פרסומים לפי שנים

פרסומים

D
Dori, Y. J., Zohar, A., Fischer-Shachor, D., Kohan-Mass, J., & Carmi, M. (2018). Gender-fair assessment of young gifted students’ scientific thinking skills. International Journal of Science Education, International Journal of Science Education , 40 (6), 595-620.
Dori, Y. J., Zohar, A., Fischer-Shachor, D., .Kohan-Mass, J., & Karmi, M. (2018). Gender-fair assessment of young gifted students’ scientific thinking skills. International Journal of Science Education, International Journal of Science Education , 40 (6), 595-620.
E
Ein-Dor, T., Hirschberger, G., Tsur, N., Mikulincer, M., Bazak, S. B., & Solomon, Z. (2019). The link between attachment orientations and cellular aging among former prisoners of war. Attachment & human development, Attachment & human development , 1-15.
Elizur, Y., & Somech, L. Y. (2018). Callous-Unemotional Traits and Effortful Control Mediate the Effect of Parenting Intervention on Preschool Conduct Problems. Journal of abnormal child psychology, Journal of abnormal child psychology , 46 (8), 1631-1642.
Elizur, Y. (2018). The Hitkashrut program: Early intervention in young children’s conduct problems. בתוך S. Maital & R. Shalhevet-Kaniel (Ed.), Issues in Educational Psychology: From theory to practice, Issues in Educational Psychology: From theory to practice ('עמ 231-254) . The Ministry of Education, Jerusalem. (Hebrew).
Ergas, O. (2019). Education and Mindfulness Practice: Exploring a Dialog Between Two Traditions. Mindfulness, Mindfulness , 10 (8), 1489-1501.
Ergas, O. (2019). A contemplative turn in education: charting a curricular-pedagogical countermovement. Pedagogy, Culture & Society, Pedagogy, Culture & Society , 27 (2), 251-270.
Ergas, O., & Hadar, L. L. (2019). Mindfulness in and as education: A map of a developing academic discourse from 2002 to 2017. Review of Education, Review of Education , 7 (3), 757-797.
Ergas, O. (2018). Schooled in our own minds: mind-wandering and mindfulness in the makings of the curriculum. Journal of Curriculum Studies, Journal of Curriculum Studies , 50 (1), 77-95.
Ergas, O. (2019). Education and Time: Coming to Terms with the “Insufficiency of Now” Through Mindfulness. Studies in Philosophy and Education, Studies in Philosophy and Education , 38 (2), 113-128.
Ergas, O. (2019). Education and cosmopolitanism: Liberating our non-cosmopolitan minds through mindfulness. Policy Futures in Education, Policy Futures in Education , 1478210319876512.
Ergas, O., Hadar, L. L., Albelda, N., & Levit-Binnun, N. (2018). Contemplative neuroscience as a gateway to mindfulness: Findings from an educationally framed teacher learning program. Mindfulness, Mindfulness , 9 (6), 1723-1735.
Ergas, O. (2019). Mindfulness In, As and Of Education: Three Roles of Mindfulness in Education. Journal of Philosophy of Education, Journal of Philosophy of Education , 53 (2), 340-358.
Eyal, O., Da’as, R. ’a, & Berkovich, I. (2020). Ethical considerations of Bedouin Arab school leaders: Negotiating Eurocentric and indigenous decision-making values. Educational Management Administration & Leadership, Educational Management Administration & Leadership , 1741143220913556.
Eyal, O., & Yarm, M. (2018). Schools in cross-sector alliances: what do schools seek in partnerships? Educational Administration Quarterly, Educational Administration Quarterly , 54 (4), 648-688.
Eyal, O., Schwartz, T. R., & Berkovich, I. (2020). Ideological leadership in public schools. Journal of Educational Administration, Journal of Educational Administration.
Eyal, O., & Berkovich, I. (2019). Ethics in third sector–school partnerships: a conceptual framework. Journal of Educational Administration, Journal of Educational Administration , 57 (4), 345-360.
F
Federman, A., & Ergas, O. (2018). The Healing Paradox of Controlled Behavior: A Perspective from Mindfulness-Based Interventions. Journal of Buddhist Ethics, Journal of Buddhist Ethics , 25, 715-740.
Feldman, I., Koller, J., Lebowitz, E. R., Shulman, C., Itzchak, E. B., & Zachor, D. A. (2019). Family accommodation in autism spectrum disorder. Journal of autism and developmental disorders, Journal of autism and developmental disorders , 49 (9), 3602-3610.
Fiedler, K., Schott, M., Kareev, Y., Avrahami, J., Ackerman, R., Goldsmith, M., Mario Ferreira, A. M., ואחרים. (2019). Metacognitive myopia in change detection: A collective approach to overcome a persistent anomaly. Journal of Experimental Psychology: Learning, Memory, and Cognition, Journal of Experimental Psychology: Learning, Memory, and Cognition.