Education

Education is a freely accessible, full-text, peer-reviewed, international journal that seeks out clear and significant contributions that further debate on educational issues. Education is interpreted in a wide manner and includes human development, learning, school education, formal and informal education, vocational education, industry training and lifelong learning. Articles are published from teachers, administrators, professors, graduate students, policy-makers, and education specialists.

Tali Heiman

Editorial Board Member of Education

Associate Professor, Open University of Israel, Department of Education and Psychology, Israel

Research Areas

Emotional and Social Aspects, Adolescents, Learning Disabilities, Families Coping

Education

1996Ph.DTel Aviv University

Publications: Journals

[1]  Postsecondary Education and Disability, 21 (1), 4-14.
[2]  Heiman, T. (2008). The Effects of e-mail messages in a distance learning university on the perceived learning environment and on coping strategies. Quarterly Review of Distance Education, 9(3), 237-248
[3]  Heiman, T. (2006). Assessing learning style among students with LD at a distance-learning university. Learning Disability Quarterly, 29 (1), 55-63.
[4]  Heiman, T. (2006). Social support networks, stress, sense of coherence and academic success of university students with and without learning disabilities. Social Psychology of Education, 9 (4), 461-478.
[5]  Heiman, T. (2006). Assessing learning style among students with LD at a distance-learning university. Learning Disability Quarterly, 29 (1), 55-63.
[6]  Kariv, D. & Heiman, T. (2005). Stressors, stress and coping in dual-demand environments: the case of working 'back to schoolers'. Journal of Adult and Continuing Education, 11(10), 91-110.
[7]  Heiman, T. (2005). An examination of peer relationships of children with and without attention deficit hyperactivity disorder. School Psychology International, 26, 330-339.
[8]  Heiman, T. & Kariv, D. (2005). Manifestations of learning disabilities in university students: Implications for coping and adjustment. Education, 125 (2), 313-324.
[9]  Kariv, D. & Heiman, T. (2005). Task-oriented versus emotion-oriented coping strategies: The case of college students. College Students Journal, 39(1), 72-89.
[10]  Heiman, T. (2004).Teachers coping with changes: including students with disabilities in mainstream classes: An international view. International Journal of Special Education, 19 (2), 91-103.
[11]  Heiman, T. & Kariv, D. (2004).Coping experience among students in higher education. Educational Studies, 30 (4), 441-455.
[12]  Heiman, T. (2004).Teachers coping with changes: Including students with disabilities in mainstream classes: An international view. International Journal of Special Education, 19 (2), 91-103
[13]  Heiman, T. (2004). Examination of the Salutogenic Model, support resources, coping style and stressors among university students. The Journal of Psychology, 138 (6), 505-520.
[14]  Heiman, T. & Precel, K. (2003). Students with learning disabilities in higher education: Academic strategies profile. Journal of Learning Disabilities, 36 (3), 248-258.
[15]  Heiman, T. (2002). Teachers' responses and expectations regarding students with and without LD. Advances in Psychology Research, 21, 85-98.
[16]  Heiman, T. (2002). Prevalence of loneliness and friendship: children, parents and teachers perceptions. Journal of Child and Family Welfare, 5 (1-2), 52-61.
[17]  Heiman, T. (2002). Parents of children with disabilities: Resilience, coping and future expectations. Journal of Developmental and Physical Disabilities, 14 (2), 159-171.
[18]  Heiman, T. (2001). Inclusive schooling: Middle-School teachers' perceptions. School Psychology International, 22 (4), 451-462.
[19]  Heiman, T. (2001). Depressive mood in students with mild intellectual disability: Students' reports and teachers' evaluations. Journal of Intellectual Disability Research, 45 (6), 526-534.
[20]  Heiman, T. (2000). Friendship Quality among students in three educational settings. Journal of Intellectual & Development Disability, 25, 1-12.
[21]  Heiman, T. (2000). Quality and quantity of friendship: Students' and teachers' perceptions. Journal of School Psychology International, 21 (3), 265-280.
[22]  Heiman, T., & Margalit, M. (1998). Loneliness, depression and social skills among students with mild mental retardation in special education and in mainstreamed classes. Journal of Special Education, 32 (3), 154-163.
[23]  Margalit, M., Weisel, A., Heiman, T., & Shulman, S. (1988). Social skills and family climate of behavior disordered adolescents. Behavior Disorders, 13, 253-262.
[24]  Karniol, R., & Heiman, T. (1987). Situational antecedent of children's anger experiences and subsequent responses to adult versus peer provokers. Journal of Aggressive Behavior, 13, 109-118.
[25]  Margalit, M., & Heiman, T. (1986). Family climate and anxiety of families with learning disabled boys. Journal of the American Academy of Child Psychiatry, 25, 841-856.
[26]  Margalit, M., & Heiman, T. (1986). Learning disabled boys' anxiety, parental anxiety, and family climate. Journal of Clinical Child Psychology, 15, 248-253.
[27]  Margalit, M., & Heiman, T. (1983). Anxiety and self-dissatisfaction in epileptic children. International Journal of Social Psychiatry, 29, 220-224.

Publications: Conferences/Workshops/Symposiums

[1]  Postsecondary Education and Disability, 21 (1), 4-14.
[2]  Heiman, T. (2008). The Effects of e-mail messages in a distance learning university on the perceived learning environment and on coping strategies. Quarterly Review of Distance Education, 9(3), 237-248
[3]  Heiman, T. (2006). Assessing learning style among students with LD at a distance-learning university. Learning Disability Quarterly, 29 (1), 55-63.
[4]  Heiman, T. (2006). Social support networks, stress, sense of coherence and academic success of university students with and without learning disabilities. Social Psychology of Education, 9 (4), 461-478.
[5]  Heiman, T. (2006). Assessing learning style among students with LD at a distance-learning university. Learning Disability Quarterly, 29 (1), 55-63.
[6]  Kariv, D. & Heiman, T. (2005). Stressors, stress and coping in dual-demand environments: the case of working 'back to schoolers'. Journal of Adult and Continuing Education, 11(10), 91-110.
[7]  Heiman, T. (2005). An examination of peer relationships of children with and without attention deficit hyperactivity disorder. School Psychology International, 26, 330-339.
[8]  Heiman, T. & Kariv, D. (2005). Manifestations of learning disabilities in university students: Implications for coping and adjustment. Education, 125 (2), 313-324.
[9]  Kariv, D. & Heiman, T. (2005). Task-oriented versus emotion-oriented coping strategies: The case of college students. College Students Journal, 39(1), 72-89.
[10]  Heiman, T. (2004).Teachers coping with changes: including students with disabilities in mainstream classes: An international view. International Journal of Special Education, 19 (2), 91-103.
[11]  Heiman, T. & Kariv, D. (2004).Coping experience among students in higher education. Educational Studies, 30 (4), 441-455.
[12]  Heiman, T. (2004).Teachers coping with changes: Including students with disabilities in mainstream classes: An international view. International Journal of Special Education, 19 (2), 91-103
[13]  Heiman, T. (2004). Examination of the Salutogenic Model, support resources, coping style and stressors among university students. The Journal of Psychology, 138 (6), 505-520.
[14]  Heiman, T. & Precel, K. (2003). Students with learning disabilities in higher education: Academic strategies profile. Journal of Learning Disabilities, 36 (3), 248-258.
[15]  Heiman, T. (2002). Teachers' responses and expectations regarding students with and without LD. Advances in Psychology Research, 21, 85-98.
[16]  Heiman, T. (2002). Prevalence of loneliness and friendship: children, parents and teachers perceptions. Journal of Child and Family Welfare, 5 (1-2), 52-61.
[17]  Heiman, T. (2002). Parents of children with disabilities: Resilience, coping and future expectations. Journal of Developmental and Physical Disabilities, 14 (2), 159-171.
[18]  Heiman, T. (2001). Inclusive schooling: Middle-School teachers' perceptions. School Psychology International, 22 (4), 451-462.
[19]  Heiman, T. (2001). Depressive mood in students with mild intellectual disability: Students' reports and teachers' evaluations. Journal of Intellectual Disability Research, 45 (6), 526-534.
[20]  Heiman, T. (2000). Friendship Quality among students in three educational settings. Journal of Intellectual & Development Disability, 25, 1-12.
[21]  Heiman, T. (2000). Quality and quantity of friendship: Students' and teachers' perceptions. Journal of School Psychology International, 21 (3), 265-280.
[22]  Heiman, T., & Margalit, M. (1998). Loneliness, depression and social skills among students with mild mental retardation in special education and in mainstreamed classes. Journal of Special Education, 32 (3), 154-163.
[23]  Margalit, M., Weisel, A., Heiman, T., & Shulman, S. (1988). Social skills and family climate of behavior disordered adolescents. Behavior Disorders, 13, 253-262.
[24]  Karniol, R., & Heiman, T. (1987). Situational antecedent of children's anger experiences and subsequent responses to adult versus peer provokers. Journal of Aggressive Behavior, 13, 109-118.
[25]  Margalit, M., & Heiman, T. (1986). Family climate and anxiety of families with learning disabled boys. Journal of the American Academy of Child Psychiatry, 25, 841-856.
[26]  Margalit, M., & Heiman, T. (1986). Learning disabled boys' anxiety, parental anxiety, and family climate. Journal of Clinical Child Psychology, 15, 248-253.
[27]  Margalit, M., & Heiman, T. (1983). Anxiety and self-dissatisfaction in epileptic children. International Journal of Social Psychiatry, 29, 220-224.

Publications: Books/Book Chapters

[1]  Heiman, T. (2012). Introduction to Special Education (inprocess). The Open University.Heiman, T. (2004). Hyperactivity and attention deficits disorders-A textbook. Tel Aviv: The Open University.
[2]  Heiman, T. (1999). Learning disabilities-A textbook. Tel Aviv: The Open University.
[3]  Lavan, A., & Heiman, T. (2011). Parents to children with special needs included in mainstreamed educational settings: Their perceptions and involvement within the educational process. In G. Avisar, Y. Leyzer., & S. Reiter (Eds.). Inclusiveness: Education and society. (pp. 245-267). Haifa, Israel: AHVA (in Hebrew).
[4]  Rimor, R., Reingold, R., & Heiman, T. (2008). Instructor's Scaffolding in Support of Student's Metacognition through an Online Course. In J. Zumbach, N. Schwartz, T. Seufert, & L. Kester (Eds.). Beyond knowledge: The legacy of competence (pp. 115-136). UK: Springer.
[5]  Kariv, D., & Heiman, T. (2008). Relationships between mood, coping and stress symptoms among students who work in schools. In A. M. Columbus, (Ed.). Advances in Psychology Research (Vol. 53, Chapter 5, pp. 115-136). NY: Nova Science.
[6]  Heiman, T., & Olenik-Shemesh, D. (2004). Teachers' coping integrating students with special needs in mainstreamed class. In S. Guri-Rosenblit (Ed.). Teachers in a changing world: Trends and challenges (pp. 131-156). Tel Aviv: The Open University (in Hebrew).
[7]  Heiman, T., & Olenik-Shemesh, D. (1998). Academic adjustment of pupils with learning disability. In T. Heiman & D. Olenik-Shemesh (Eds.). Students with learning disabilities: New perspectives. Tel Aviv: The Open University (in Hebrew).