Bracha Kramarski
Datos Biográficos
| ID | 2746392 |
|---|---|
| NOMBRE | Bracha Kramarski |
| NOMBRES | Bracha |
| APELLIDO | Kramarski |
| FIRMA | KRAMARSKI B |
| AFILIACIONES | Bar-Ilan University |
| ORCID | 0000-0001-9853-5828 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 17 |
| TOTAL DE CITAS | 19 |
| TOTAL COMO AUTOR | 17 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1993 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
Longitudinal Study
Some gifted students may have symptoms of attention-deficit/hyperactivity disorder (ADHD), which are associated with academic challenges. Self-efficacy for mathematics is typically lower in students with ADHD symptoms compared with their peers. This study explored how gifted students’ sources of self-efficacy may mediate the relationship between their ADHD symptoms and mathematics self-efficacy. The study was conducted within the Israeli educatio…
Authentic evidence from the ‘SRL-Aide’ simulative environment on explicitness and duration of in-class SRL teaching practices
Self-regulated learning (SRL) is a cyclical process essential for activating independent learners. Because SRL does not develop spontaneously, teachers need to learn about and experience its components and effective practices to stimulate students’ SRL. To support teachers in SRL practice implementation, we propose a unique professional development model that combines direct and indirect instruction of SRL. The model is based on Authentic, Intera…
Enhancing students' metacognition, achievement and transfer between domains
Promoting teachers' in-class SRL practices
Leveraging student-centred teaching practices by authentic simulations environment and self-regulated learning
One of the required 21st-century skills necessary to cope with challenging tasks in teaching is nurturing active independent learners who can perform self-regulated learning (SRL). To support teachers in attaining and transferring their newly acquired knowledge and practices to real-time teaching in the classroom, an effective professional development programme should include authentic environments that enhance autonomous learners. We introduce a…
New Perspectives on Integrating Self-Regulated Learning at School
1 Department of Education, Bar-Ilan University, 52100 Ramat-Gan, Israel 2 Department of Experimental Clinical and Health Psychology, Ghent University, Ghent, Belgium 3Department of Human-Computer Media, Wuerzburg University, Wuerzburg, Germany 4Department of Psychology, Technische Universitat Dresden, 01062 Dresden, Germany 5 Department of Educational &Counselling Psychology and Special Education, University of British Columbia, Vancouver, BC, Ca…
Developing and assessing the Life Challenges Teacher Inventory for teachers’ professional growth
Developing a TPCK-SRL assessment scheme for conceptually advancing technology in education
Developing Self-Regulation by Using Reflective Support in a Video-Digital Microteaching Environment
Recent research efforts have established that self-regulated learning (SRL) is necessary for teachers to attain successful professional development. Our study addresses two central questions: under what conditions in preservice teachers' education can SRL processes be enhanced to the optimum level, and how can we assess these processes? The participants of the study were ninety-seven preservice teachers, who were engaged in real-time teaching in …
Grading styles and disciplinary expertise
Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge
Enhancing Mathematical Reasoning in the Classroom
The purpose of this study was to investigate the effects of four instructional methods on students’ mathematical reasoning and metacognitive knowledge. The participants were 384 eighth-grade students. The instructional methods were cooperative learning combined with metacognitive training (COOP+META), individualized learning combined with metacognitive training (IND+META), cooperative learning without metacognitive training (COOP), and individual…
The effects of metacognitive training versus worked-out examples on students' mathematical reasoning
Background: The present study is rooted in a cognitive-metacognitive approach. The study examines two ways to structure group interaction: one is based on worked-out examples (WE) and the other on metacognitive training (MT). Both methods were implemented in cooperative settings, and both guided students to focus on the problem's essential parts and on appropriate problem-solving strategies.Aims: The aim of the present study is twofold: (a) to in…
Construction and Application of an Evaluative Tool to Assess Reflection in Teacher-Training Courses
In recent years, the ability to reflect has been considered an important competency that teachers should acquire during teacher training and implement in teaching throughout their professional lives. Thus there is the need during teacher training to assess student teachers' developing reflective abilities. This article describes a two-dimensional framework by which student teachers' written reflections may be assessed. One dimension is the object…
Improve
The purpose of the present research was to design an innovative instructional method for teaching mathematics in heterogeneous classrooms (with no tracking) and to investigate its effects on students’ mathematics achievement. The method is based on current theories in social cognition and metacognition. It consists of three interdependent components: metacognitive activities, peer interaction, and systematic provision of feedback-corrective-enric…
Cognitive-metacognitive training within a problem-solving based Logo environment
Background. The present study investigated the effects of metacognitive training implemented within a problem-solving based Logo environment on students' ability to construct graphs and reflect on their learning.Aims. (1) To compare achievement outcomes of students who learned to construct graphs within a problem-solving based Logo environment that was either embedded with or with no metacognitive training; and (2) To examine the differences in s…
Vygotsky and Papert
The purpose of this study was to examine the effects of co‐operative and individualised Logo environments on creativity and interpersonal relationships regarding academic recognition and social acceptance. Participants were 83 students who studied in three eighth grade classrooms: one was exposed to a co‐operative Logo environment ( N =30), the other to an individualised Logo environment ( N =24), and the third served as a non‐treatment control g…
Enhancing Mathematical Reasoning in the Classroom
The purpose of this study was to investigate the effects of four instructional methods on students’ mathematical reasoning and metacognitive knowledge. The participants were 384 eighth-grade students. The instructional methods were cooperative learning combined with metacognitive training (COOP+META), individualized learning combined with metacognitive training (IND+META), cooperative learning without metacognitive training (COOP), and individual…
The effects of metacognitive training versus worked-out examples on students' mathematical reasoning
Background: The present study is rooted in a cognitive-metacognitive approach. The study examines two ways to structure group interaction: one is based on worked-out examples (WE) and the other on metacognitive training (MT). Both methods were implemented in cooperative settings, and both guided students to focus on the problem's essential parts and on appropriate problem-solving strategies.Aims: The aim of the present study is twofold: (a) to in…
Improve
The purpose of the present research was to design an innovative instructional method for teaching mathematics in heterogeneous classrooms (with no tracking) and to investigate its effects on students’ mathematics achievement. The method is based on current theories in social cognition and metacognition. It consists of three interdependent components: metacognitive activities, peer interaction, and systematic provision of feedback-corrective-enric…
Grading styles and disciplinary expertise
Vygotsky and Papert
The purpose of this study was to examine the effects of co‐operative and individualised Logo environments on creativity and interpersonal relationships regarding academic recognition and social acceptance. Participants were 83 students who studied in three eighth grade classrooms: one was exposed to a co‐operative Logo environment ( N =30), the other to an individualised Logo environment ( N =24), and the third served as a non‐treatment control g…
Vygotsky and Papert
The purpose of this study was to examine the effects of co‐operative and individualised Logo environments on creativity and interpersonal relationships regarding academic recognition and social acceptance. Participants were 83 students who studied in three eighth grade classrooms: one was exposed to a co‐operative Logo environment ( N =30), the other to an individualised Logo environment ( N =24), and the third served as a non‐treatment control g…
Improve
The purpose of the present research was to design an innovative instructional method for teaching mathematics in heterogeneous classrooms (with no tracking) and to investigate its effects on students’ mathematics achievement. The method is based on current theories in social cognition and metacognition. It consists of three interdependent components: metacognitive activities, peer interaction, and systematic provision of feedback-corrective-enric…
Cognitive-metacognitive training within a problem-solving based Logo environment
Background. The present study investigated the effects of metacognitive training implemented within a problem-solving based Logo environment on students' ability to construct graphs and reflect on their learning.Aims. (1) To compare achievement outcomes of students who learned to construct graphs within a problem-solving based Logo environment that was either embedded with or with no metacognitive training; and (2) To examine the differences in s…
Construction and Application of an Evaluative Tool to Assess Reflection in Teacher-Training Courses
In recent years, the ability to reflect has been considered an important competency that teachers should acquire during teacher training and implement in teaching throughout their professional lives. Thus there is the need during teacher training to assess student teachers' developing reflective abilities. This article describes a two-dimensional framework by which student teachers' written reflections may be assessed. One dimension is the object…
Enhancing Mathematical Reasoning in the Classroom
The purpose of this study was to investigate the effects of four instructional methods on students’ mathematical reasoning and metacognitive knowledge. The participants were 384 eighth-grade students. The instructional methods were cooperative learning combined with metacognitive training (COOP+META), individualized learning combined with metacognitive training (IND+META), cooperative learning without metacognitive training (COOP), and individual…
The effects of metacognitive training versus worked-out examples on students' mathematical reasoning
Background: The present study is rooted in a cognitive-metacognitive approach. The study examines two ways to structure group interaction: one is based on worked-out examples (WE) and the other on metacognitive training (MT). Both methods were implemented in cooperative settings, and both guided students to focus on the problem's essential parts and on appropriate problem-solving strategies.Aims: The aim of the present study is twofold: (a) to in…
Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge
Grading styles and disciplinary expertise
Developing and assessing the Life Challenges Teacher Inventory for teachers’ professional growth
Developing a TPCK-SRL assessment scheme for conceptually advancing technology in education
Developing Self-Regulation by Using Reflective Support in a Video-Digital Microteaching Environment
Recent research efforts have established that self-regulated learning (SRL) is necessary for teachers to attain successful professional development. Our study addresses two central questions: under what conditions in preservice teachers' education can SRL processes be enhanced to the optimum level, and how can we assess these processes? The participants of the study were ninety-seven preservice teachers, who were engaged in real-time teaching in …
New Perspectives on Integrating Self-Regulated Learning at School
1 Department of Education, Bar-Ilan University, 52100 Ramat-Gan, Israel 2 Department of Experimental Clinical and Health Psychology, Ghent University, Ghent, Belgium 3Department of Human-Computer Media, Wuerzburg University, Wuerzburg, Germany 4Department of Psychology, Technische Universitat Dresden, 01062 Dresden, Germany 5 Department of Educational &Counselling Psychology and Special Education, University of British Columbia, Vancouver, BC, Ca…
Leveraging student-centred teaching practices by authentic simulations environment and self-regulated learning
One of the required 21st-century skills necessary to cope with challenging tasks in teaching is nurturing active independent learners who can perform self-regulated learning (SRL). To support teachers in attaining and transferring their newly acquired knowledge and practices to real-time teaching in the classroom, an effective professional development programme should include authentic environments that enhance autonomous learners. We introduce a…
Enhancing students' metacognition, achievement and transfer between domains
Promoting teachers' in-class SRL practices
Longitudinal Study
Some gifted students may have symptoms of attention-deficit/hyperactivity disorder (ADHD), which are associated with academic challenges. Self-efficacy for mathematics is typically lower in students with ADHD symptoms compared with their peers. This study explored how gifted students’ sources of self-efficacy may mediate the relationship between their ADHD symptoms and mathematics self-efficacy. The study was conducted within the Israeli educatio…
Authentic evidence from the ‘SRL-Aide’ simulative environment on explicitness and duration of in-class SRL teaching practices
Self-regulated learning (SRL) is a cyclical process essential for activating independent learners. Because SRL does not develop spontaneously, teachers need to learn about and experience its components and effective practices to stimulate students’ SRL. To support teachers in SRL practice implementation, we propose a unique professional development model that combines direct and indirect instruction of SRL. The model is based on Authentic, Intera…
Psychology (15 obras) · Innovative Teaching and Learning Methods (14 obras) · Mathematics education (14 obras) · Computer Science (11 obras) · Metacognition (11 obras) · Cognition (10 obras) · Pedagogy (8 obras) · Educational and Psychological Assessments (6 obras) · Self-regulated learning (6 obras) · Cognitive psychology (4 obras)