Publications

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

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

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

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

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

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 

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

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

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 

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

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

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

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

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

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

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

Yeari, M. ,  Elentok, S. &  Schiff, R. (2017)

Online and offline inferential and textual processing of poor comprehenders: Evidence from a probing method.  Journal of Experimental Child Psychology, 155(1), 12-31

Yeari, M.,  Avramovich, A. &  Schiff, R. (2017)

Online inferential and textual processing by adolescents with attention-deficit/hyperactivity disorder during reading comprehension: Evidence from a probing method. Journal of Clinical and Experimental Neuropsychology, 39(5), 485-501

Zilka, G.C. (2017)

Awareness of esafety and potential online dangers among children and teenagers. Journal of Information Technology Education: Research, 16(1),  319-338.  DOI: 10.28945/3864

Zilka, G.C. (2017)

Awareness of ICT capabilities, digital literacy, and use of reflective processes in children who received their first home computer. International Journal of Technology Enhanced Learning, 9(1), 80-98.    DOI: 10.1504/IJTEL.2017.084074

Adi-Japha, E. & Karni, A. (2016)

Time for Considering Constraints on Procedural Memory Consolidation Processes: Comment on Pan and Rickard (2015) With Specific Reference to Developmental Changes. Psychological Bulletin,142(5), 568-571

Adler,I., Zion, M. & Mevarech, Z.R. (2016)

The Effect of Explicit Environmentally Oriented Metacognitive Guidance and Peer Collaboration on Students’ Expressions of Environmental Literacy. Journal of Research In Science Teaching, 53(4) 620-663.

Altman, C., Armon-Lotem, S., Fichman, S. & Walters, J. (2016)

Macrostructure, microstructure, and mental state terms in the narratives of English-Hebrew bilingual preschool children with and without specific language impairment. Applied Psycholinguistics, 37(1), 165-193

BenDavid-Hadar, I. (2016)

Education for All: The Israeli Ultra-Orthodox Schools.  Educational Practice and Theory, 38(2), 23-39

BenDavid-Hadar, I. (2016)

School finance policy and social justice. International Journal of Educational Development, 46, 166-174