Publications

Klein, J., & Wasserstein, M. (2005).

The contribution of decision support systems (DSS) to consolidation of educational policies. School Leadership & Management, 25 (2), 159-173.

Korat, O., & Schiff, R. (2005).

Do Children Who Read More Books Know "What is Good Writing" Better Than Children Who Read Less? A Comparison Between Grade Levels and SES Groups. Journal of Literacy Research, 37 (3), 289-324.    

Korat, O. (2005).

Contextual and non-contextual knowledge in emergent  literacy development: A comparison between children from low SES and  middle SES communities: A comparison between two social groups. Early Childhood Research Quarterly, 20, 220-238. 

Lewis, R., Romi, S., Qui, X., & Katz, Y. (2005).

Teachers' classroom discipline and student misbehavior in Australia, China and Israel. Teaching and Teacher Education, 21, 729-741.

Lifshitz, H., Tzuriel, D., & Weiss, I. (2005).

Effects of training in conceptual versus perceptual analogies among adolescents and adults with intellectual disability. Journal of Cognitive Education and Psychology, 5 (2), 144-170.

Mashal, N., Faust, M., & Hendler, T. (2005).

The role of the right hemisphere in processing nonsalient metaphorical meanings: Application of Principal Components Analysis to fMRIdata. Neuropsychologia, 43 (14), 2084-2100.

Offir, B., Barth, I., Lev, J., Shteinbok, A. (2005).

Can interaction content analysis research contribute to distance learning. Educational Media International, 42 (2), 161-171. 

Pickett, W., Craig, W., Cunningham, J., Currie, C.E., Dostaler, S., Harel, Y. & Mazur, J. (et al) (2005)

Cross-national study of fighting and weapon carrying as determinants of adolescent injury. Pediatrics. 116(6), 1538

Rich, Y., & Leslau, A. (2005).

Change in religious behavior and beliefs among Israeli religious high school seniors: 1990-1999. In L. Francis, J. Aster & M. Robbins (Eds.), Religion, education, and adolescence: International empirical perspectives (pp. 185-203). Cardiff: University of Wales Press. 

Rich, Y., & Shiram, Z. (2005).

Perceptions of motivation among school counselors and teachers. Journal of Educational Research, 98 (6), 366-375. 

Ringel, S., Ronell, N., & Getahune, S. (2005)

Factors in the integration process of adolescent immigrants: The case of Ethiopian Jews in Israel. International Social Work, 48(1),  63-76+108+110+112+114

Romi, S., & Gilat, I.Z. (2005).

In the best interest of the child: Jewish and civic perspectives. In H. Grietens, W. Lahae, W. Hellinckx & L. Vandemeulebroecke (Eds.), In the best interests of children and youth: international perspectives (pp. 231-249). Leuven: Leuven University Press.

Romi, S., & Kedar, S. (2005). 

Online support-group facilitators and adolescent users: The unknown leading the unknowing. Information Technology, Education and Society, 6, 89-96.

Romi, S. (2005).

Therapeutic intervention programs for dropout adolescents in Israel: A case study of affective education implementation. In I. Menezes, J.L. Coimbra & B.P. Campos (Eds.), The affective dimension of education: European perspectives (pp. 151-158). Portugal: Institute of Psychological Intervention Education and Development, University of Porto.

Romi, S., & Marom, D. (2005).

Dropout delinquent adolescents: Psycho-diagnostic aspects of using the Bender-Gestalt Test and WISC-R. International Journal of Child and Family Welfare, 4, 164-176.

Schachter, E. P. (2005). 

Context and identity formation: A theoretical analysis and a case study. Journal of Adolescent Research, 20(3), 375-395.

Schachter, E. P. (2005).

Erikson meets the Postmodern: Can classic identity theory rise to the challenge? Identity: An International Journal of Theory and Research, 5(2), 137-160.

Schechter, C.  (2005)

Communal deliberation: the art of learning schools. The International Journal of Educational Management ,19 (2/3), 197-206.

Schechter, C. (2005).

Organizational learning mechanisms: Exploring a conceptual framework for organizational learning in schools. Journal of School Leadership, 15, 571-600.

Shamir, A. (2005).

Mediational teaching style as a function of intervention for peer mediation among junior high school peers. Education and Society, 23(2), 63-81.

Shamir, A., & Silvern, S. (2005).

Effects of peer mediation with young children on autonomous behavior. Journal of Cognitive Education and Psychology, 5 (2) 199- 215.

Shedletzky, E., & Zion, M. (2005).

The essence of open-inquiry teaching. Science Education International, 16 (1), 23-38.

Spektor-Levi, O., Sonnenschein, M., &  Zion, M. (2005).

Technology integration in science studies - obstacles and incentives. Science Education International, 18 (3), 211-224.

Tzuriel, D. (2005)

Dynamic assessment of learning potential. Transylvanian Journal of Psychology, 1, 1-16