self-regulated learning

Paz-Baruch, N., & Spektor-Levy O. (2024). How the relationship between individual and social factors informs the narrowing of gender gaps in elementary mathematical achievements. Frontiers in Education, 9, 1-14. https://doi.org/10.3389/feduc.2024.1339040.

Michalsky, T.‪ (2024)‪.‪ Metacognitive scaffolding for preservice teachers’ self-regulated design of higher order thinking tasks.‪ Heliyon, 10(2)‪.‪ https://doi.‪org/10.‪1016/j.‪heliyon.‪2024.‪e24280

Samnia Hammod, H., & Paz-Baruch N. (2024). Self-regulated learning while solving mathematical problems among mathematically gifted and talented students’.‪ High Ability Studies, 29p.‪ https://doi.org/10.1080/13598139.2024.2374715

Paz-Baruch, N.‪, & Hazema, H.‪ (2023)‪.‪ Self-Regulated Learning and Motivation Among Gifted and High-Achieving Students in Science, Technology, Engineering, and Mathematics Disciplines: Examining Differences Between Students From Diverse Socioeconomic Levels.‪ Journal for the Education of the Gifted, 46(1)‪, 34-76.‪ https://doi.‪org/10.‪1177/01623532221143825

Heaysman, O.‪, & Kramarski, B.‪ (2022)‪.‪ Enhancing students’ metacognition, achievement and transfer between domains: Effects of the simulative “SRL-AIDE” parallel teacher–student program.‪ International Journal of Educational Research, 116. https://doi.‪org/10.‪1016/j.‪ijer.‪2022.‪102074

Heaysman, O.‪, & Kramarski, B.‪ (2022)‪.‪ Promoting teachers’ in-class SRL practices: effects of Authentic Interactive Dynamic Experiences (AIDE)‪ based on simulations and video.‪ Instructional Science: An International Journal of the Learning Sciences, 1–33.‪ https://doi.‪org/10.‪1007/s11251-022-09598-1

Tova Michalsky & Schechter, C. (2018)

Teachers’ Self-Regulated Learning Lesson Design: Integrating Learning from Problems and Successes.  The Teacher Educator, 53(2), 101–123

Michalsky, T. (2017)

What Teachers Know and Do About Assessing Students’ Self-Regulated Learning. Teachers College Record Volume 119(13), 1- 16

Kramarski, B. (2013)

Stimulating self-regulated learning in hypermedia to support mathematical literacy of lower achieving students. In A. Shamir, & O. Korat (eds.),Technology as a support for literacy achievements for children at risk(pp.157-169), Dordrecht : Springer

Kramarski, B. & Revach, T. (2011)

The Role of Self-Regulated Learning in the Professional Development of Elementary Mathematics Teachers. In  N. Bednarz, D. Fiorentini & R. Huang (Eds.),  International Approaches to Professional Development of Mathematics Teachers (pp. 182-193). Ottawa : University of Ottawa Press

Kramarski, B., & Michalsky, T. (2010).

Preparing preservice teachers for self- regulated learning in the context of technological pedagogical content knowledge. Learning and Instruction, 20, 434-447.

Kramarski, B., & Michalsky, T. (2009).

Investigating pre-service teachers' professional growth in self-regulated learning environments. Journal of Educational Psychology, 101 (1), 161-175.

Shamir, A., & Lazerovitz, T. (2007).

A peer mediation intervention for scaffolding self-regulated learning among children with learning disabilities. European Journal of Special Needs Education, 22 (3), 255-273. 

Kramarski, B., & Mizrachi, N. (2006).

Online interactions in mathematical classroom. Educational Media International, 43(1), 43-50.

Kramarski, B., & Gutman, M. (2006).

How can self-regulated learning be supported in mathematical e-learning environments? Journal of Computer Assisted Learning, 22, 24-33.

Kramarski, B., & Mizrachi, N. (2006).

Online discussion and self-regulated learning: Effects of  instructional methods on mathematical literacy. The Journal of Educational Research, 99 (4), 218-230.

Kramarski, B., & Hirsch, C. (2003).

Using computer algebra systems in mathematical classrooms. Journal of Computer Assisted Learning, 19, 35-45.

Kramarski, B., & Zeichner, O. (2001).

Using technology to enhance mathematical reasoning: Effects of feedback and self-regulation learning. Educational Media International, 38(2/3), 77-82.