Publications

Gali-Cinamon, R., & Rich, Y. (2002).

Gender differences in the importance of work and family roles: Implications for work-family conflict. Sex Roles, 47 (11-12), 531-541.

Gaziel, H. H. (2002).

Haywood, H.C., & Tzuriel, D. (2002).

Applications and challenges in dynamic assessment. Peabody Journal of Education, 77, 40-63.

Holzer, E. (2002).

Conceptions of the study of Jewish texts in teachers' professional development.  Religious Education, 97 (4), 377-403. 

Holzer, E. (2002).

The use of military force in the religious-zionist ideology of Rabbi Jacob Reines and his successors. Studies in Contemporary Jewry, 18, 74-94. 

Katz, Y.J. (2002).

A psycho-pedagogical model for ICT use in the educational process. In D. Watson & J. Andersen (Eds.), Networking the learner (pp. 311-318). Boston: Kluwer Academic Publishers.

Klein, J. (2002).

The failure of a decision support system: Inconsistency in test grading by teachers. Teaching and Teacher Education, 18, 1023-1033.

Klein, J. (2002).

Prediction of success for school principal candidates by means of a decision-making test. Journal of Educational Administration, 40 (2), 118-135.

Klein, P.S.,  Feldman, R., & Zarur, S. (2002)

Mediation in a sibling context: The relations of older siblings' mediating behavior and younger siblings' task performance . Infant and Child Development 11, 321-333

Korat, O., & Levin, I. (2002).

Spelling acquisition in two social groups: Mother-child interaction, maternal beliefs and child’s spelling. Journal of  Literacy Research, 34 (2), 209-236. 

Kramarski, B. (2002).

Enhancing mathematical discourse: The effects of e-mail conversation on learning graphing. Educational Media International, 39 (1), 101-106.

Kramarski, B., Mevarech, Z.R., & Arami, M. (2002).

The effects of meta-cognitive training on solving mathematical authentic tasks. Educational Studies in Mathematics, 49, 225-250.

Kramarski, B., & Ritkof, R. (2002).

The effects of metacognition and email conversation on learning graphing. Journal of Computer Assisted Learning, 18, 33-43.

Kramarski, B. (2002)

The effects of metacognitive training on gender differences in mathematics. Educational Practice and Theory, 24 (1), 93-104.

Lifshitz, H. (2002).

Attitudes toward aging in adult and elderly people with intellectual disability. Educational Gerontology, 28, 745-759

Lifshitz, H. (2002).

Later life planning program: A pre-test assessment in Israel. Journal of Gerontological Social Work, 37(3-4), 87-103

Lifshitz, H., & Glaubman, R. (2002).

Religious and secular student' sense of self-efficacy and attitudes towards inclusion of pupils with intellectual disability and other types of needs. Journal of Intellectual Disability Research, 46(5), 405-418.

Offir, B., Lev, J., Harpaz, Y., & Barth, I. (2002).
Using interaction content analysis instruments to access distance education. Computers in the Schools, 18 (2/3), 27-42.

Passig, P., & Neuman, T. (2002). 

Training kindergarten teachers with virtual reality.In D. Watson & J. Anderson (Eds.), Networking the learner (pp. 733-744). Kluwer Academic Press. 

Passig, D., Eden, S., & Noyman, T. (2002).

Improving the awareness of toddlers' initial emotional experiences in kindergarten with Virtual Reality. Educational Media International, 39 (2), 185-193.

Pickett, W., Schmid, H., Boyce, W., Simpson, K., Scheidt, P., Mazer, J., Molcho, M., King, M., Dodeau, E., Overpeck, M., szmann, A., Szabo, M., & Harel, Y. (2002)

Multiple Risk Behavior and Injuries: An International Analysis of Young People. Archives of Pediatric and Adolescent Medicine 156, 786-793

Resnick, D. (2002)

A military model of Jewish education. In B.I. Cohen, & A.A. Ofek (Eds.), Essays in Education and Judaism in honor of Joseph S. Lukinsky (pp. 167-180). New York : The Jewish Theological Seminary of America

Romi, S., Hansenson, G., & Hansenson, A. (2002).

E-learning: A comparison between expected and observed attitudes of normative and dropout adolescents. Educational Media International, 39(1), 47-54.

Romi, S., Sharoni, V., Ben-Zion, S., & Fishbein, M. (2002).

Learning disabilities: Differentiating between characteristics of dropout delinquent and school-going adolescents. International Journal of Child and Family Welfare, 4, 159-169.

Schachter, E. P. (2002).

Identity constraints: The perceived structural requirements of a 'good' identity. Human Development, 45(6), 416-433.