Publications
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Romi, S., & Levi, N. (2000).
A multi-disciplinary professional team to clarify the dilemmas in children's custody. In N.N. Singh, J.P. Leung & A.N. Singh (Eds.), International research and practice in child and adolescent mental health (pp. 357-379). Oxford: Elsevier Science.
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Taub, D., & Klein, J. (2000).
State religious education - religion vs. state. Journal of Church and State, 42 (2), 345-366 .
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Tzuriel, D., & Samuels, M.T. (2000).
Dynamic assessment of learning potential: Inter-rater reliability of deficientcognitive functions, type of mediation, and non-intellective factors. Journal of Cognitive Education, 1, 1-23.
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Tzuriel, D. (2000).
Dynamic assessment of young children: Educational and intervention perspectives. Educational Psychology Review, 12 (4), 385-435.
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Tzuriel, D. (2000).
The Seria-Think instrument: A novel measure for assessment and intervention in seriational-computational domain. School Psychology International, 20 (2), 173-190. -
Tzuriel, D. (2000).
The cognitive modifiability battery: Assessment and intervention. In C.S. Lidz & J. Elliott (Eds.), Dynamic assessment: Prevailing models and applications (pp. 375-406). New York: Elsevier Science.
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Tzuriel, D. (2000).
Developmental perspectives of mediated learning experience theory. In A. Kozulin & Y. Rand (Eds.), The experience of mediated learning (pp. 217-239). New York: Lawrence Erlbaum.
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Wasserstein, M., & Klein, J. (2000).
Principals' cognitive strategies for changes of perspective in school innovation. School Leadership & Management, 20 (4), 435-457.
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Bauminger, N. & Kasary, C. (1999).
Theory of mind in high-functioning children with autism. Journal of Autism and Developmental Disorders, 29 (1), 81-86.
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Cohen, E.H. (1999)
Israel experience : programs & participants : a sociological & comparative approach, summer of 1998. Jerusalem : Jewish Agency
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Cohen, E.H. (1999).
Informal marketing of Israel experience educational tours. Journal of Travel Research, 37 (3), 238-243.
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Cohen, E.H. (1999).
Prior community involvement and 'Israel Experience' educational tours. Evaluation and Research in Education, 13 (2), 76-91.
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Cohen, E.H. (1999)
The changing legitimations of the State of Israel. In M. Hillel Shulewitz (Ed.), The Forgotten Millions; the Modern Jewish Exodus from Arab Lands. (pp. 148-165). London: Cassel
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Court, D. (1999)
The influence of immigration on the professional practice and personal practical knowledge of immigrant teachers. Curriculum and Teaching 14(1), 31-45
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Court,D., Cohen, L., et. al. (1998).
Personal and professional experiences in faculty exchanges and visits. Alberta Journal of Educational Research, 44 (4), 417-420.
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Fund, Z. (1999)
Models of Written Communication as a Cognitive Support for Computerized Science Problem Solving. In P. Brna, M. Baker, & K. Stenning (Eds.), C-LEMMAS, Roles of Communicative Interaction in Learning to Model in Mathematics and Science. Computer Based Learning Unit, University of Leeds. -
Gaziel, H. H., & Blass, N. (1999).
The extended school day in Israel: Do research findings really matter. Educational Policy, 13 (1), 166-180.
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Kasari, C., Freeman, S.F.N., Bauminger, N., & Marvin, E. (1999).
Parental perspectives on inclusion: Effects of autism and down syndrome. Journal of Autism and Developmental Disorders, 29, 297-305.
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Klein, J. (1999).
The relationship between level of academic education and reversible and irreversible processes of probability decision-making. Higher Education, 37 (4), 323-339.
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Kramarski, B. (1999).
The study of graphs by computers: Is easier better? Educational Media International, 36(3), 203-209.
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Lifshitz, H. & Rand, Y. (1999)
Cognitive Modifiability in Adult and Older People with Mental Retardation. Mental Retardation 37(2),125-138
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Mevarech, Z. R. (1999).
Effects of metacognitive training embedded in cooperative settings on mathematical problem solving. The Journal of Educational Research, 92 (4), 195-205.
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Offir, B., & Lev, J. (1999).
Teacher-learner interaction in the process of operating DL (Distance Learning) system. Educational Media International, 36 (2), 132-138.