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David Tzuriel, Shlomit Cohen, Rafi Feuerstein, Haim Devisheim, Shahar Zaguri-Vittenberg, Rosalind Goldenberg, Lea Yosef & Anat Cagan. (2023) Evaluation of the Feuerstein Instrumental Enrichment (FIE) program among Israeli-Arab students. International Journal of School & Educational Psychology 11:1, pages 95-110.
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David Tzuriel. (2011) Revealing the effects of cognitive education programmes through Dynamic Assessment. Assessment in Education: Principles, Policy & Practice 18:2, pages 113-131.
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Articles from other publishers (16)
David Tzuriel, Dikla Hanuka-Levy & Gaby Kashy-Rosenbaum. (2022) Dynamic Assessment of Self-Regulation and Planning Behavior. Frontiers in Education 7.
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David TzurielDavid Tzuriel. 2021. Mediated Learning and Cognitive Modifiability. Mediated Learning and Cognitive Modifiability
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David TzurielDavid Tzuriel. 2021. Mediated Learning and Cognitive Modifiability. Mediated Learning and Cognitive Modifiability
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Rafi Feuerstein, David Tzuriel, Shlomit Cohen, Anat Cagan, Lea Yosef, Haim Devisheim, Lou Falik & Rosalind Goldenberg. (2019) Integration of Israeli Students of Ethiopian Origin in Israeli Universities. Journal of Cognitive Education and Psychology 18:1, pages 18-34.
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David Tzuriel & Rinat Caspi. (2017) Intervention for peer mediation and mother-child interaction: The effects on children’s mediated learning strategies and cognitive modifiability. Contemporary Educational Psychology 49, pages 302-323.
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David Tzuriel & Gilat Trabelsi. 2015. Cognition, Intelligence, and Achievement. Cognition, Intelligence, and Achievement
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Natalia Salas, Cecilia Assael, David Huepe, Teresa Pérez, Fernando González, Alejandra Morales, Rita Arévalo, Chetty Espinoza & Grimaldina Araya. (2010) Application of IE-Basic Program to Promote Cognitive and Affective Development in Preschoolers: A Chilean Study. Journal of Cognitive Education and Psychology 9:3, pages 285-297.
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Hanna Shachar & Shlomit Fischer. (2004) Cooperative learning and the achievement of motivation and perceptions of students in 11th grade chemistry classes. Learning and Instruction 14:1, pages 69-87.
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Mervyn Skuy. (2016) The Development of MLE-Based Intervention Programmes in the Context of Education in South Africa. School Psychology International 23:1, pages 85-111.
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Anat Zohar, Adi Degani & Einav Vaaknin. (2001) Teachers’ beliefs about low-achieving students and higher order thinking. Teaching and Teacher Education 17:4, pages 469-485.
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David M. Romney & Marilyn T. Samuels. (2001) A meta-analytic evaluation of Feuerstein’s Instrumental Enrichment program. Educational and Child Psychology 18:4, pages 19-34.
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David Tzuriel. (2016) The Seria-Think Instrument. School Psychology International 21:2, pages 177-194.
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David Tzuriel, Shlomo Kaniel, Ella Kanner & H. Carl Haywood. (1999) Effects of the “Bright Start” program in kindergarten on transfer and academic achievement. Early Childhood Research Quarterly 14:1, pages 111-141.
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David Tzuriel & Shoshana Weiss. (1998) Cognitive modifiability as a function of mother–child mediated learning strategies, mothers' acceptance–rejection, and children's personality. Early Development and Parenting 7:2, pages 79-99.
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Mervyn Skuy. (2016) Cross cultural and Interdimensional Implications of Feuerstein's Construct of Mediated Learning Experience. School Psychology International 18:2, pages 119-135.
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Mervyn Skuy, Martene Mentis, Fleur Durbach, Kate Cockcroft, Peter Fridjhon & Mandia Mentis. (2016) Crosscultural Comparison of Effects of Instrumental Enrichment on Children in a South African Mining Town. School Psychology International 16:3, pages 265-282.
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