Publications of Graduates
MOFET's Post-Doctoral Program
Achituv, S., & Hertzog, E. (2018). Partners or managers? Mothers or bosses? Conflicting Identities of Israeli Daycare Managers. Early Child Development and Care. 1-14.
Achituv, S., & Hertzog, E. (2019). ‘Sowing the seeds of community’: Daycare managers participating in a community approach project. Educational Management Administration & Leadership. Advance online publication.
Bar-Tal, s. * Asterhan, C. (2017). Going behind the scenes at teacher colleges: Online student knowledge sharing through social network technologies. Interdisciplinary Journal of e-Skills and Lifelong Learning 13, 1-18. Retrieved from
Jayusi, W., & Bekerman, Z. (2019). “Yes, We Can! – “Palestinian-Israeli Teachers in Jewish-Israeli Schools Journal of Teacher Education, 0022487119849869.
Jayusi, W. & Bekerman, Z. (2019). Does Teaching on the “other” side create a change? Teaching & Teacher Education, 77: 160-169.
Gribiea, A., Ben-Asher, S., & Kupferberg, I. (2019). Silencing and silence in Negev Bedouin students’ narrative discourse. Israel Affairs, 1-18.
Naishtat Bornstein,L. & Naveh, E. (2017). From Empathy to Critical Reflection: The Use of Testimonies in the Training of Holocaust Educators. Journal of International Social Studies, 8(1), 4-36. Retrieved from
Levin, I. & Tsybulsky, D. (2017). Digital Tools and Solutions for Inquiry Based STEM Learning. (pp. 140-165). Hershey, PA: IGI Global
Levin, I. & Tsybulsky, D. (2017). Optimizing STEM Education With Advanced ICTs and Simulations (pp. 1-344) Hershey, PA: IGI Global
Tsybulsky, D. & Levin, I. (2017). Inquiry-Based Science Education and the Digital Research Triad. In I. Levin & D. Tsybulsly (Eds.), Digital Tools and Solutions for Inquiry Based STEM Learning. (pp. 140-165). Hershey, PA: IGI Global. Retrieved from
Tsybulsky, D. & Levin, I. (in press). Science Teachers’ Worldviews in the Age of the Digital Revolution: Structural and Content Analysis. Teaching & Teacher Education. Advance online publication.
Ben-Harush, A. and Orland-Barak, L. (2019). “Triadic mentoring in early childhood teacher education: the role of relational agency“, International Journal of Mentoring and Coaching in Education, 8(3), pp. 182-196.
Gutman, M. (2018). Ethical dilemmas in senior teacher educators’ administrative work. European Journal of Teacher Education, 41(5), 591-603.
Gutman, M. (2019). International mobility and cultural perceptions among senior teacher educators in Israel: ‘I have learned to suspend judgment’, Journal of Education for Teaching, 45(4), 461-475,
Gutman, M. (2019). Retrospective view of the early career: three landmarks in building resilience in academic administration among Israeli teacher training college principals, Journal of Educational Administration and History. Advance online publication.
Gutman, M. & Oplatka, I.(2020) “Maintaining the image of a desired teacher” major issues of late-career senior teacher educators, Educational Studies. Advance online publication.
Amit, Alon, N. & Court, D. (2018). Contemporary Israeli theory and philosophy of education: Major trends and practical implications in the multicultural construction of Israeli education. Curriculum and Teaching, 33(2), 23-46.
Binhas, A. and Yaknich, L. (2019). You Have to Start from Scratch and You Need Someone by Your Side”: Perspectives of Parents and Teachers on Immigrant Students’ Adaptation to School. International Migration. Advance online publication.
Binhas, A. (in press). Teachers as Street Level Bureaucrats and Their Role as Cultural Mediators in the Integration of Immigrants – The Israeli Case in Education, Israel Affairs.
Binhas, A. (2019). Long‑Term Immigrants as Teachers of New Immigrant Students. Future Human Image 12, 5-11
Binhas, A. (in press). Differences between schools in implementing an immigrant-integrating policy. In Z. Gross (Ed.), Immigrants and Comparative Education School of Education, Bar Ilan University, Israel, Brill Publication
Binhas, A. (in press). Veteran Immigrants as teachers of immigrants in a multicultural and transnational era. in R. Sagi and Y. Gilat (Eds.), Cultural diversity, Levinsky College
Saada, N. (2020). Teachers’ Perceptions of Islamic Religious Education in Arab High Schools in Israel. In M. Huda, J. Safar, A.K. Mohamed, K.A. Jasmi and B. Basiron. (Eds.), Global Perspectives on Teaching and Learning Paths in Islamic Education, (pp 135-163). Hershey, IGI Global.
Hayik, R. & Weiner-Levy, N.(2019) Prospective Arab teachers’ emotions as mirrors to their identities and culture. Teaching & Teacher Education., 85, 36-44.
Schapira R, Anger Elfenbein H, Amichay-Setter M, Zahn-Waxler Cand Knafo-Noam A (2019). Shared Environment Effects on Children’s Emotion Recognition. Frontiers in Psychiatry. Advance online publication. 10, 215-
Nasie, M. & Diesendruck, G. (in press). What Children Want to Know about In- and Out-Groups, and How Knowledge Affects their Intergroup Attitudes. Social Development. Advance online publication.
Gatenio-Kalush, & Cohen, E. (in press). Creating “a safe haven”: Emotion-regulation strategies employed by mothers and young children exposed to recurrent political violence. Journal of Child & Adolescent Trauma
Marey, I. (2019) Seeing through their eyes’: Towards understanding risk and protection perspectives of young Bedouin children in the unrecognized villages of the Naqab. Children & Society
Shoham Kugelmass, D. Kupferberg. I. (in press). Experienced mainstream teachers and student teachers position themselves explicitly and implicitly in relation to inclusive classrooms: Global and local implications. Journal of Education for Teaching