Ronen Kasperski
Biographic Data
| ID | 3076922 |
|---|---|
| NAME | Ronen Kasperski |
| GIVEN NAMES | Ronen |
| FAMILY NAME | Kasperski |
| SIGNATURE | KASPERSKI R |
| AFFILIATIONS | The Arab Academic College for Education in Israel |
| ORCID | 0000-0002-4164-5249 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Multilingual Gen-AI simulations for social-emotional learning in teacher education
This study focuses on the development and evaluation of a multilingual GenAI-mediated simulation for social-emotional learning (SEL), examining both its structural design and participant experience across three countries and languages. Adopting an exploratory design research approach, we analysed (a) the architecture of the simulation prompt and (b) the end-of-semester group interviews with 20 in-service and 66 pre-service teachers regarding thei…
We Don’t Need No Education? Drivers and Deterrents in Career Decision-Making
This study presents and tests a model of vocational choice based on Gottfredson’s theory to explain the relatively low interest in teaching as a career and its underlying determinants. We propose that career choice criteria and vocational interests mediate the relationship between demographic and socio-economic factors and individuals’ perceived likelihood of choosing teaching as a profession. The study was conducted in Israel using a sample of 4…
Systematic Literature Review of Simulation-Based Learning for Developing Teacher SEL
This systematic literature review provides a comprehensive analysis of simulation-based learning methods aimed at enhancing teachers’ social–emotional learning (SEL). The study follows PRISMA guidelines, focusing on peer-reviewed journal articles published in English between 2010 and 2023. Four academic databases—APA Psych, ERIC, Scopus, and Web of Science—were searched, resulting in 68 articles that met stringent inclusion criteria after thoroug…
Multiple aspects of simulation facilitators’ role in higher education
Simulation-based learning (SBL) has been the focus of higher-education literature, especially in teacher education and training. Led by a professional facilitator, the SBL process requires learners to step out of their comfort zone. This multiple case-study examines the roles of SBL facilitators to better understand the conditions for creating an optimal learning setting. Triangulation was accomplished using three data-collection methods: 218 fac…
Teachers considerations for managing disruptions by pupils with disabilities in inclusive classrooms
Promoting socio-emotional learning competencies in teacher education through online clinical simulations
Increasing research indicates the effectiveness of simulation-based learning as a means of socio-emotional learning (SEL). Traditionally, simulations are conducted face-to-face (FTF) with a live actor in the role of the ‘other’. The outbreak of COVID-19 led to the shifting of simulations to online settings. To explore the differences between FTF and online conditions, questionnaires were administered to 49 FTF participants, 87 online participants…
Developing digital academic skills in preservice teachers
The purpose of this research was to evaluate an instructional change in an academic literacy course that transitioned from traditional print- to digital-based instruction. The learning outcomes of 71 preservice teachers who attended the digitally-modified course were compared to the learning outcomes of 55 students who attended the same course with print-based instruction. Results showed that the print and digital cohorts developed comparable aca…
The relations of SES and literacy-related oral and written language skills after one year of reading instruction – evidence from novice readers of Arabic
The relations between socioeconomic status (SES) and language skills at the onset of reading acquisition has not received much attention in research. In this study, a standardized battery of oral and written language tests was administered to 127 Arabic-speaking children at the end of first grade. SES-related differences were found in a line of oral language measures (vocabulary, syntax, morphology, and listening comprehension), but not in phonol…
Reading Comprehension in the Arabic Diglossia
This study aimed to examine the validity of the "simple view of reading" (SVR) model in the diglossic Arabic language. Using a longitudinal design, we tested whether decoding and listening comprehension (LC) in kindergarten can later predict reading comprehension (RC) in the first grade and whether the contribution of LC to RC differs between the spoken and literary varieties of Arabic. The participants were 261 kindergartners who were followed t…
Individual differences in SEL among preservice, beginner, and experienced educators with different simulation experiences
This study examines the premise that social-emotional learning (SEL) competencies develop with time and experience. A sample of 616 educators at different stages of seniority (pre-service, beginner or experienced) was surveyed using SEL questionnaires. Results showed an advantage in social competencies for both experienced and beginner educators over pre-service educators. In contrast, dividing the sample based on different simulation experiences…
Social capital in high-schools
With technological development, social networking has become a powerful resource for building relationships, improving collaboration and facilitating learning processes. However, while the majority of educational research on this topic has focused mainly on university students’ use of social media, less is known about the potential of social media to enhance social capital and to facilitate learning among adolescents. Thus, the current study exam…
Preservice teachers’ perspectives on the contribution of simulation-based learning to the development of communication skills
This study explored the contribution of simulation-based learning (SBL) to the developing of interpersonal communication skills. For this purpose, 10 Israeli preservice teachers were interviewed after participating in SBL. In addition, quantitative questionnaires were administered to 30 preservice teachers pre- and post-simulation. The interviewees described SBL as a deep-water experience, providing a glimpse of the day after they graduate. Impor…
The impact of teacher training in special education on the implementation of inclusion in mainstream classrooms
One of the most controversial problems regarding educational inclusion is the inherent contradiction between high demands and special needs. Faced with this challenge, many general education teachers turn to training programmes to compensate for special education knowledge they lack and to acquire special education teaching techniques. In this study conducted in Israel, 10 teachers who recently participated in a special education training program…
The impact of teacher training in special education on the implementation of inclusion in mainstream classrooms
One of the most controversial problems regarding educational inclusion is the inherent contradiction between high demands and special needs. Faced with this challenge, many general education teachers turn to training programmes to compensate for special education knowledge they lack and to acquire special education teaching techniques. In this study conducted in Israel, 10 teachers who recently participated in a special education training program…
Reading Comprehension in the Arabic Diglossia
This study aimed to examine the validity of the "simple view of reading" (SVR) model in the diglossic Arabic language. Using a longitudinal design, we tested whether decoding and listening comprehension (LC) in kindergarten can later predict reading comprehension (RC) in the first grade and whether the contribution of LC to RC differs between the spoken and literary varieties of Arabic. The participants were 261 kindergartners who were followed t…
The impact of teacher training in special education on the implementation of inclusion in mainstream classrooms
One of the most controversial problems regarding educational inclusion is the inherent contradiction between high demands and special needs. Faced with this challenge, many general education teachers turn to training programmes to compensate for special education knowledge they lack and to acquire special education teaching techniques. In this study conducted in Israel, 10 teachers who recently participated in a special education training program…
Preservice teachers’ perspectives on the contribution of simulation-based learning to the development of communication skills
This study explored the contribution of simulation-based learning (SBL) to the developing of interpersonal communication skills. For this purpose, 10 Israeli preservice teachers were interviewed after participating in SBL. In addition, quantitative questionnaires were administered to 30 preservice teachers pre- and post-simulation. The interviewees described SBL as a deep-water experience, providing a glimpse of the day after they graduate. Impor…
Individual differences in SEL among preservice, beginner, and experienced educators with different simulation experiences
This study examines the premise that social-emotional learning (SEL) competencies develop with time and experience. A sample of 616 educators at different stages of seniority (pre-service, beginner or experienced) was surveyed using SEL questionnaires. Results showed an advantage in social competencies for both experienced and beginner educators over pre-service educators. In contrast, dividing the sample based on different simulation experiences…
Social capital in high-schools
With technological development, social networking has become a powerful resource for building relationships, improving collaboration and facilitating learning processes. However, while the majority of educational research on this topic has focused mainly on university students’ use of social media, less is known about the potential of social media to enhance social capital and to facilitate learning among adolescents. Thus, the current study exam…
Promoting socio-emotional learning competencies in teacher education through online clinical simulations
Increasing research indicates the effectiveness of simulation-based learning as a means of socio-emotional learning (SEL). Traditionally, simulations are conducted face-to-face (FTF) with a live actor in the role of the ‘other’. The outbreak of COVID-19 led to the shifting of simulations to online settings. To explore the differences between FTF and online conditions, questionnaires were administered to 49 FTF participants, 87 online participants…
Developing digital academic skills in preservice teachers
The purpose of this research was to evaluate an instructional change in an academic literacy course that transitioned from traditional print- to digital-based instruction. The learning outcomes of 71 preservice teachers who attended the digitally-modified course were compared to the learning outcomes of 55 students who attended the same course with print-based instruction. Results showed that the print and digital cohorts developed comparable aca…
The relations of SES and literacy-related oral and written language skills after one year of reading instruction – evidence from novice readers of Arabic
The relations between socioeconomic status (SES) and language skills at the onset of reading acquisition has not received much attention in research. In this study, a standardized battery of oral and written language tests was administered to 127 Arabic-speaking children at the end of first grade. SES-related differences were found in a line of oral language measures (vocabulary, syntax, morphology, and listening comprehension), but not in phonol…
Reading Comprehension in the Arabic Diglossia
This study aimed to examine the validity of the "simple view of reading" (SVR) model in the diglossic Arabic language. Using a longitudinal design, we tested whether decoding and listening comprehension (LC) in kindergarten can later predict reading comprehension (RC) in the first grade and whether the contribution of LC to RC differs between the spoken and literary varieties of Arabic. The participants were 261 kindergartners who were followed t…
Systematic Literature Review of Simulation-Based Learning for Developing Teacher SEL
This systematic literature review provides a comprehensive analysis of simulation-based learning methods aimed at enhancing teachers’ social–emotional learning (SEL). The study follows PRISMA guidelines, focusing on peer-reviewed journal articles published in English between 2010 and 2023. Four academic databases—APA Psych, ERIC, Scopus, and Web of Science—were searched, resulting in 68 articles that met stringent inclusion criteria after thoroug…
Multiple aspects of simulation facilitators’ role in higher education
Simulation-based learning (SBL) has been the focus of higher-education literature, especially in teacher education and training. Led by a professional facilitator, the SBL process requires learners to step out of their comfort zone. This multiple case-study examines the roles of SBL facilitators to better understand the conditions for creating an optimal learning setting. Triangulation was accomplished using three data-collection methods: 218 fac…
Teachers considerations for managing disruptions by pupils with disabilities in inclusive classrooms
Multilingual Gen-AI simulations for social-emotional learning in teacher education
This study focuses on the development and evaluation of a multilingual GenAI-mediated simulation for social-emotional learning (SEL), examining both its structural design and participant experience across three countries and languages. Adopting an exploratory design research approach, we analysed (a) the architecture of the simulation prompt and (b) the end-of-semester group interviews with 20 in-service and 66 pre-service teachers regarding thei…
We Don’t Need No Education? Drivers and Deterrents in Career Decision-Making
This study presents and tests a model of vocational choice based on Gottfredson’s theory to explain the relatively low interest in teaching as a career and its underlying determinants. We propose that career choice criteria and vocational interests mediate the relationship between demographic and socio-economic factors and individuals’ perceived likelihood of choosing teaching as a profession. The study was conducted in Israel using a sample of 4…
Psychology (10 works) · Mathematics education (7 works) · Pedagogy (7 works) · Computer Science (6 works) · Medical education (5 works) · Medicine (4 works) · Social Psychology (4 works) · Cognition (3 works) · Qualitative research (3 works) · Reading comprehension (3 works)