פרופ' חבר עדינה שמיר

SELECTED PUBLICATIONS IN REFEREED JOURNALS 1.     Shamir, A., & Van der Aalsvoort, G. (2004). Children's mediational teaching style and cognitive modifiability: A comparison between first and third graders in Hollandand Israel. Educational Practice and Theory, 26, 61-85. 

2.     Shamir, A., & Tzuriel, D. (2004). Characteristics of children’s mediational teaching style as a function of intervention for cross-age peer mediation with computers.School Psychology International, 25, 106-116.

3.     Shamir, A., & Silvern, S. (2005). Effects of peer mediation with young children on autonomous behavior. Journal of Cognitive Education and Psychology, 4, 199-215.

4.     Shamir, A. (2005). Mediational teaching style and peer mediation among junior high school students. Education and Society, 23, 63-81.

5.     Shamir, A., & Korat, O. (2006). How to select CD-Rom storybooks for young children: The teacher's role. The Reading Teacher, 59, 532-543.

6.     Shamir, A., Tzuriel, D., & Rozen, M. (2006). Peer mediation: The effects of program intervention, math level, and verbal ability on mediation style and improvement in math problem solving.  School Psychology International, 27, 209-231.
7.     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, 255-273.
 

26.  Shamir, A., & Shlafer, I. (in press). E-books' effectiveness in promoting phonological awareness and concept about print: A comparison between children at risk for learning Disabilities and Typically Developing Kindergarteners. Computers & Education.  

BOOK EDITING 1.     Shamir, A., & Korat, O. (Eds.) (accepted).  Technology as a support for literacy achievements for children at risk. Springer Publishing.

SPECIAL ISSUE EDITING 1.     Buttner, G., & Shamir, A. (2011). Special issue: Learning disabilities: causes, consequences and responses. International Journal of Disability, Development and Education (IDDE), 58(1). 

2.     Shamir, A., & Margalit, M. (2011). Special issue: Technology and students with special educational needs: new opportunities and future directions. European Journal of Special Needs Education, 26(3).      

CHAPTERS IN BOOKS 1.    Shamir, A., & Korat, O. (2009). The educational electronic book as a tool for supporting children's emergent literacy. In A. G. Bus, & S. B. Neuman (Eds.),Multimedia and Literacy Development: Improving Achievement for Young Learners. London: Taylor and Francis Group.

2.    Fuchs, D., Fuchs, L., Shamir, A., Dion, E., Saenz, M. L., & McMaster, K. L. (2011). Peer mediation: A means of differentiating classroom instruction. In A. Mcgill-Franzen, & R. L. Allington (Eds.). Handbook of Reading Disabilities, 362-373, Taylor & Francis, New- York.

3.    Shamir, A., & Korat, O. (2011). Activity with an e-book as a tool to promote emergent literacy in different contexts. In O. Korat, & D. Aram (Eds.). Literacy and language: Relationships, bilingualism and difficulties, 287-303, Magnes, The Hebrew University Jerusalem. (Hebrew).

4.    Shamir, A., & Fellah, R. (in press). The effect of an educational electronic book on the emergent literacy of preschool children at risk for learning disabilities. In E. Hjörne, G. Van der Aalsvoort, & G. de Abreu (Eds.). Learning, social interaction and diversity – exploring identities in school practices, Sense Publisher,Roterdam.