All Stories

  1. Parent–child transmission of religious and secular values in Israel
  2. Socialization, Identity and Psychological Resilience among Arab-Palestinian and Jewish High School Students in Israel
  3. Religious and Heritage Education in Israel in an Era of Secularism
  4. Societal Values in Jewish State Religious and State Secular Schools in Israel
  5. RABBI NACHMAN OF BRESLEV AND COGNITIVE THERAPY: A SHORT COMPARISON OF CONCEPTUAL AND EDUCATIONAL SIMILARITIES
  6. Tensions in specifying computing curricula for K-12: Towards a principled approach for objectives
  7. The Effect of Motor-Mental Pre-Performance Routines on Motor Performance in Novice Learners
  8. Attitudes Toward Spirituality and Humanistic Values of Israeli Jewish High School Graduates
  9. Religious Encounters in Israeli State Education
  10. Computer science in K-12 school curricula of the 2lst century: Why, what and when?
  11. SMS Based Learning Delivery, Achievement and Affect: A Viable Alternative to Traditional Vocabulary or Concept Learning at the University Level
  12. The Historical Relationship between Affective Variables and ICT Based Learning and Instruction and Achievement in the Israeli School System
  13. Global Perspectives on Spirituality and Education
  14. The Unique Trio: Academic Achievement, Sport, and Gender
  15. The Katz-Francis Scale of Attitude toward Judaism: Internal Consistency Reliability and Construct Validity among Female Undergraduate Students in Israel
  16. (In)Equality in the Israeli Educational System: A Joint Jewish-Arab Educational Project
  17. Affect and digital learning at the university level
  18. The state approach to Jewish and non‐Jewish education in Israel
  19. Student responsibility and classroom discipline in Australia, China, and Israel
  20. Religious concepts among individuals with intellectual disability: a comparison between adolescents and adults
  21. (In)Equality in the Israeli Educational System: A Joint Jewish-Arab Educational Project
  22. Students’ reaction to classroom discipline in Australia, Israel, and China
  23. Does Israel’s Technology Track Pass the Test? A Propensity Score Matching Estimation Study
  24. Measuring attitude toward Judaism: The internal consistency reliability of the Katz–Francis Scale of Attitude toward Judaism
  25. Katz-Francis Scale of Attitude Toward Judaism
  26. The study of literature and culture in a web‐based environment
  27. Teachers’ classroom discipline and student misbehavior in Australia, China and Israel
  28. Distance Learning Approaches in Teacher Training
  29. The Israeli School Core Curriculum and Matriculation Examinations: An Attempt to Set Standards for a National Educational System
  30. Religiosity, Personality, and Happiness: A Study among Israeli Male Undergraduates
  31. Online university learning: cognitive and affective perspectives
  32. Learning in School, Home and Community
  33. The use of virtual reality three-dimensional simulation technology in nursery school teacher training for the understanding of children’s cognitive perceptions
  34. Affective Education: The Nature and Characteristics of Teachers’ and Students’ Attitudes Toward School in Israel
  35. Attitudes affecting college students' preferences for distance learning
  36. Who is Afraid of University Internet Courses?
  37. A Psycho-Pedagogical Model for ICT Use in the Educational Process
  38. Information and Communication Technology in the Israeli Educational System: Past, Present and Future
  39. Teacher and Student Attitudes to Affective Education: a European collaborative research project
  40. Teacher and Student Attitudes to Affective Education: A European collaborative research project
  41. Internet-Based Group Relations: A High School Peace Education Project in Israel
  42. Polls, opinions and political decisions – an information theory view of the 1999 elections
  43. The reliability and validity of the Hebrew version of the Computer Attitude Scale
  44. Internal Consistency Reliability and Validity of the Hebrew Translation of the Oxford Happiness Inventory
  45. Editorial
  46. Editorial
  47. Notes and Comments
  48. The Comparative Suitability Of Three ICT Distance Learning Methodologies For College Level Instruction
  49. The Parent-School Partnership: Shared Responsibility for the Education of Children
  50. HEBREW REVISED EYSENCK PERSONALITY QUESTIONNAIRE: SHORT FORM (EPQR-S) AND ABBREVIATED FORM (EPQR-A)
  51. Kindergarten Teacher Training Through Virtual Reality: Three‐Dimensional Simulation Methodology
  52. The Development of State Religious Education in Israel
  53. Effective Collaboration between Teachers and Parents in Israel: A Strategy for Improvement of the Educational Process
  54. The centrality of affective variables in the implementation of a national strategy for teacher and pupil information technology suitability in elementary schools
  55. The relationship between personality and attitudes towards computers: an investigation among female undergraduate students in Israel
  56. The Gender Stereotyping of Computer Use Among Female Undergraduate Students in Israel and the Relationship with Computer‐related Attitudes
  57. Academization and Professional Image of Israeli Elementary School Teachers
  58. Socio-Pedagogical Issues Affecting Computer Assisted Instruction and Learning
  59. Psychometric Properties of the Hebrew Version of the Francis Attitude toward Computers Scale
  60. The Reliability and Validity of the Hebrew Version of the Bath County Computer Attitude Scale
  61. Personality, religiosity and computer oriented attitudes among trainee teachers in Israel
  62. The Use of Multimedia and Data‐banks in the Enquiry Approach Learning Method
  63. The Teacher as Initiator of Change: Fact or Fiction?
  64. Implementation of the Mason, DeMers & Middleton consultation and program evaluation model in an Israeli school integration project
  65. Chaplain and Counsellor in the Israeli Elementary School: Overlapping or Complementary Roles?
  66. PARENTAL CONSIDERATIONS WHEN CHOOSING HIGH SCHOOLS FOR THEIR CHILDREN
  67. Social Orientation of Students in the Israeli State High School System
  68. A Gutyman Scale Factor Structure of Comprehensiveness
  69. The Comparability of the Short form Epq-Rindices of Extraversion, Neuroticism, and the Lie Scale With the Epq for a Sample of 190 Student Teachers in Israel
  70. The Relationship between Personality and Religiosity in an Israeli Sample
  71. Validation of the Student Religiosity Questionnaire
  72. Prestige of National-Religious High Schools and Social and Religious Orientations of Students
  73. Conservatism of Israeli Jews and Arabs in the aftermath of the gulf war
  74. Integrational Policies for the Ethnically Heterogeneous School
  75. A Six-Year Follow-up of Academic Achievement in An Israeli Elementary School Integration Project
  76. Computer assisted counseling ? model for the elementary school
  77. Religiosity of Students in the Israeli National‐Religious Comprehensive High School
  78. The relationship between personality and computer related attitudes of Israeli teachers
  79. THE DUAL NATURE OF THE EPQ LIE SCALE? A STUDY AMONG UNIVERSITY STUDENTS IN ISRAEL
  80. Do universities educate towards a change in teacher attitudes? The case of computer related attitudes
  81. Computer oriented attitudes as a function of risk-taking among Israeli elementary school teachers
  82. Intelligence as a Function of Conservatism among White South African Students
  83. The learning curve model for analysing the cost-effectiveness of a training system
  84. Conservatism in the adult Israeli Jewish population
  85. The general factor in the conservatism scale: A multinational multicultural examination
  86. Conservatism of Israeli Junior High School Students: Interethnic Differences
  87. Validation of a School Readiness Battery for a Referred Sample of Israeli Elementary School Students
  88. THE IMAGE OF ISRAELI UNIVERSITIES AS PERCEIVED BY JOURNALISTS: POLICY AND PLANNING IMPLICATIONS
  89. A Validation of the Social-Religious-Political Scale
  90. Conservatism of Israeli Children
  91. Academic Achievement as a Function of Integration in an Israeli Elementary School
  92. Conservatism of Israeli Arabs and Jews
  93. The Validation of the Student Social Orientations Questionnaire
  94. High School Headmasters’ Evaluations of Teachers Trained at Universities and Theological Colleges
  95. Social Interaction as a Function of Active Intervention in an Israeli Elementary School
  96. The Relationship Between Intelligence and Attitudes in a Bilingual Society: The Case of White South Africa
  97. Student Religiosity Questionnaire
  98. Validation and Use of a School Readiness Battery in an Israeli Elementary School Integration Program
  99. The differential effect of three educational structures on the realisation of academic and social variables
  100. Conservatism of South African Whites
  101. Ability Grouping and Students' Social Orientations
  102. A Cross-Cultural Validation of the Conservatism Scale in a Multi-Ethnic Society: The Case of Israel
  103. Two different education structures in Israel and social integration