self efficacy
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Kramarski, B. and Michalsky, T. (2015)
Effect of a TPCK-SRL model on teachers' pedagogical beliefs, self efficacy and technology-based lesson design. In C. Angeli & N. Valanides (eds.), Technological pedagogical content knowledge (pp. 89-112). New York : Springer
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Kramarski, B. and Michalsky, T. (2015)
Effect of a TPCK-SRL model on teachers' pedagogical beliefs, self efficacy and technology-based lesson design. In C. Angeli & N. Valanides (eds.), Technological pedagogical content knowledge (pp. 89-112). New York : Springer
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Kramarski, B. and Michalsky, T. (2015)
Effect of a TPCK-SRL model on teachers' pedagogical beliefs, self efficacy and technology-based lesson design. In C. Angeli & N. Valanides (eds.), Technological pedagogical content knowledge (pp. 89-112). New York : Springer
-
Kramarski, B. and Michalsky, T. (2015)
Effect of a TPCK-SRL model on teachers' pedagogical beliefs, self efficacy and technology-based lesson design. In C. Angeli & N. Valanides (eds.), Technological pedagogical content knowledge (pp. 89-112). New York : Springer
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Gaziel, H. H. (2010).
External accountability systems, teacher perception of professional autonomy, self efficacy and job satisfaction: The Israeli case. Educational Practice and Theory, 32 (1), 81-94.
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Gaziel, H. H. (2010).
External accountability systems, teacher perception of professional autonomy, self efficacy and job satisfaction: The Israeli case. Educational Practice and Theory, 32 (1), 81-94.
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Leyser, Y. & Romi, S. (2009)
Self efficacy beliefs of pre-service teachers from six religious affiliations: educational implications. Educational Practice and Theory, 31 (1), 73-90
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Leyser, Y. & Romi, S. (2009)
Self efficacy beliefs of pre-service teachers from six religious affiliations: educational implications. Educational Practice and Theory, 31 (1), 73-90
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Alfassi, M. (2003).
Promoting the will and skill of students at academic risk: An evaluation of an instructional design geared to foster achievement, self-efficacy and motivation. Journal of Instructional Psychology, 30 (1), 28-41. -
Alfassi, M. (2003).
Promoting the will and skill of students at academic risk: An evaluation of an instructional design geared to foster achievement, self-efficacy and motivation. Journal of Instructional Psychology, 30 (1), 28-41. -
Lifshitz, H., & Glaubman, R. (2002).
Religious and secular student' sense of self-efficacy and attitudes towards inclusion of pupils with intellectual disability and other types of needs. Journal of Intellectual Disability Research, 46(5), 405-418.
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Lifshitz, H., & Glaubman, R. (2002).
Religious and secular student' sense of self-efficacy and attitudes towards inclusion of pupils with intellectual disability and other types of needs. Journal of Intellectual Disability Research, 46(5), 405-418.
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Romi, S., & Teichman, M. (1997).
Participant and symbolic modeling and the self-efficacy of Israeli "Street-Corner" youth counselors. Journal of Offender Rehabilitation, 24(1/2), 155-169.
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Romi, S., & Teichman, M. (1997).
Participant and symbolic modeling and the self-efficacy of Israeli "Street-Corner" youth counselors. Journal of Offender Rehabilitation, 24(1/2), 155-169.
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Romi, S., & Teichman, M. (1994).
Effects of participant and symbolic modeling training programs: Changes in self-efficacy of youth counselors. British Journal of Guidance and Counseling, 23(1) 83-94.
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Romi, S., & Teichman, M. (1994).
Effects of participant and symbolic modeling training programs: Changes in self-efficacy of youth counselors. British Journal of Guidance and Counseling, 23(1) 83-94.