Publications
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Gabay, Y., Vakil, E., Schiff, R. & Holt, L. L. (2015)
Probabilistic Category Learning in Developmental Dyslexia: Evidence From Feedback and Paired-Associate Weather Prediction Tasks. Neuropsychology, 29(6), 844-854
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Gaziel, H. H. (2015)
In-service management training: A comparative study of industrial and educational organisations. Journal of Contemporary Educational Studies / Sodobna Pedagogika, 66(4), 64-88
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Gaziel, H. H. and Mendelevitch, I. (2015)
Teachers College Graduates’ Professional Identity and their Views of Teacher Pre-Service Training. Learning and Teaching: an International Journal in Classroom Pedagogy, 8(2), 25-37
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Gross, Z. (2015)
The Place of Contestation in the Discourse of Conflict Education. In Z. Gross and L. Davies (editors),The Contested role of education in conflict and fragility (pp. 13-25). Rotterdam : Sense Publishers
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Gross, Z. & Stevick, E. D. (Eds.) (2015)
As the Witnesses Fall Silent: 21st Century Holocaust Education in Curriculum, Policy and Practice. Paris : UNESCO
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Gross, Z. & Davies, L. (Eds.) (2015)
The Contested Role of Education in Conflict and Fragility. Buenos Aires : Sense Publishers
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Gross, Z. (2015)
How Can We Overcome the Dichotomy that Western Culture has Created Between the Concepts of Independence and Dependence? Educational Philosophy and Theory,
DOI: 10.1080/00131857.2014.991500 -
Gross, Z. & Rutland, S.D. (2015)
Parochial or Transnational Endeavor? The Attitude to Israel of Adolescents in Australian Jewish Day Schools. Contemporary Jewry, 35(3), 237-261
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Gross, Z. (2015)
Coping with Complex Identities in the Midst of War: Palestinian Arab and Jewish Israelis University Students in a Conflict Resolution Course. In Z. Gross and L. Davies (editors), The Contested role of education in conflict and fragility (pp. 155-169). Rotterdam : Sense Publishers,
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Gross, Z. (2015)
Between Involuntary and Voluntary Memories: A Case Study of Holocaust Education in Israel. In Z. Gross and E. D. Stevick (editors), As the witnesses fall silent : 21st century Holocaust education in curriculum, policy and practice (pp. 111-135). Cham : Springer
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Gross, Z. & Stevick, E.D. (2015)
Epistemological Aspects of Holocaust Education: Between Ideologies and Interpretations. In Z. Gross and E. D. Stevick (editors), As the witnesses fall silent : 21st century Holocaust education in curriculum, policy and practice (pp. 489-503). Cham : Springer
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Heiman, T., Olenik-Shemesh, D. & Eden, S. (2015)
Cyberbullying involvement among students with ADHD: relation to loneliness, self-efficacy and social support. European Journal of Special Needs Education, 30 (1),15-29
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Holzer, E. (2015)
Welcoming Opposition: Havruta Learning and Montaigne’s The Art of Discussion. Journal of Moral Education 41(1), 64-80
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Julius, M.S. & Adi-Japha, E. (2015)
Learning of a simple grapho-motor task by young children and adults: Similar acquisition but age-dependent retention. Frontiers in Psychology, 6, (MAR), Article number 00225
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Kaim, Z. & Romi, S. (2015)Adolescents at risk and their willingness to seek help from youth care workers. Children and Youth Services Review, 53, 17-23
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Kavé, G.& Halamish, V. (2015)
Doubly blessed: Older adults know more vocabulary and know better what they know. Psychology and Aging 30(1),68-73
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Klein, J, (2015)
Call now or later? The waiting game in decision-making. International Journal of Educational Research, 74, 38-48
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Klein, S & Zion, M. (2015)
The characteristics of homeostasis: a new perspective on teaching a fundamental principle in biology. School Science Review, 97(358), 85-93
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Kramarski, B. and Michalsky, T. (2015)
Effect of a TPCK-SRL model on teachers' pedagogical beliefs, self efficacy and technology-based lesson design. In C. Angeli & N. Valanides (eds.), Technological pedagogical content knowledge (pp. 89-112). New York : Springer
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Levy-Gigi, E., & Kéri, S. (2015)
The interactive effect of negative reversal learning and age on depression: Possible cognitive mechanisms underlying the elevated depressive symptoms in older adults. Psychology and Aging, 30(2), 341-347. DOI: 10.1037/a0039181
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Levy-Gigi, E., Szabo, C., Richter-Levin, G., & Kéri, S. (2015)
Reduced hippocampal volume is associated with overgeneralization of negative context in individuals with PTSD. Neuropsychology, 29(1), 151-161. DOI: 10.1037/neu0000131
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Lifshitz-Vahav, H., Shnitzer, S., Mashal, N. (2015)
Participation in recreation and cognitive activities as a predictor of cognitive performance of adults with/without Down syndrome. Aging and Mental Health, DOI:10.1080/13607863.2015.1047322
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Madjar, N., Voltsis. M., & Weinstock, M. (2015)
The roles of perceived parental expectation and criticism in adolescents’ multidimensional perfectionism and achievement goals. Educational Psychology, 35(6), 765-778
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Makara, K.A.& Madjar, N. (2015)
The role of goal structures and peer climate in trajectories of social achievement goals during high school. Developmental Psychology, 51(4), 473-488
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Mevarech, Z. R. & Maskit, D. (2015)
The teaching experience and the emotions it evokes. Social Psychology of Education, DOI 10.1007/s11218-014-9286-2. 13 p.