Publications
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Michalsky, T. (2013)
Integrating Skills and Wills Instruction in Self-Regulated Science Text Reading for Secondary Students. International Journal of Science Education, 35 (11), 1846-1873
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Offir, B. & Kohn, E. (2013)
Analysis of techer-student interactions in the teaching of Bible studies through a distance learning system. In Y. Rich, Y.J. Katz, Z. Mevarech & S.Ohayon (eds.), Jewish Literacy and Education (pp.171-186). Bethesda : University Pr. of Maryland
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Pickett, W., Molcho, M., Elgar, F.J., Brooks, F., de Looze, M., Rathmann, K., ter Bogt, T,F.M., Gabhainn, S.N., Sigmundova, D., de Matos, M.G., Craig, W., Walsh, S.D., Harel-Fisch, Y., Currie, C. (2013)
Trends and Socioeconomic Correlates of Adolescent Physical Fighting in 30 Countries. Pediatrics, 131 (1), E18-E26
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Resnick, D. (2013)
Literacy in Hebrew schools: Views from the field. In Y. Rich, Y.J. Katz, Z. Mevarech & S.Ohayon (eds.), Jewish Literacy and Education (pp.225-245). Bethesda : University Pr. of Maryland
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Resnick, D. (2013)
A case study of modern Jewish education. Modern Judaism, 33 (2), 173-198
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Rich, Y. & Schachter, E. (2013)
Identity development and literacy in Jewish education: An identity education perspective. In Y. Rich, Y.J. Katz, Z. Mevarech & S.Ohayon (eds.), Jewish Literacy and Education (pp.43-67). Bethesda : University Pr. of Maryland.
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Rich, Y., Katz, Y.J., Mevarech, Z. & Ohayon, S. (2013)
Jewish Literacy and Education. Bethesda : University Pr. of Maryland.
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Romi, S., Lewis, R. & Roache, J. (2013)
Classroom management and teachers' coping strategies: Inside classrooms in Australia, China and Israel. Prospects, 43 (2), 215-231
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Rothschild-Yakar, L. Waniel, A., & Stein, D. (2013)
Mentalizing in Self vs. Parent Representations and Working Models of Parents as Risk and Protective Factors From Distress and Eating Disorders. The Journal of nervous and mental disease 201(6), DOI: 10.1097/NMD.0b013e3182948316
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Schachter, E. P. (2013)
Multiple Identities as Viewed by Eriksonian Theory and its Critics: A Psychological Perspective with
Relevance to Contemporary Jewish Education. International Journal of Jewish Education Research,
5-6,71-90 -
Schiff, R., Katzir, T. & Shoshan, N. (2013)
Reading accuracy and speed of vowelized and unvowelized scripts among dyslexic readers of Hebrew: the road not taken. Annals of Dyslexia, 63(2), 171-185
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Schremer, O. E. (2013)
Jewish literacy with a difference: a postmodern turn. In Y. Rich, Y.J. Katz, Z. Mevarech & S.Ohayon (eds.), Jewish Literacy and Education (pp.19-42). Bethesda : University Pr. of Maryland.
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Segal-Drori, O., Korat, O. & Klein, P. S. (2013)
What can better support low SES children's emergent reading? Reading e-books and printed books with and without adult mediation. In A. Shamir, & O. Korat (eds.), Technology as a support for literacy achievements for children at risk (pp.59-71), Dordrecht : Springer
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Shaked, H.and Schechter, C. (2013)
Seeing wholes: The concept of systems thinking and its implementation in school leadership.
International Review of Education, 59 (6),771-791
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Shamir, A. (2013)
Cognitive Education in the Digital Age: Bridging the Gap Between Theory and Practice. Journal of Cognitive Education and Psychology, 12(1), 96-107
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Shamir, A. & Lifshitz, I. (2013)
E-Books for supporting the emergent literacy and emergent math of children at risk for learning disabilities: can metacognitive guidance make a difference? European journal of special needs education, 28(1), 33-48.
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Shamir, A. & Korat, O. (Eds.) (2013)
Technology as a support for literacy achievements for children at risk. (Literacy Studies, 7). Dordrecht : Springer
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Shamir, A., Korat, O. & Fellah, R. (2013)
Promoting emergent literacy of children at risk for learning disabilities: do e-books make a difference? In A. Shamir, & O. Korat (eds.), Technology as a support for literacy achievements for children at risk (pp.173-185), Dordrecht : Springer
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Shapira-Lishchinsky, O. (2013)
Team-based simulations: Learning ethical conduct in teacher trainee programs. Teaching and Teacher Education, 33, 1-12
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Shapira-Lishchinsky, O. & Ishan, G. (2013)
Teachers’ acceptance of absenteeism: Towards developing a specific scale, Journal of Educational Administration, 51(5), 594-617.
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Shapira-Lishchinsky, O. (2013)
An ethical approach to teachers' dysfunctional Behaviours: Voluntary latehttps://go.openathens.net/redirector/biu.ac.il?url=https://doi.org/10.7459/ept/35.2.05ness and voluntary absence. Educational Practice and Theory, 35 (2), 63-84.
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Spektor-Levy, O., Kesner Baruch, Y. & Mevarech. Z. (2013)
Science and Scientific Curiosity in Pre-school-The teacher's point of view. International Journal of Science Education, 35 (13), 2226-2253
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Subramaniam, K., Beeman, M., Faust, M. & Mashal, N. (2013)
Positively valenced stimuli facilitate creative novel metaphoric processes by enhancing medial prefrontal cortical activation. Frontiers in Psychology, 4, doi: 10.3389/fpsyg.2013.00211, 16 p.
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Szamosi, A., Levy-Gigi, E., Kelemen, O., & Kéri, S. (2013)
The hippocampus plays a role in the recognition of visual scenes presented at behaviorally relevant points in time: Evidence from amnestic mild cognitive impairment (aMCI) and healthy controls. Cortex, 49(7), 1892-1900. DOI: 10.1016/j.cortex.2012.11.001
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Sznitman, S.R., Kolobov, T., Ter Bogt, T., Kuntsche, E., Walsh, S.D., Boniel-Nissim, M. & Harel-Fisch, Y. (2013)
Exploring substance use normalization among adolescents: A multilevel study in 35 countries. Social Science & Medicine, 97, 143-151