Publications

Lifshitz, H., Glaubman, R. & Katz, Y. J. (2013)

Jewish literacy among participants with a low cognitive level. In Y. Rich, Y.J. Katz, Z. Mevarech & S.Ohayon (eds.), Jewish Literacy and Education (pp.149-170). Bethesda : University Pr. of Maryland.

Madjar, N. & Cohen-Malayev, M. (2013)

Youth movements as educational settings promoting personal development: Comparing motivation and identity formation in formal and non-formal education contexts. International Journal of Educational Research, 62, 162-174.

Madjar, N., Nave, A. & Hen, S. (2013)

Are teachers' psychological control, autonomy support and autonomy suppression associated with students' goals? Educational Studies, 39, 43-55

Madjar, N. & Assor, A. (2013)

Two types of perceived control over learning: Perceived efficacy and perceived autonomy. In J. Hattie & E. Anderman (Eds.), International Guide to Student Achievement (pp. 439-441). NY : Taylor & Francis.

Mashal, N., Vishne, T., Laor, N. & Titone, D. (2013)

Enhanced left frontal involvement during novel metaphor comprehension in schizophrenia: Evidence from functional neuroimaging. Brain and language,124 (1), 66-74.

Mashal, N. (2013)

Nonliteral comprehension deficits in children with learning disabilities: Implications of brain imaging technology. In A. Shamir, & O. Korat (eds.), Technology as a support for literacy achievements for children at risk(pp.211-219), Dordrecht : Springer

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

Michalsky, T. &  Schechter, C. (2013)

Preservice teachers' capacity to teach self-regulated learning: Integrating learning from problems and learning from successes. Teaching and Teacher Education, 30, 60-73

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

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 

Resnick, D. (2013)

A case study of modern Jewish education. Modern  Judaism, 33 (2), 173-198

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

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.

Rich, Y., Katz, Y.J., Mevarech, Z. & Ohayon, S. (2013)

Jewish Literacy and Education. Bethesda : University Pr. of Maryland.

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

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

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

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.

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

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
 

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

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

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.

Shamir, A. & Korat, O. (Eds.) (2013)

Technology as a support for literacy achievements for children at risk.  (Literacy Studies, 7).  Dordrecht : Springer