mediation
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Efrati, Y., & Gewirtz-Meydan, A. (2023). Just Talk to Them! The Importance of Teacher-pupil Communication About Child Sexual Abuse and Harassment as a Preventive Measure: Data from an Israeli Sample of Pupils and Their Homeroom Teachers. Sexual Research and Social Policy, 20, 273–286 . https://doi.org/10.1007/s13178-022-00778-9
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Jaegermann, N. & Freudenstein, O. (2021)
Mediational Intervention for Sensitizing Caregivers of Toddlers With Sensory Processing and Self-Regulation Disorders. In C. Sharp and L. Marais (Eds.) Growing Up Resilient (pp.122-135). Routledge
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Jaegermann, N. & Freudenstein, O. (2021)
Mediational Intervention for Sensitizing Caregivers of Toddlers With Sensory Processing and Self-Regulation Disorders. In C. Sharp and L. Marais (Eds.) Growing Up Resilient (pp.122-135). Routledge
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Tzuriel, D., Schorr-Edelsztein, H., & Bauminger-Zvieli, N. (2018)
Modifiability in Emotional Understanding Among Children With Learning Disabilities. Journal of Cognitive Education and Psychology, 17(2), DOI: 10.1891/1945-8959.17.2.135
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Tzuriel, D., Schorr-Edelsztein, H., & Bauminger-Zvieli, N. (2018)
Modifiability in Emotional Understanding Among Children With Learning Disabilities. Journal of Cognitive Education and Psychology, 17(2), DOI: 10.1891/1945-8959.17.2.135
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Tzuriel, D., Schorr-Edelsztein, H., & Bauminger-Zvieli, N. (2018)
Modifiability in Emotional Understanding Among Children With Learning Disabilities. Journal of Cognitive Education and Psychology, 17(2), DOI: 10.1891/1945-8959.17.2.135
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Tzuriel, D., Schorr-Edelsztein, H., & Bauminger-Zvieli, N. (2018)
Modifiability in Emotional Understanding Among Children With Learning Disabilities. Journal of Cognitive Education and Psychology, 17(2), DOI: 10.1891/1945-8959.17.2.135
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Segal-Drori, O., Korat, O. & Klein, P. S. (2013)
What can better support low SES children's emergent reading? Reading e-books and printed books with and without adult mediation. In A. Shamir, & O. Korat (eds.), Technology as a support for literacy achievements for children at risk (pp.59-71), Dordrecht : Springer
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Segal-Drori, O., Korat, O. & Klein, P. S. (2013)
What can better support low SES children's emergent reading? Reading e-books and printed books with and without adult mediation. In A. Shamir, & O. Korat (eds.), Technology as a support for literacy achievements for children at risk (pp.59-71), Dordrecht : Springer
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Segal-Drori, O., Korat, O. & Klein, P. S. (2013)
What can better support low SES children's emergent reading? Reading e-books and printed books with and without adult mediation. In A. Shamir, & O. Korat (eds.), Technology as a support for literacy achievements for children at risk (pp.59-71), Dordrecht : Springer
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Segal-Drori, O., Korat, O. & Klein, P. S. (2013)
What can better support low SES children's emergent reading? Reading e-books and printed books with and without adult mediation. In A. Shamir, & O. Korat (eds.), Technology as a support for literacy achievements for children at risk (pp.59-71), Dordrecht : Springer
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Biberman-Shalev, L., Sabbagh, C., Resh, N., & Kramarski, B. (2011)
Grading styles and disciplinary expertise: The mediating role of the teacher's perception of the subject matter. Teaching and Teacher Education, 27 (5), 831-840
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Biberman-Shalev, L., Sabbagh, C., Resh, N., & Kramarski, B. (2011)
Grading styles and disciplinary expertise: The mediating role of the teacher's perception of the subject matter. Teaching and Teacher Education, 27 (5), 831-840
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Eden, S. & Bezer, M. (2011)
Three-dimensions vs. two-dimensions intervention programs: the effect on the mediation level and behavioural aspects of children with intellectual disability. European Journal of Special Needs Education, 26 (3), 337-353
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Eden, S. & Bezer, M. (2011)
Three-dimensions vs. two-dimensions intervention programs: the effect on the mediation level and behavioural aspects of children with intellectual disability. European Journal of Special Needs Education, 26 (3), 337-353
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Lifshitz, H. & Klein, P.S. (2011).
Mediation between staff and elderly persons with intellectual disability with Alzheimer disease as a means of enhancing their daily functioning. Education and Training in Mental Retardation and Developmental Disabilities, 46(1),106 -116.
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Lifshitz, H. & Klein, P.S. (2011).
Mediation between staff and elderly persons with intellectual disability with Alzheimer disease as a means of enhancing their daily functioning. Education and Training in Mental Retardation and Developmental Disabilities, 46(1),106 -116.
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Lifshitz, H. & Klein, P.S. (2011).
Mediation between staff and elderly persons with intellectual disability with Alzheimer disease as a means of enhancing their daily functioning. Education and Training in Mental Retardation and Developmental Disabilities, 46(1),106 -116.
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Lifshitz, H. & Klein, P.S. (2011).
Mediation between staff and elderly persons with intellectual disability with Alzheimer disease as a means of enhancing their daily functioning. Education and Training in Mental Retardation and Developmental Disabilities, 46(1),106 -116.
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Tzuriel, D. (2011)
Mediated Learning Experience (MLE) and cognitive modifiability. In Encyclopedia of the Sciences of Learning (pp. 2154-2157). New York : Springer Pub.
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Tzuriel, D., Bengio, E. & Kashy-Rosenbaum, G. (2011)
Cognitive Modifiability, Emotional-Motivational Factors, and Behavioral Characteristics Among Gifted Versus Nongifted Children. Journal of Cognitive Education and Psychology, 10 (3), 254-280
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Tzuriel, D., Bengio, E. & Kashy-Rosenbaum, G. (2011)
Cognitive Modifiability, Emotional-Motivational Factors, and Behavioral Characteristics Among Gifted Versus Nongifted Children. Journal of Cognitive Education and Psychology, 10 (3), 254-280
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Tzuriel, D. (2011)
Mediated Learning Experience (MLE) and cognitive modifiability. In Encyclopedia of the Sciences of Learning (pp. 2154-2157). New York : Springer Pub.
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Karpov, Y. & Tzuriel, D. (2009)
Dynamic assessment: Progress, problems, and prospects. Journal of Cognitive Education and Psychology, 8, 228-237
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Karpov, Y. & Tzuriel, D. (2009)
Dynamic assessment: Progress, problems, and prospects. Journal of Cognitive Education and Psychology, 8, 228-237