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פרסומים לפי שנים

פרסומים by Year: 2019

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Segal, R., Lehavi, Y., Merzel, A., Baram, A., & Eylon, B. - S. . (2019). Self-Video-Based Discourse as a Lever for Developing Pre-Service Mathematical Knowledge for Teaching. The future of education.
Shimoni, A., Gutentag, T., & Gati, I. . (2019). Assessing career preference cohesiveness. Journal of Vocational Behavior, 112, 51-63. doi:10.1016/j.jvb.2018.12.006
Shirley Hershko,, Cortese, S., Ert, E., Anna Aronis,, Adina Maeir,, & Yehuda Pollak, . (2019). Advertising Influences Food Choices of University Students With ADHD. Journal of Attention Disorders, 1087054719886353. doi:10.1177/1087054719886353
Slakmon, B., & Schwarz, B. B. . (2019). Democratization and Education: Conditions and Technology for Dialogic Transformative Political Education. בתוך N. Mercer, Wegerif, R., & Major, L. (Eds.), the Routledge International Handbook on Dialogic Education.
Slakmon, B., & Schwarz, B. B. . (2019). Deliberative emotional talk. International Journal of Computer-Supported Collaborative Learning, 14(2), 185-217. doi:10.1007/s11412-019-09304-3
Spiegel, T., & Pollak, Y. . (2019). ADHD and increased engagement in sexual risk-taking behavior: the role of benefit perception. Frontiers in psychology, 10, 1043. doi:10.3389/fpsyg.2019.01043
Swidan, O., Prusak, N., Livny, A., Palatnik, A., & Schwarz, B. B. . (2019). Fostering teachers’ understanding of progression of multiple groups towards the orchestration of conceptual learning. Unterrichtswissenschaft, 47(2), 159-176. doi:10.1007/s42010-019-00050-x
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Tillett, W., Barney, D. T., Kalin, N. M., Lopez, H. D., Ergas, O., Au, C., McLeod, H., ואחרים. (2019). A readers' rebellion. Journal of Curriculum and Pedagogy, 16(1), 97-114. doi:10.1080/15505170.2018.1525447
Tsabar, B., & Ido, O. . (2019). Reflections on four ideological models in Special Education. Journal of the European Teacher Education Network, 14, 86-101.
Tsabar, B. . (2019). On the ambiguity of teaching-relationship ethics in pedagogical tutoring work. Ethics and Education, 14(1), 84-101. doi:10.1080/17449642.2018.1542780
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Weil, S. . (2019). Super-diversity among the Baghdadi Jews of India. בתוך S. Weil (Ed.), The Baghdadi Jews in India: Maintaining Communities, Negotiating Identities and Creating Super-Diversity ('עמ 3-20). London: Routledge.
Weil, S. . (2019). Femicide Orphans in Israel. בתוך H. Hemblade & Gabriel, H. (Eds.), Femicide X11: Living Victims of Femicide: Silenced to Death ('עמ 19-23). Vienna: United Nations Studies Association (UNSA).
Weil, S. . (2019). The Baghdadi Jews in India: Maintaining Communities, Negotiating Identities and Creating Super-Diversity. London: Routledge.
Weissman, E. Y., Merzel, A., Katz, N., & Galili, I. . (2019). Teaching quantum mechanics in high-school─ Discipline-Culture approach. בתוך Journal of Physics: Conference Series (Vol. 1287, 'עמ 012003). IOP Publishing. doi:10.1088/1742-6596/1287/1/012003
Willner, T., Lipshits-Braziler, Y., & Gati, I. . (2019). Construction and initial validation of the Work Orientation Questionnaire. Journal of Career Assessment, 28(1), 109-127. doi:10.1177/1069072719830293
Worku Mengisto, W., & Horenczyk, G. . (2019). Hidden and actual dropout from the education system among adolescents of Ethiopian origin in Israel. Intercultural Education, 30(5), 531-546. doi:10.1080/14675986.2019.1616449
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Yehuda Pollak,, Dekkers, T. J., Rachel Shoham,, & Huizenga, H. M. . (2019). Risk-taking behavior in attention deficit/hyperactivity disorder (ADHD): A review of potential underlying mechanisms and of interventions. Current psychiatry reports, 21(5), 33. doi:10.1007/s11920-019-1019-y
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Zak, U., Avrahami, J., & Kareev, Y. . (2019). The lions–foxes dilemma: The case of chess tournaments. Journal of Economic Psychology, 75, 102099. doi:10.1016/j.joep.2018.08.008
Zembylas, M., & Bekerman, Z. . (2019). Engaging with teachers’ difficult knowledge, seeking moral repair: the entanglement of moral and peace education. Journal of Peace Education, 16(2), 155-174. doi:10.1080/17400201.2018.1555154
Zohar, A., & Hipkins, R. . (2019). How “tight/loose” curriculum dynamics impact the treatment of knowledge in two national contexts. Curriculum Matters, 14, 31-47. doi:10.18296/cm.0028