Publications

Osovlanski, H., & Mashal, N. (2017)

The effects of transcranial direct current stimulation on pragmatic processing. Journal of Neurolinguistics 44, 239-248

Rosenblatt, Z., & Shapira-Lishchinsky, O. (2017)

Temporal withdrawal behaviors in an educational policy context.  The International Journal of Educational Management, 31(7), 895-907.

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

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

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

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. 

Schechter, C., & Shaked, H. (2017)

Leaving fingerprints: principals’ considerations while implementing education reforms. Journal of Educational Administration 55(3), 242-260

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

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

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

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

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

Shaked, H. & Schechter, C. (2017)

Systems thinking for school leaders: Holistic Leadership for Excellence in Education. Cham, Switzerland : Springer

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., & 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

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

Tolmacz, R., Mahajna, S., & Efrati, Y. (2017). The sense of entitlement in romantic relationships: ethnic and religious aspects. Mental Health, Religion & Culture, 20(8), 728-740. https://doi.org/10.1080/13674676.2017.1405249

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. & 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