Publications

Passig, D., & Eden,S. (2000). 

Enhancing the induction skill of deaf and hard of hearing children with Virtual Reality technology. Journal of Deaf Studies and Deaf Education, 5 (3), 277-285. 

Passig, D., & Eden, S. (2000). 

Improving the flexible thinking in deaf and hard of hearing children with Virtual Reality technology. American Annals of the Deaf, 145 (3), 286-291.

Passig, D. (2000).

Teaching future Jewish life through a cross-generation future oriented curriculum. Religious Education, 95 (2), 190-214. 

Passig, D. & Sharbat, A. (2000)

Electronic-Imen-Delphi (EID): An Online Conferencing Procedure. Educational Media International, 37 (1), 58-67

Romi, S. (2000).

Educational interventions in the family school partnerships: Implications for the curriculum. Curriculum and Teaching, 15(2), 61-79.

Romi, S., Schneider, K.H., & Levi, N. (2000).

Emergence of a unique academic program: Student exchange program - German and Israeli attributes and dilemmas. Higher Education in Europe, 15(4), 529-537.

Romi, S. (2000).

Distance learning and non-formal education: Existing trends and new possibilities of distance learning experiences. Educational Media International, 37(1), 34-44.

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.

Taub, D., & Klein, J. (2000).

State religious education - religion vs. state. Journal of Church and State, 42 (2), 345-366 .

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.

Tzuriel, D. (2000).

Dynamic assessment of young children: Educational and intervention perspectives. Educational Psychology Review, 12 (4), 385-435. 

Tzuriel, D. (2000).

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.

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. 

Wasserstein, M., & Klein, J. (2000).

Principals' cognitive strategies for changes of perspective in school innovation. School Leadership & Management, 20 (4), 435-457.

Bauminger, N. & Kasary, C. (1999).

Theory of mind in high-functioning children with autism. Journal of Autism and Developmental Disorders, 29 (1), 81-86.

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

Cohen, E.H. (1999)

Israel experience : programs & participants : a sociological & comparative approach, summer of 1998. Jerusalem : Jewish Agency

Cohen, E.H. (1999).

Informal marketing of Israel experience educational tours. Journal of Travel Research, 37 (3), 238-243. 

Cohen, E.H. (1999). 

Prior community involvement and 'Israel Experience' educational tours. Evaluation and Research in Education, 13 (2), 76-91. 

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

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.

Court, D. (1999)

Lakatos revisited. Journal of Educational Thought 33 (3), 209-231.

Court, D. (1999)

Teacher isolation. Education Canada 39(1), 25-26

Fund, Z. (1999)