Publications
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Schechter, C. (2017)
The Seductive Waltz With the Self in Self- Regulated Learning: Toward Communal Regulation of Learning. Teachers College Record,119(13), 8 p.
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Schechter, C., & Shaked, H. (2017)
Leaving fingerprints: principals’ considerations while implementing education reforms. Journal of Educational Administration 55(3), 242-260
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Schiff, R. & Saiegh-Haddad, E. (2017)
When diglossia meets dyslexia: The effect of diglossia on voweled and unvoweled word reading among native Arabic-speaking dyslexic children. Reading and Writing, 30,1089–1113. DOI: 10.1007/s11145-016-9713-1
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Schiff, R., Nuri Ben-Shushan, Y., & Ben-Artzi, E. (2017)
Metacognitive Strategies: A Foundation for Early Word Spelling and Reading in Kindergartners With SLI. Journal of Learning Disabilities, 50(2), 143-157
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Schiff, R., & Levie, R. (2017)
Spelling and Morphology in Dyslexia: A Developmental Study Across the School Years: Spelling and Morphology in DD. Dyslexia, DOI: 10.1002/dys.1549
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Schiff, R., Katan, P., Sasson, A., & Kahta, S. (2017)
Effect of chunk strength on the performance of children with developmental dyslexia on artificial grammar learning task may be related to complexity. Annals of Dyslexia, DOI: 10.1007/s11881-017-0141-y, 1-20
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Schiff, R., Sasson, A., Star, G., & Kahta, S. (2017)
The role of feedback in implicit and explicit artificial grammar learning: a comparison between dyslexic and non-dyslexic adults. Annals of Dyslexia, 67(3), 333–355.
DOI 10.1007/s11881-017-0147-5 -
Segal, D. Lilach Shalev, S., & Mashal, N. (2017)
Attenuated Hemispheric Asymmetry in Metaphor Processing Among Adults With ADHD. Neuropsychology, 31(6), 636–647
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Shaked, H. & Schechter, C. (2017)
Systems thinking for school leaders: Holistic Leadership for Excellence in Education. Cham, Switzerland : Springer
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Shaked, H. & Schechter, C. (2017)
Integrating learning from problems and learning from success in a principal preparation program. Planning & Changing, 48(1/2), p86-105
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Shamir, A. (2017)
Expanding the Boundaries of Kindergartners’ E-book Reading: Metacognitive Guidance for E-book Support Among Young Children at Risk for Learning Disabilities. Teachers College Record,119(13), 1-14
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Shapira-Lishchinsky, O., & Ben-Amram, M. (2017)
Exploring the social ecological model based on national student achievements: extracting educational leaders’ role. International Journal of Leadership in Education, DOI: 10.1080/13603124.2017.1318956, 1-19
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Sivan, A., Cohen, A., Chan, D.W.K., & Kwan, Y.W. (2017)
The circumplex model of the Questionnaire on Teacher Interaction among Hong Kong students: a multidimensional scaling solution. Learning Environments Research, 1-10
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Spektor-Levy, O. (2017)
From “Hesitant” to “Environmental Leader”: The Influence of a Professional Development Program on The Environmental Citizenship of Preschool Teachers. Eurasia Journal of Mathematics, Science and Technology Education 13(3), 649-671
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Spektor-Levy, O., Basilio, M., Zachariou, A., & Whitebread, D. (2017)
Young Children’s Spontaneous Manifestation of Self-Regulation and Metacognition During Constructional Play Tasks. Teachers College Record, 119(13), 1-28
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Spektor-Levy, O., Plutov, I., Israeli, N., & Perry, N. (2017)
Integrating Technology in Preschool Science and Inquiry. In I. Levin & D. Tsybulsky (Eds.), Digital Tools and Solutions for Inquiry-Based STEM Learning (pp. 1-32). Hershey, PA: IGI Global
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Spektor-Levy, O., & Yifrach, M. (2017)
If Science Teachers Are Positively Inclined Toward Inclusive Education, Why Is It So Difficult? Research in Science Education, DOI: 10.1007/s11165-017-9636-0
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Tzohar-Rozen, M., & Kramarski, B. (2017)
Metacognition and Meta-Affect in Young Students: Does It Make a Difference in Mathematical Problem Solving? Teachers College Record,119(13), 1-26
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Tzuriel, D. & and Caspi, R. (2017)
Intervention for Peer Mediation and Mother-Child Interaction: The Effects on Children’s Mediated Learning Strategies and Cognitive Modifiability. Contemporary Educational Psychology, http://dx.doi.org/10.1016/j.cedpsych.2017.03.005
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Tzuriel, D., Isman, E. B., Klung, T., & Haywood, H. C. (2017)
Effects of Teaching Classification on Classification, Verbal Conceptualization, and Analogical Reasoning in Children With Developmental Language Delays. Journal of Cognitive Education and Psychology, 16(1),107-124
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Tzuriel, D., & Groman, T. (2017)
Dynamic Assessment of Figurative Language of Children in the Autistic Spectrum: The Relation to Some Cognitive and Language Aspects. Journal of Cognitive Education and Psychology, 16(1), 38-63
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Tzuriel, D. & Caspi, R. (2017)
Cross-generational transmission of teaching strategies: The moderating role of peer-mediation. Journal of Applied Developmental Psychology 52, 138–148
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Yablon, Y.B. (2017)
Students' Reports of Severe Violence in School as a Tool for Early Detection and Prevention. Child Development, 88(1), 55-67. DOI: 10.1111/cdev.12679
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Yeari, M. (2017)
The role of working memory in inference generation during reading comprehension: Retention, (re)activation, or suppression of verbal information? Learning and Individual DifferencesVolume 56(1), 1-12. DOI: 10.1016/j.lindif.2017.04.002
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Yeari, M., Oudega, M. & van den Broek, P. (2017)
The effect of highlighting on processing and memory of central and peripheral text information evidence from eye movements. Journal of Research in Reading, 40(4), 365-383. DOI: 10.1111/1467-9817.12072