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פרסומים לפי שנים

פרסומים

D
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, 40(6), 595-620.
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, 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, 1-15. doi:10.1080/14616734.2019.1589545
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, 46(8), 1631-1642. doi:10.1007/s10802-018-0412-z
Elizur, Y. . (2018). The Hitkashrut program: Early intervention in young children’s conduct problems. בתוך S. Maital & Shalhevet-Kaniel, R. (Eds.), Issues in Educational Psychology: From theory to practice ('עמ 231-254). The Ministry of Education, Jerusalem. (Hebrew).
Ergas, O. . (2019). A contemplative turn in education: charting a curricular-pedagogical countermovement. Pedagogy, Culture & Society, 27(2), 251-270. doi:10.1080/14681366.2018.1465111
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, 7(3), 757-797. doi:10.1002/rev3.3169
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, 9(6), 1723-1735. doi:10.1007/s12671-018-0913-4
Ergas, O. . (2019). Mindfulness In, As and Of Education: Three Roles of Mindfulness in Education. Journal of Philosophy of Education, 53(2), 340-358. doi:10.1111/1467-9752.12349
Ergas, O. . (2018). Schooled in our own minds: mind-wandering and mindfulness in the makings of the curriculum. Journal of Curriculum Studies, 50(1), 77-95. doi:10.1080/00220272.2017.1363913
Ergas, O. . (2019). Education and Time: Coming to Terms with the “Insufficiency of Now” Through Mindfulness. Studies in Philosophy and Education, 38(2), 113-128. doi:10.1007/s11217-019-09646-3
Ergas, O. . (2019). Education and Mindfulness Practice: Exploring a Dialog Between Two Traditions. Mindfulness, 10(8), 1489-1501. doi:10.1007/s12671-019-01130-w
Ergas, O. . (2019). Education and cosmopolitanism: Liberating our non-cosmopolitan minds through mindfulness. Policy Futures in Education, 1478210319876512. doi:10.1177/1478210319876512
Eyal, O., Schwartz, T. R., & Berkovich, I. . (2020). Ideological leadership in public schools. Journal of Educational Administration. doi:10.1108/JEA-08-2019-0131
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, 1741143220913556. doi:10.1177/1741143220913556
Eyal, O., & Berkovich, I. . (2019). Ethics in third sector–school partnerships: a conceptual framework. Journal of Educational Administration, 57(4), 345-360. doi:10.1108/jea-08-2018-0143
Eyal, O., & Yarm, M. . (2018). Schools in cross-sector alliances: what do schools seek in partnerships?. Educational Administration Quarterly, 54(4), 648-688. doi:10.1177/0013161x18765268
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Federman, A., & Ergas, O. . (2018). The Healing Paradox of Controlled Behavior: A Perspective from Mindfulness-Based Interventions. 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, 49(9), 3602-3610. doi:10.1007/s10803-019-04078-x
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. doi:10.1037/xlm0000751