academic achievement

Kramarski B. & Heaysman O. (2021)

A conceptual framework and a professional development model for supporting teachers’ “triple SRL–SRT processes” and promoting students’ academic outcomes. Educational Psychologist, 56(4), 298 - 311. https://doi.org/10.1080/00461520.2021.1985502

Tzuriel, D. and Trabelsi, G. (2014)

The Effects of the Seria-Think Program (STP) on Planning, Self-Regulation, and Math Performance Among Grade 3 Children with Attention Deficit Hyperactivity Disorder (ADHD). In T. Papadopoulos, R. K. Parrila, J.R. Kirby (Eds), Cognition, Intelligence, and Achievement: A Tribute to J. P. Das (pp.345-367). N.Y. : Academic Press 

BenDavid-Hadar, I. (2013)

Education in times of fiscal constraints and globalization. International Journal of Educational Management 27 (7), 762-774

Cohen, E. H., Kramarski, B., & Mevarech, Z. R. (2009).

Classroom practices and students' literacy in a high and low achieving country: A comparative analysis of PISA data from Finland and Israel. Educational Practice and Theory, 31(1), 19-37.

Tzuriel, D., & George, T. (2009).

Improvement of a analogical reasoning and academic achievements by the Analogical Reasoning Program (ARP). Educational and Child Psychology, 26 (3), 71-94. 

Mevarech, Z. R. & Amrany, C. (2008)

Immediate and delayed effects of meta-cognitive instruction on regulation of cognition and mathematics achievement. Metacognition and Learning, 3 (2),147-157

Fund, Z. (2007)

The effects of scaffolded computerized science problem-solving on achievement outcomes: A comparative study of support programs. Journal of Computer Assisted Learning, 23, 410-424

Fund, Z. (2005)

Computerized science problem solving and cognitive support: effects on achievement outcomes. In Z. C. Zacharia & C. P. Constantinou (Eds.). Computer Based Learning in Science, conference proceedings 2005, Integrating new technologies  in science and education (pp. 307-317). University of Zilina, Slovakia.

Lufi, D., Parish-Plass, J., & Cohen, A. (2003). 

Persistence in higher education and itsrelationship to other personality variables. College Student Journal, 37 (1), 50-59.

Tzuriel, D., Kaniel, S., Haywood, C.H., & Kanner, E. (1999).

Effects of the "Bright Start" program in kindergarten on transfer and academic achievement. Early Childhood Research Quarterly, 14 (1), 111-141.