Publications

Kohn, E. (2011)

What should I have learned as a Jew after 12 years in a Jewish school? A Curriculum Study of Centrist-Orthodox Jewish Day Schools in the UK. International Journal of Jewish Education Research, 3, 35-63

Korat, O., Shamir, A. &  Arbiv, L. (2011)

E-books as support for emergent writing with and without adult assistance. Education and Information Technologies, 16 (3), 301-318

Kramarski, B. & Revach, T. (2011)

The Role of Self-Regulated Learning in the Professional Development of Elementary Mathematics Teachers. In  N. Bednarz, D. Fiorentini & R. Huang (Eds.),  International Approaches to Professional Development of Mathematics Teachers (pp. 182-193). Ottawa : University of Ottawa Press

Kramarski, B. (2011)

Assessing self regulation development  through sharing feedback in online mathematical problem solving discussion. In G. D. Dettori & D. Persico (Eds.), Fostering self -regulated learning through ICT (pp. 232-247). Hershey, N. Y. : Information Science Reference

Levy-Gigi, E., Kelemen, O., Gluck, M.A., & Kéri, S. (2011)

Impaired context reversal learning, but not cue reversal learning, in patients with amnestic mild cognitive impairment. Neuropsychologia, 49(12), 3320-3326. DOI: 10.1016/j.neuropsychologia.2011.08.005

Lewis, R., Roache, J. & Romi, S. (2011)

Coping Styles as Mediators of Teachers' Classroom Management Techniques. Research in Education.85, 53-68.

Leyser, Y., Zieger,T. & Romi,S. (2011)

Changes in Self-Efficacy of Prospective Special and General Education Teachers: Implication for inclusive education. The International Journal of Disability, Development and Education 58(3), 241-255

Lifshitz, H., Shtein, S., Weiss, I. & Vakil, E. (2011)

Meta-analysis of explicit memory studies in populations with intellectual disability. European Journal of Special Needs Education, 26 (1), 93-111

Lifshitz, H. & Klein, P.S. (2011).

Mediation between staff and elderly persons with intellectual disability with Alzheimer disease as a means of enhancing their daily functioning. Education and Training in Mental Retardation and Developmental Disabilities, 46(1),106 -116.

Lifshitz, H., Shtein, S., Weiss, I. & Svisrsky, N. (2011)

Explicit memory among individuals with mild and moderate intellectual disability: educational implications. European Journal of Special Needs Education 26 (1), 113-124 

New model of mapping difficulties in solving analogical problems among adolescents and adults with intellectual disability. Research in Developmental Disabilities 32(1), 326–344

Madjar, N., Kaplan, A., & Weinstock, M. (2011)

Clarifying mastery-avoidance goals in high school: Distinguishing between intrapersonal and task-based standards of competence. Contemporary Educational Psychology, 36, 268-279

Mashal, N., Gavrieli, R.  & Kavé, G. (2011)

Age-related changes in the appreciation of novel metaphoric semantic relations. Aging, Neuropsychology, and Cognition, 18 (5), 527-543

Mashal, N. &  Kasirer, A. (2011)

Thinking maps enhance metaphoric competence in children with autism and learning disabilities. Research in Developmental Disabilities 32(6), 2045-2054

Palgi, Y., Shrira, A., Ben-Ezra, M., Cohen-Fridel, S., & Bodner, E. (2011)

The Relationships between Daily Optimism, Daily Pessimism, and Affect Differ in Young and Old. Personality and Individual Differences, 50(8), 1294-1299

Passig, D. (2011)

The Impact of Immersive Virtual Reality on Educators’ Awareness of the Cognitive Experiences of Pupils with Dyslexia. Teachers Colle Record, 113 (1), 181–204

Resnick, D. (2011)

Resnick, D. (2011)

A Movie Case Study of Anemic Jewish Education. Relilgious Education, 106 (1), 5-20

Romi,S, .Lewis,R., Roache,J. & Riley, P. (2011)

The Impact of Teachers' Aggressive Management Techniques on students Attitudes toward Schoolwork.  The Journal of Educational Research.104(4), 231-240

Schachter, E. P. (2011)

Narrative identity construction as a goal-oriented endeavor: Reframing the issue of "big vs. small" story research. Theory & Psychology 21(1), 1-7.

Schechter, C. (2011)

Collective Learning from Success as Perceived by School Superintendents. Journal of School Leadership,21 (3), 478-509

Schechter, C. (2011)

Toward communal negotiation of meaning in schools: Principals' perceptions of collective learning from success. Teachers College Record 113(11), 2415-2459

Schechter, C. (2011)

Switching cognitive gears. Journal of Educational Administration,.49(2), 143-165

Shamir, A. &  Shlafer, I. (2011)

E-books effectiveness in promoting phonological awareness and concept about print: A comparison between children at risk for learning disabilities and typically developing kindergarteners. Computers & Education 57, 1989-1997