Publications

Gross, Z. (2017)

Revisiting peace education: Bridging theory and practice – International and comparative perspectives – Introduction.  Research in Comparative & International Education: A Special Issue, 12(1), 3-8

Gross, Z., & Rutland, S.D. (2017)

Experiential learning in informal educational settings. International Review of  Education, 63(1),1–8

Gross, Z. & Rutland, S.D. (2017)

Experiential learning and values education at a school youth camp: Maintaining Jewish culture and heritage. International  Review of  Education, 63(1), 29-49

Halamish, V.,  Borovoi, L. &  Liberman, N. (2017)

The antecedents and consequences of a beyond-choice view of decision situations: A construal level theory perspective. Acta Psychologica, 173(1),  41-45

Halamish, V. &  Liberman, N. (2017)

How much information to sample before making a decision? It's a matter of psychological distance. Journal of Experimental Social Psychology, 71, 111-116

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

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

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

Klein, J. (2017)

Steps to promote open and authentic dialogue between teachers and school management. School Leadership and Management, 37(4), 391-412

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

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

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

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

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

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

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

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

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

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

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

Michalsky, T. (2017)

What Teachers Know and Do About Assessing Students’ Self-Regulated Learning. Teachers College Record Volume 119(13), 1- 16

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|

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, 

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

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