Publications

Klein, J. (2004).

Planning middle school schedules for improved attention and achievement. Scandinavian Journal of Educational Research,48 (4), 441-450.

Klein, P.S., & Rye, H. (2004).  

Interaction-oriented early intervention in Ethiopia:The MISC approach. Infants and Young Children, 17 (4), 340-354.

Korat, O. (2004).

Mothers’ and teachers’ attribution of the academic functioning of Israeli second graders: A comparison between two social groups. Early Childhood Research Quarterly, 19 (3), 485-450. 

Korat, O., & Shamir, A. (2004).

Do Hebrew electronic books differ  from Dutch electronic books? A replication of a Dutch content analysis. Journal of Computer Assisted Learning, 20 (4), 257-268. 

Kramarski, B. (2004).

Making sense of graphs: Does metacognitive instruction make a difference on students' mathematical conceptions and alternative conceptions. Learning and Instruction, 14, 593-619.

Kramarski, B., & Mevarech, Z. R. (2004).

Ways for new models in mathematics education: Effects of meta-cognitive training and cooperative learning on mathematics communication. In J. Wang & B. Xu (Eds.), Trends and challenges in mathematics education (pp. 15-25). Shanghai: East China Normal University Press.

Lifshitz, H., & Glaubman, R. (2004).

Attitudes towards inclusion: The case of Israeli and Palestinian regular and special education teachers. European Journal of Special Needs Education, 19(2), 171-190.

Lifshitz, H., & Tzuriel, D. (2004).

Durability of effects of instrumental enrichment in adults with intellectual disabilities. Journal of Cognitive Education and Psychology, 3(3), 297-322.

Lifshitz, H., & Merrick, Y. (2004).

Aging among persons with intellectual disability in Israel in relation to type of residence, age, and etiology. Research in Developmental Disabilities, 25(2), 193-205.

Lifshitz, H., & Glaubman, R. (2004).

Caring for people with disabilities in the Haredi community: Adjustment mechanism in action. Disability and Society, 19(2), 217-234.

Lufi, D., Okasha, S., & Cohen, A. (2004). 

Test anxiety and its effect on the personality of students with learning disabilities. Learning Disability Quarterly, 27 (3), 176-184. 

Molcho, M., Harel, Y., and Lash, D. (2004)

Nir-Gal, O. & Klein, P.S. (2004)

Computers for cognitive development in early childhood- the teachers' role in the computer learning environment.  Information Technology in Childhood Education Annual,  97-119

Offir, B., Lev, Y., Lev, Y., Barth, I., & Shteinbok, A. (2004). 

An integrated analysis of verbal and nonverbal interaction in conventional anddistance learning environments. Journal of Educational Computing Research, 31 (2), 101-118. 

Passig, D. (2004). 

Variations to the Imen-Delphi procedure aimed at helping in the emergence of communities of interests. Journal of Organizational Transformation and Social Change, 1 (2-3), 95-109.

Passig, D., & Hasgal, A. (2004). 

Decentralization and integration: Two contrasting vectors which promise efficient knowledge management in complex organizations. General Systems Bulletin, 33, 15-20. 

Passig, D., & Sharbat, A. (2004).

The Imen-Delphi procedure in practice. Systems Research and Behavioral Science, 21 (2), 187-191. 

Rabin, C., & Appel, Z. (2004).

Psychoeducational treatment of stressed and traumatized couples. In D.Catherall (Ed.), Handbook of stress, trauma and the family (pp. 453-472). Brunner-Routledge. 

Ravid, D., & Schiff, R. (2004). 

Learning to represent vowels in written Hebrew: Different  factors across development. First Language, 24, 185-208.

Romi, S. (2004).

Disruptive behaviour in religious and secular high schools: Teachers' and students' attitudes. Research in Education, 71, 81-91.

Romi, S., & Kohan, E. (2004).

Wilderness programs: Principles, possibilities and opportunities for intervention with dropout adolescents. Child & Youth Care Forum, 33 (2), 115-136.

Schachter, E. P. (2004).

Identity configurations: A new perspective on identity formation in contemporary society. Journal of Personality, 72 (1), 167-200.

Schechter, C. (2004)

Teachers' perceived need to doubt: school conditions and the principal's role. The International Journal of Educational Management, 18 (2/3), 172-179.

Schechter, C. (2004).

Learning from success: A leverage for transforming schools into learning communities. Planning and Changing, 35 (3-4), 154-168. 

Schiff, R., & Ravid, D.(2004).

Vowel representation in written Hebrew: Phonological, orthographicaland morphological contexts. Reading and Writing: An InterdisciplinaryJournal, 17, 241-265.