciprocity and Children’s School Success: An Emotion-Attention Process Model. Social Development, 26(3), 560–574,
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Neumann, Y., Walters, J. & Altman, C. (2017)
Codeswitching and discourse markers in the narratives of a bilingual speaker with aphasia. Aphasiology, 31(2), 221-240
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Oppenhaim-Shachar, S. (2017)
‘ … How am I going to pass this “audition”?’ Shame and respectability among Ethiopian adolescent girls – dialogue with an invitation to expand occupational aspirations. Gender and Education, 1-16. Doi.org/10.1080/09540253.2017.1406899
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Osovlanski, H., & Mashal, N. (2017)
The effects of transcranial direct current stimulation on pragmatic processing. Journal of Neurolinguistics 44, 239-248
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Rosenblatt, Z., & Shapira-Lishchinsky, O. (2017)
Temporal withdrawal behaviors in an educational policy context. The International Journal of Educational Management, 31(7), 895-907.
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Saada, N. & Gross, Z. (2017)
Islamic education and the challenge of democratic citizenship: a critical perspective. Discourse: Studies in the Cultural Politics of Education, 38(6), 807-822. DOI:10.1080/01596306.2016.1191011
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Saban-Bezalel, R., Hess, S., Dolfin, D., Hermesh, H., Vishne, T., & Mashal, N. (2017)
Hemispheric processing of idioms in schizophrenia and autism spectrum disorder. Journal of Cognitive Psychology, https://doi.org/10.1080/20445911.2017.1325893
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Saban-Bezalel, R.1 & Mashal, N. (2017)
Comprehension and Hemispheric Processing of Irony in Schizophrenia. Frontiers in Psychology, 8, Article 943, DOI: 10.3389/fpsyg.2017.00943