Publications
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Schachter, E. P. (2005).
Context and identity formation: A theoretical analysis and a case study. Journal of Adolescent Research, 20(3), 375-395.
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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.
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Schechter, C. (2005).
Organizational learning mechanisms: Exploring a conceptual framework for organizational learning in schools. Journal of School Leadership, 15, 571-600.
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Schechter, C. (2005)
Communal deliberation: the art of learning schools. The International Journal of Educational Management ,19 (2/3), 197-206.
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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.
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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.
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Shedletzky, E., & Zion, M. (2005).
The essence of open-inquiry teaching. Science Education International, 16 (1), 23-38.
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Spektor-Levi, O., Sonnenschein, M., & Zion, M. (2005).
Technology integration in science studies - obstacles and incentives. Science Education International, 18 (3), 211-224.
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Tzuriel, D. (2005)
Dynamic assessment of learning potential. Transylvanian Journal of Psychology, 1, 1-16
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Tzuriel, D., Haywood, H.C., & Mandel, R. (2005)
Effects of the sequence and pattern unit of Bright Start on seriational and math problem solving among kindergarten children of Ethiopian immigrants to Israel. Journal of Cognitive Education and Psychology, 5 (1), 72-88.
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Zion, M., & Slezak, M. (2005).
It takes two to tango: In dynamic inquiry, the self-directed student acts in association with the facilitating teacher. Teaching and Teacher Education, 21 (7), 875-894.
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Zion, M., Ventura, R., Yogev, H., & Stav, O. (2005).
The effect of different experiences of environmental education on environmental literacy among junior high school students. School Science Review, 87, 53-58.
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Zion, M., Michalsky, T., & Mevarech, Z. R. (2005).
The effects of metacognitive instruction embedded within an asynchronous learning network on scientific inquiry skills. International Journal of Science Education, 27 (8), 957-983.
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Zion, M., & Stav, O. (2005).
The living museum – developing students' appreciation for a nature site and promoting their environmental awareness. School Science Review, 86, 317-324.
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Alfassi, M. (2004)
Reading to learn: Effects of combined strategy instruction on high school students.
Journal of Educational Research, 97(4), 171-184 -
Alfassi, M. (2004)
Effects of a Learner-Centred Environment on the Academic Competence and Motivation of Students at Risk. Learning Environments Research, 7(1), 1-22,
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Bauminger, N., Shulman, C. & Agam. G. (2004).
The link between perceptions of self and of social relationships in high functioning children with autism. Journal of Developmental and Physical Disabilities, 16 (2), 193-214.
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Bauminger, N. (2004).
The expression and understanding of jealousy in children with autism. Development and Pstchopathology, 16, 157-177.
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Cohen , E.H. (2004).
Preparation, simulation and creation of community: Exodus and the case of diaspora education tourism. In T.E. Cole & d.J. Timothy (Eds.), Tourism, diasporas and space (pp. 124-138). London: Routledge.
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Cohen, E.H. (2004).
Assessing the human development index through the structure of welfare. Bulletin de Méthodologie Sociologique, 84, 40-48.
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Cohen, E.H. (2004).
Components and symbols of ethnic identity: A case study in informal education and identity formation in Diaspora. Applied Psychology: An International Review, 53 (1), 87-112.
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Court,D. (2004).
The quest for meaning in educational research. Academic Exchange Quarterly, 8 (3), 7-11. -
Court, D. (2004).
Education in a troubled democracy: Voices from Israel .Curriculum Inquiry, 34 (1), 47-69.
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Gaziel, H. H. (2004).
Predictors of absenteeism among primary school teachers. Social Psychology of Education, 7 (4), 421-434.
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Gaziel, H. H., & Wasserstein, M. (2004).
Les facteurs influancant la satisfaction au travail des enseignants dans des contexts organisationnels et socio-culturels differents. Les Sciences de l'Education, 37, 5-20.