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פרסומים לפי שנים

פרסומים

A
Abdu, R., & Schwarz, B. B. . (In Press). Split Up, but Stay Together: Collaboration, Cooperation and Mathematical Problem Solving. Instructional Science.
Alayan, S. . (2019). Palestine. בתוך L. Cajani, Lässig, S., & Repousē, M. (Eds.), The Palgrave Handbook of Conflict and History Education in the Post-Cold War Era ('עמ 457-468). Palgrave Macmillan.
Alayan, S. . (2019). Education in East Jerusalem: Occupation, political power, and struggle. Routledge.
Anghel, E., & Gati, I. . (2019). The Associations Between Career Decision-Making Difficulties and Negative Emotional States. Journal of Career Development, 0894845319884119. doi:10.1177/0894845319884119
Arend, I., Yuen, K., Ashkenazi, S., & Henik, A. . (2018). Space counts! Brain correlates of spatial and numerical representations in synaesthesia. Cortex a journal devoted to the study of the nervous system and behavior. doi:10.1016/j.cortex.2018.11.006
Ashkenazi, S., Restle, H., & Mark-Zigdon, N. . (2019). Mathematical Learning and Its Difficulties in Israel. בתוך A. Fritz, Haase, V., & Räsänen, P. (Eds.), International Handbook of Mathematical Learning Difficulties ('עמ 279-294). Springer, Cham. doi:10.1007/978-3-319-97148-3_18
Ashkenazi, S., & Najjar, D. . (2018). Non-adaptive strategy selection in adults with high mathematical anxiety. Scientific reports, 8(1), 1-9. doi:10.1038/s41598-018-27763-w
Ashkenazi, S. . (2018). Intentional and automatic processing of numerical information in mathematical anxiety: testing the influence of emotional priming. Cognition and Emotion, 32(8), 1700-1707. doi:10.1080/02699931.2018.1435504
Asterhan, C. S. C., & Resnick, M. S. . (2020). Refutation texts and argumentation for conceptual change: A winning or a redundant combination?. Learning and Instruction, 65, 101265. doi:10.1016/j.learninstruc.2019.101265
Asterhan, C. S. C., Howe, C., Lefstein, A., Matusov, E., & Reznitskaya, A. . (2020). Controversies and Consensus in Research on Dialogic Teaching and Learning. Journal of Dialogic Pedagogy, 8. doi:10.5195/dpj.2020.312
Asterhan, C. S. C., & Dotan, A. . (2018). Feedback that corrects and contrasts students’ erroneous solutions with expert ones improves expository instruction for conceptual change. Instructional Science, 46(3), 337-355. doi:10.1007/s11251-017-9441-1
Asterhan, C. S. C. . (2018). Enablers and inhibitors of productive peer argumentation: Exploring the role of individual achievement goals and gender. Contemporary Educational Psychology, 54, 66-78. doi:10.1016/j.cedpsych.2018.05.002
Avirbach, N., Perlman, B., & Mor, N. . (2019). Cognitive bias modification for inferential style. Cognition and Emotion, 33(4), 816-824. doi:10.1080/02699931.2018.1476321
Avrahami, J., Ezer, A., Güth, W., Kardosh, N., Kareev, Y., & Zak, U. . (2020). To be at the tail of the lions or the head of the foxes?. Journal of Behavioral Decision Making, 33(2), 121-138. doi:10.1002/bdm.2147
B
Baker, M. J., & Schwarz, B. B. . (2019). “Argumentexturing”: a framework for integrating theories of argumentation and learning. בתוך F. van Eemeren & Garssen, B. (Eds.), actual practice: A collection of current studies about argumentation. ILIAS, University of Amsterdam, Leiden University.
Baker, M. J., Andriessen, J., & Schwarz, B. B. . (2019). Collaborative Argumentation-Based Learning. בתוך N. Mercer, Wegerif, R., & Major, L. (Eds.), the Routledge International Handbook on Dialogic Education.
Bekerman, Z., & Zembylas, M. . (2018). Psychologized Language in Education: Denaturalizing a Regime of Truth. Palgrave Macmillan.
Bekerman, Z. . (2020). Reflection on the Dangers of'cultural racism'in Intercultural Education. Journal of New Approaches in Educational Research, 9(1), 1-14. doi:10.7821/naer.2020.1.534
Bekerman, Z. . (2018). Working towards Peace through Education: The Case of Israeli Jews and Palestinians. Asian Journal of Peacebuilding, 6(1), 75-98.
Bekerman, Z. . (2018). We need not take sides, we need not guess what will come next. Educational Philosophy and Theory, 50(14), 1470-1471. doi:10.1080/00131857.2018.1462470