Goldstein, R., Azuz-Lieberman, N., Sarid, M., & Gaver, A. (2022). Patient’s evaluations and expectations of primary care medicine in Israel revisited after two decades – Health Service Research. Patient Education and Counseling, 105(3), 734-740. https://doi.org/10.1016/j.pec.2021.07.002 (
Guterman, O. & Neuman, A. (2021). Emotion, behaviour, and the structuring of home-education
Hadar, T. (2022). “What Sound Does a Cat Make in Cantonese?”: Advocating for Lingual Plurality in Music Therapy Settings. Voices: A World Forum for Music Therapy, 22(3).
Hadar T., Politimou, N. & Franco, F. (In press). Singing or Playing the Flute? Parents’ Perceptions of Two Different Settings for Parent-Infant Music Groups. Psychology of Music.
Hadar, T. & Rabinowitch, T-C. (2023). The varying social dynamics in orally transmitted and notated vs. improvised musical performance. Front. Psychol. 14:1106092. doi: 10.3389/fpsyg.2023.1106092
Kalman-Halevi, M., Tutian, R., & Peled, Y. (2022). What do parents really know about their child’s online behaviour? Discrepancies between parents and their children in Israel. Journal of Children and Media, 16, 1-10. https://doi.org/10.1080/17482798.2022.2038223
Kalman-Halevi, M, Tutian, R., & Peled, Y. (in press). Students with learning disabilities and ADHD in online learning during the COVID-19 pandemic. Learning Disabilities Research & Practice.
Kalman-Halevi, M., Kanat-Maymon, Y., & Roth, G. (2023). Antecedents of empathic capacity: emotion regulation styles as mediators between controlling versus autonomy – supportive maternal practices and empathy. International journal of Emotional Education, 15(1), 1-20. https://doi.org/10.56300/YKOL5279
Marey-Sarwan, I. (2022). Arab youths’ expectations of parents and perceptions of child neglect. In C. Pracana & M. Wang (Eds.), Psychology Applications & Developments (pp. 286-289). Science Press.
Marey-Sarwan, I. (2022). Photovoice as a method to promote empowerment and social justice among Arab female students in higher education: Motives, challenges, and coping strategies. In: D, Court., R, Khair Abbas., & Z, Kamal (Eds.), Aspects of Social Justice in an Arab Israeli Teachers’ College: Principles, Practices, and Politics. (pp. 60-93). Cambridge Scholars Publishing.
Naot, H. (2022). Obnažená pravda bytí aneb zamyšlení nad dětstvím, dětskou nahotou a její tabuizací v umění” In: Katalog k výstavě “Nadějné vyhlídky: Dítě v současném českém umění [Great Expectations: The Child in Contemporary Czech Art], Prague, DOX Gallery. (Published also in Czech).
Naot, H. (2022). The bare truth: Some thoughts about childhood, children’s nakedness and its tabooization in art. Catalogue for exhibition in Prague gallery DOX: Great Expectations: The Child in Contemporary Czech Art. Prague: DOX.
Naot, H. (2023), “What does not tramble is not stable: Three philosophical streams from the spring of (un)certainty”. Research in Phenomenology, 53(2). (In print)
Neuman, A., & Guterman, O. (2022) Not all paths lead to success: learning strategies and achievement among undergraduate students. Journal of Further and Higher Education, 46(1), 115-127.
Neuman, A., & Guterman, O. (2022). “Education is like…”: Home-schooled teenagers’ metaphors for learning, home schooling and school education. Educational Studies, 48(5), 676-691.
Ozacky Stern, D. (2022). A Revolutionary Jewish Woman during the Holocaust: Hinda Deul and the Holocaust in Oszmiana, Belarus, Tsaytshrift, 8, 153-167.
Ozacky Stern, D. (2022). Collective documentation from the beginning of WWII: the ‘rikuz’ in Vilna as a case study, Jewish Culture and History 23(2), 115-136.
Ozacky Stern, D. (2022). Goebbels: Nazi Master of Illusion: The Destructive Power of Joseph Goebbels’s Propaganda and the Holocaust. Lazar Institute for the Research of WWII and the Holocaust.
Ozacky Stern, D. (2022). Review article of Michael Geheran’s book Comrades Betrayed: Jewish World War I Veterans Under Hitler (Ithaca, NY: Cornell University Press, 2020). International Journal of Military History and Historiography 42, 238-240.
Peled, Y., & Perzon, S. (2022). Systemic model for technology integration in teaching. Education and Information Technologies, 27(2), 2661-2675. DOI: 10.1007/s10639-021-10694-x
Peled, Y., Blau, I., & Grinberg, R. (2022). Crosschecking teachers’ perspectives on learning in a one-to-one environment with their actual classroom behavior – a longitudinal study. Education and Information Technologies, 4841–48641. https://doi.org/10.1007/s10639-021-10809-4
Sarid, M., Vaknin-Nusbaum, V., Abbas, R., & Dardick, W. (2022). The role of reading skills in statistical literacy among bilingual and native Hebrew-speaking college students. International Journal of Bilingual Education and Bilingualism, 1-13.
Lipka, O., & Sarid, M. (2022). Adjustment of Israeli undergraduate students during COVID-19 to post-secondary institutions: A mixed-methods examination. International Journal of Inclusive Education. 1-20. https://doi.org/10.1080/13603116.2022.2033856. (SJR: Q1; IF: 0.84).
Goldstein, R., Azuz-Lieberman, N., Sarid, M., & Gaver, A. (2022). Patient’s evaluations and expectations of primary care medicine in Israel revisited after two decades—Health Service Research. Patient Education and Counseling, https://doi.org/10.1016/j.pec.2021.07.002 (SJR: Q1; IF: 1.1).
Sarid, M. & Lipka, O. (2023). Academic self-efficacy and participation in classes of undergraduates with LD during COVID-19. European Journal of Psychology of Education. DOI: 10.1007/s10212-023-00677-6
Nevo, E., Vaknin-Nusbaum, V. & Sarid, M. (2023). The Transfer Effect of Vocabulary and Morphological Awareness Intervention on Narrative Ability in Kindergarteners, Early Childhood Education Journal. 10.1007/s10643-023-01445-3
Asadi, I.A., Kasperski, R. & Sarid, M. (2023). The cumulative effect of socioeconomic status and dyslexia on linguistic, cognitive, and reading skills among Arabic-speaking children. Dyslexia.
Sarid, M. & Lipka, O. (2023). Students with LD/ADHD in Higher Education Dealing with Remote Learning: Lessons Learned from COVID-19 Era. Frontiers in Psychology of Education.
Sarid, M., Kalman Halevi, M. Tutian, R. and Gilat Yihyie, S., (2023). Uncovering Resilience Disparities among Religious Groups in Israel’s Mass COVID-19 Vaccination Drive: Lessons Learned to the Post-COVID Era. Behavioral Sciences.
Taha, H. (2022). How can orthographic representations in Arabic contribute to phoneme awareness development?”. Journal of Psycholinguistic Research, 1-29.
Taha, H., Sawaed, S., & Jabareen-Taha, S. (2022). Are Reading Difficulties Associated With Poor Verbal Learning Skills? Evidence From the Fast-Mapping Paradigm. Theory and Practice in Language Studies, 12(3), 431-436.
Taha, H. (2023). Differences in Detecting Statistical Visual Regularities between Typical and Poor Readers. Reading Psychology, 1-19.
Talanker, S. (2022). MacIntyre’s Critique of Rorty’s Liberal Irony. In: S. Maletta, D. Mazzola, & D. Simoncelli (Eds), Practical Rationality and Human Difference: Perspectives on and beyond Alasdair MacIntyre. (pp. 247-258). Mimesis.
Tarabia, E,. Abu Al-Haija, Y. (2022). Mental Challenges among Arab Students in the Israeli Academy in the Shadow of the COVID-19 Pandemic. In: B. Katzman, T. Harel, A. Giladi & M. Koslowsky (Eds.), Psychological Well-being and Behavioral Interactions during the Coronavirus Pandemic. Cambridge Scholars Publishing.
Thomure, H. T., Brown, G., Speaker, R., Taha, H., Tamim, R., & O’Neill, N. (2022). Arabic Reading Fluency Rates: An Exploratory Study. Gulf Education and Social Policy Review (GESPR), 1-24.
פלד, י. (2022), בריונות מקוונת והשפעתה על ההתפתחות האקדמית, החברתית והרגשית של סטודנטים לתואר ראשון, בתוך: בלונדר, ר., מישר-טל, ח.ת פורקוש-ברוך, א., ושושני, א. (עורכים): טכנולוגיות למידה בהשכלה הגבוהה בישראל, 1, עמ’ 111-138 הוצ’ מיט”ל ומחב”א תל אביב.
גולדשטיין, א., פורקוש ברוך, א., שינפלד, מ., אבידב-אונגר, א., אוסטר, ע. ז”ל, דגן, א., אסף, מ., גנאיים, א., ויסבליט, א., טסלר, ב., פלד, י., פלד, ר. ושטרנליכט, א. (2022), התאמה של הכשרת המורים לחינוך במאה ה 2, בתוך: כהן, ע. שיינפלד, מ. רביד, ג. ושמואלי, א. (עורכים): טכנולוגיות למידה בהשכלה הגבוהה בישראל, 2, עמ’ 111-138 הוצ’ מיט”ל ומחב”א תל אביב.
לייטקופ, א. ומאור ג. (2022). לפגוש את הפרעת הקשב שלי: מדריך מעשי לאימון אנשים עם הפרעת קשב בקבוצה. קרית ביאליק: אח
מאור ג. ושבתאי, ס. (2022). הורות בקשב: מדריך הורים להתמודדות עם הפרעת קשב. קרית ביאליק: אח.
שאולי, ס., ברעם-צברי, א. (2022). האם ידע מדעי הוא כוח? תפיסות הורים ומומחיות לגבי ידע מדעי כמסייע בקידום זכויות וסנגור לילדים כבדי שמיעה וחרשים. חמדעת, ט”ו, 238-273.
דולב, ס., פרידמן, א., שני, י., ודרור, א. (2022). מש”י- מחנכות שנות ינקות, היבטים פרקטיים פדגוגיים ותאורטיים. המכון הישראלי לחינוך בגיל הרך, מכללת אורנים.