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Individual differences in SEL among preservice, beginner, and experienced educators with different simulation experiences

Social sciences & humanities open, 2023, Vol.8 (1), p.100694, Article 100694

Kasperski, Ronen

2023

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Analysis of emergency remote teaching in formal education: crosschecking three contemporary techno-pedagogical frameworks

Research in learning technology, 2023-01, Vol.31, p.1-14

2023

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Social capital in high-schools: teacher-student relationships within an online social network and their association with in-class interactions and learning

Interactive learning environments, 2023-02, Vol.31 (2), p.955-971

2023

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The impact of teacher training in special education on the implementation of inclusion in mainstream classrooms

International journal of inclusive education, 2021-07, Vol.25 (9), p.1079-1090

2021

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The short- and long-term effects of a computerized reading training program on reading self-concept in second and third grade readers

Research and practice in technology enhanced learning, 2019-06, Vol.14 (1), p.1-19, Article 8

2019

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Development and validation of ‘EduSEL’: Educators' Socio-Emotional Learning questionnaire

Personality and individual differences, 2023-02, Vol.201, p.111926, Article 111926

2023

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Preservice teachers' perspectives on the contribution of simulation-based learning to the development of communication skills

Journal of education for teaching : JET, 2022-10, Vol.48 (5), p.521-534

2022

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Can an online mentoring social network assist students with intellectual disabilities or autism in coping with special needs and accumulating social capital?

Education and information technologies, 2023-05, Vol.28 (5), p.6027-6047

2023

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Gut reaction or rational problem-solving? Teachers' considerations when coping with classroom disruptions

Emotional and behavioural difficulties, 2022-04, Vol.27 (2), p.152-162

2022

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Developing digital academic skills in preservice teachers: performance and metacognitive perspectives

Journal of education for teaching : JET, 2024-08, Vol.50 (4), p.613-626

2024

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Promoting socio-emotional learning competencies in teacher education through online clinical simulations

European journal of teacher education, 2022-10, Vol.ahead-of-print (ahead-of-print), p.1-16

2022

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Reading Self-Concept and Reading Comprehension: The Possible Effect of the Transition from Transparent to Deep Orthography

Reading psychology, 2022-05, Vol.43 (3-4), p.232-249

2022

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Multiple aspects of simulation facilitators’ role in higher education: protecting and challenging the learners

Teaching in higher education, 2023-08, p.1-15

2023

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Teaching digital literacy: are teachers' perspectives consistent with actual pedagogy?

Technology, pedagogy and education, 2022-10, Vol.31 (5), p.615-635

2022

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Reading Comprehension in the Arabic Diglossia: The SVR Between the Spoken and Literary Varieties

Journal of psycholinguistic research, 2024-04, Vol.53 (2), p.27-27, Article 27

2024

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The cumulative effect of socioeconomic status and dyslexia on linguistic, cognitive and reading skills among Arabic‐speaking children

Dyslexia (Chichester, England), 2023-05, Vol.29 (2), p.78-96

2023

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The role of RAN and reading rate in predicting reading self-concept

Reading & writing, 2016-01, Vol.29 (1), p.117-136

2016

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Are Confidence Ratings Test- or Trait-Driven? Individual Differences among High, Average, and Low Comprehenders in Fourth Grade

Reading psychology, 2013-01, Vol.34 (1), p.59-84

2013

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The relations of SES and literacy-related oral and written language skills after one year of reading instruction - evidence from novice readers of Arabic

Journal of child language, 2022-11, p.1-23

2022

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Improving children's oral vocabulary with a dynamic intervention programme

The educational and developmental psychologist, 2021-01, Vol.38 (1), p.47-63

2021

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Longitudinal Changes in the Predictors of Reading Self-concept Among at Risk and Typically Developing Readers Ages 8 to 9 Participating in a Reading Intervention Program

2015

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Beyond the Cognitive Factors in Reading Comprehension: The Role of Reading Self-concept and Reading Self-confidence

2009

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Individual differences in SEL among preservice, beginner, and experienced educators with different simulation experiences

Analysis of emergency remote teaching in formal education: crosschecking three contemporary techno-pedagogical frameworks

Social capital in high-schools: teacher-student relationships within an online social network and their association with in-class interactions and learning

The impact of teacher training in special education on the implementation of inclusion in mainstream classrooms

The short- and long-term effects of a computerized reading training program on reading self-concept in second and third grade readers

Development and validation of ‘EduSEL’: Educators' Socio-Emotional Learning questionnaire

Preservice teachers' perspectives on the contribution of simulation-based learning to the development of communication skills

Can an online mentoring social network assist students with intellectual disabilities or autism in coping with special needs and accumulating social capital?

Gut reaction or rational problem-solving? Teachers' considerations when coping with classroom disruptions

Developing digital academic skills in preservice teachers: performance and metacognitive perspectives

Promoting socio-emotional learning competencies in teacher education through online clinical simulations

Reading Self-Concept and Reading Comprehension: The Possible Effect of the Transition from Transparent to Deep Orthography

Multiple aspects of simulation facilitators’ role in higher education: protecting and challenging the learners

Teaching digital literacy: are teachers' perspectives consistent with actual pedagogy?

Reading Comprehension in the Arabic Diglossia: The SVR Between the Spoken and Literary Varieties

The cumulative effect of socioeconomic status and dyslexia on linguistic, cognitive and reading skills among Arabic‐speaking children

The role of RAN and reading rate in predicting reading self-concept

Are Confidence Ratings Test- or Trait-Driven? Individual Differences among High, Average, and Low Comprehenders in Fourth Grade

The relations of SES and literacy-related oral and written language skills after one year of reading instruction - evidence from novice readers of Arabic

Improving children's oral vocabulary with a dynamic intervention programme

Longitudinal Changes in the Predictors of Reading Self-concept Among at Risk and Typically Developing Readers Ages 8 to 9 Participating in a Reading Intervention Program

Beyond the Cognitive Factors in Reading Comprehension: The Role of Reading Self-concept and Reading Self-confidence

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