ARTICLES

REVISED AND RESUBMITTED:  

1. Michalsky, T. (2020). When to scaffold motivational self-regulation strategies for high school students’ science text comprehension. Science Education. [Q1]

2. Zohar, A., Michalsky, T., & Weinberger, J. (2020). Research juggling during pedagogical large-scale implementation in research-practice partnerships. Educational Researcher. [Q1]

ARTICLES IN PREPARATION:

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1. Michalsky, T., & Bakrish, H. (2020). The effects of metacognition scaffolding on accuracy of meta-comprehension judgment in a digital environment.

2. Michalsky, T., & Choen, A. (2020). Fostering general and scientific creativity in collaborative scientific problem-solving using two types of question prompts.

3. Michalsky, T., & Shaked, D. (2019). High school students using inquiry-based activities: Hands on, minds on, and virtual lab.

4. Michalsky, T., & Levy, M. (2020). The impact of fostering students' socially shared regulation learning during collaborative inquiry base learning on SSRL and inquiry skills.

NON-REFEREED PUBLICATIONS

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1. Michalsky, T. (1993). You are invited to present a poster at the Genetic Conference. The Biology Teachers’ Journal, 135, 43-44 (Hebrew).

2. Michalsky, T. (1996). BMI aren’t everything. The Biology Teachers’ Journal, 145, 105-106 (Hebrew).

3. Michalsky, T. (1996). Control of gene expression – teaching emphasis. The Biology Teachers’ Journal, 148, 48-52 (Hebrew).

4. Michalsky, T. (1998). About the HIV virus – science news for the classroom. The Biology Teachers’ Journal, 155, 75-80 (Hebrew).

5. Michalsky, T. (1999). Computer based activities for the biology class. The Biology Teachers’ Journal, 157, 43-49 (Hebrew).

6. Michalsky, T. (1999). Open Inquiry – lab fun. The Biology Teachers’ Journal, 158, 45-48 (Hebrew).

7. Michalsky, T., & Choen, E. (2000). Lab activity for the next millennium. The Biology Teachers’ Journal, 161, 30-32 (Hebrew).

8. Michalsky, T & Levi, M. (2000). The robbed young bird, and his unlucky brother-an inquiry case study. The Biology Teachers’ Journal, 163, 58-59 (Hebrew).

9. Michalsky, T. (2000). Animals' communication. The Biology Teachers’ Journal, 163, 76-81 (Hebrew).

10. Michalsky, T. (2003). Fractals at the molecular level. www.hs.ph.biu.ac.il, Bar-Ilan Univesity, Israel.

11. Michalsky, T. (2003). The DNA revolution. The Biology Teachers’ Journal, 168, 19-22 (Hebrew).

12. Michalsky, T. (2006). Overcoming the challenge of teaching open inquiry. The Science Education Review, 5(1), 8-10.

13. Michalsky, T. (2017). Metacognitive support embedded in inquiry-based teaching, how and why? The Junior-High School Teachers’ Journal, 28-29, 34-41 (Hebrew).

PAPERS PRESENTED AT SCIENTIFIC CONFERENCES 

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1. Michalsky, T., & Mevarech, Z. (2003, August). The effects of metacognitive guidance within ALN (Asynchronous Learning Network) on the inquiry learning process (with). Paper presented at the ESERA (European Science Education Research Association) Research and the Quality of Science Education Conference, Noordwijkerhout, The Netherlands.

2. Michalsky, T., & Mevarech, Z. (2004, April). Developing scientific thinking and inquiry skills by solving problems within ALN discussion groups. Paper presented at the NARST (National Association for Research in Science Teaching) Annual "Excellence In Science Teaching For All" International Conference, Vancouver, Canada.

3. Michalsky, T., & Mevarech, Z. & Zion, M. (2004, July). Who benefits from metacognitive instruction and under what conditions? Paper presented at the first meeting of the EARLI (European Association for Research on Learning and Instruction) SIG (Special Interest group) on metacognition, University of Amsterdam, The Netherlands.

4. Michalsky, T., &. Mevarech, Z. (2004, December). The effects of metacognitive instruction embedded within an asynchronous learning network on scientific inquiry skills. Paper presented at the international conference to review research on Science, Technology and Mathematics Education, UNESCO, Goa, India.

5. Michalsky, T., & Mevarech, Z. (2005, April). The roles of metacognitive instruction in developing students’ science literacy under different learning environments. Paper presented at the AERA, Annual Meeting, Montréal.

6. Michalsky, T., & Mevarech, Z. (2005, Nov.). The effects of metacognitive instruction embedded within an asynchronous learning network on inquiry and metacognitive skills. Paper presented at the WASEA – The Western Australian Science Education Association Annual Forum, Western Australia.

7. Michalsky, T., & Kramarski, B. (2007, August-September). How can different mentoring styles promote reading and mathematical literacy of mentor students? Paper presented at the 12th Biennial Conference, EARLI, Budapest, Hungary.

8. Kramarski, B., & Michalsky, T. (2008, May). Effects of online metacognitive engagement on pre-service teachers' self-regulated learning in pedagogical context. Symposium conducted at the 3rd Biennial Meeting of the EARLI Special Interest Group 16, Ioannina, Greece.

9. Kramarski, B., & Michalsky, T. (2008, June). Complementary perspective for the evaluation of student teachers' pedagogical SRL in metacognitive hypermedia environment. Paper presented at the 3rd Workshop on Meta-Cognition and Self-Regulated Learning in Educational Technologies, ITS, Montreal.

10. Michalsky, T., & Kramarski, B. (2008, September). Preparing pre-service teachers for professional education within a metacognitive computer-based learning environment. Paper presented at the EARLI SIG 6 & 7 Learning and Instruction with Computers in cooperation with SIG 6 Instructional Design, Salzburg, Austria.

11. Michalsky, T., & Kramarski, B. (2009, August). Prompting self-reflection differentially in a computer-based learning pedagogical context. Symposium conducted at the 13th Biennial Conference, EARLI, Amsterdam, Netherlands.

12. Michalsky, T., & Kramarski, B. (2010, May). Three training approaches to promote teachers’ SRL in technology environment. Symposium conducted at the 4th Biennial Meeting of the EARLI Special Interest Group 16, Munster, Germany.

13. Michalsky, T., & Mevarech, Z, R. (2010, May). The effects of metacognitive instruction embedded within inquiry laboratory work on scientific inquiry skills. Paper presented at the 4th Biennial Meeting of the EARLI Special Interest Group 16, Munster, Germany.

14. Michalsky, T. (2010, May). Fostering self-regulation phases differentially in pedagogical web-based learning. Paper presented at the 4th Biennial Meeting of the EARLI Special Interest Group 16, Munster, Germany.

15. Michalsky, T. (2011, July). Promoting pre-service teachers’ capacity to teach self-regulated learning through analysis of both teachers' and students' behavior. International Association for Cognitive Education and Psychology (IACEP) Conference, Boston, USA.

16. Michalsky, T. (2011, September). Preparing teachers for self-regulated learning to empower TPCK. Paper presented at the AERA Conference, Denver, USA.

17. Michalsky, T., & Kramarski, B. (2013, April). Leveraging teachers' technology pedagogical content knowledge by using a self-regulated learning program: The TPCK-SRL model. Paper presented at the AERA Conference, San Francisco, USA.

18. Michalsky, T. (2013, August). Using videotaped teaching practice to promote SRL among pre-service teachers. Symposium conducted at the 15th Biennial Conference, Munich, Germany. 

19. Kramarski, B., & Michalsky, T. (2014, April). How does an emotional self regulation program promote mathematical problem solving in young Students? Paper presented at the AERA Conference, Philadelphia, USA.

20. Michalsky, T.  (2014, June). The effects of powerful technological learning environments on preservice teachers’ self-regulated learning (SRL). Paper presented at the EARLI Special Interest Group 11, Frauenchiemsee, Germany. 

21. Michalsky, T., & Schechter, C. (2015, April). Teaching self-regulated learning: Preservice teachers integrating learning from problems and learning from successes. Paper presentation at the Annual Meeting of the American Educational Research Association, Chicago, IL. 

22. Michalsky, T. (2016, April). Integrating video analysis of STEM teachers’ and students’ behaviors to promote pre-service teachers teaching self-regulated learning. Paper presentation at the Annual Meeting of the American Educational Research Association, Washington, DC.

23. Michalsky, T. (2017, April). Preservice teachers’ capacity to teach self-regulated learning: Effects of different degrees of scaffolding professional vision. Paper presentation at the Annual Meeting of the American Educational Research Association, San Antonio, TX.

24. Michalsky, T. (2018, April). What teachers know and do about assessing students’ self-regulated learning. Paper presentation at the Annual Meeting of the American Educational Research Association, New York.

25. Michalsky, T. (2019, April). Preservice teachers’ professional vision for and capacity to teach self-regulated learning: Effects of scaffolding level. Paper presentation at the Annual Meeting of the American Educational Research Association, Toronto, Canada.

26. Michalsky, T. (2020, April). Assessing strategic control of variables in context. Paper accepted for presentation at the AERA Annual Meeting, San Francisco, CA. http://tinyurl.com/yynal75z (Conference Canceled).

27. Michalsky, T. (2020, August). Transitioning to remote education during the Covid-19 term: An instructional design perspective. Paper presented virtually at the 7th ACM Conference on Learning at Scale (L@S). Virtual Event.

28. Michalsky, T. (2020, August). Case study of remote invention activities in self-regulated learning course. Paper presented virtually at the 7th ACM Conference on Learning at Scale (L@S). Virtual Event.

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ACADEMIC PROFILE

This profile presents my major empirical and academic activities to date, focusing on their contribution to contemporary research and to educational practices and policies for promoting effective future educators, scientists, and global citizens. As detailed below, my expertise as an educational researcher draws on extensive professional experience and initiative in science education and teacher education, as well as on my strong commitment to help lead Israel in addressing the major 21st-century challenges facing science educators internationally.

RESEARCH AND DISSEMINATION ACTIVITIES

The core of my research lies in developing effective instructional approaches to promote self-regulated learning (SRL) in science instruction – such as self-guided inquiry learning, reasoning and reflection strategies, and peer feedback and discourse – within diverse science learning environments and for diverse learners. In line with global educational reforms, efforts to develop and sustain students’ SRL are receiving growing attention from policymakers, educators, and researchers. Yet, my series of studies in this area is unique in its dual perspective that investigates SRL advancement not only among school students but also among their teachers, while additionally scrutinizing technology-rich learning environments in line with rapidly changing global trends. Moreover, my research work has innovatively applied the professional vision (PV) paradigm to this novel parallel examination of both students and teachers within their environment (e.g., Michalsky, Metacognition & Learning, in press), thereby providing a more comprehensive, complementary, and contextualized investigation of learning and teaching processes. Thus, my main empirical interests focus on students' own SRL abilities and on teachers' professional development (including their professional vision) to effectively teach SRL in today’s and tomorrow’s science classrooms (e.g., Michalsky, Studies in Educational Evaluation, 2014; Michalsky, Science Education, 2012; Michalsky, International Journal of Science Education, 2013).

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My research studies have met with an enthusiastic reception nationally and internationally. My research endeavors have also earned me prestigious grants, including four different grants from the Israel Science Foundation. To date, I have published extensively in 35 peer-reviewed articles, in a wide range of highly ranked education journals including the Journal of Educational Psychology, Teaching and Teacher Education, Science Education, Journal of Educational Research, Learning and Instruction, and Studies in Educational Evaluation. I am among the few researchers internationally who have published both quantitative and qualitative research studies in the highest-ranked peer-reviewed journals in the field of teacher and student SRL education. An example of one published quantitative empirical research study is my 2020 article in Metacognition & Learning (5% acceptance rate, leading journal, sole author, accepted with minor revisions). My qualitative research expertise can be seen in articles published respectively in Teaching and Teacher Education (2013), Teachers College Record (2015), and Teacher Educator (2018). Recognized for my extensive knowledge and expertise in the field of science education and SRL, I have been selected to serve on the editorial board of Metacognition & Learning as well as Science Education. I am a sought-after reviewer of articles submitted for publication in most of the prominent journals in the field of SRL teaching, such as Learning and Instruction, Teaching and Teacher Education, and the International Journal of Educational Research.

In addition, many of my articles have been presented at prestigious international conferences such as the American Educational Research Association and the European Association for Research on Learning and Instruction. Moreover, the research measurements that I developed are widely utilized by researchers in various countries, such as the quantitative scale for assessing teachers' capacity to teach SRL (see Michalsky, Studies in Educational Evaluation, 2014). In 2010, I was awarded a two-year grant (42,000 NIS) by the Chief Scientist at the Ministry of Education to develop and field-test a measure assessing students’ SRL, which helps teachers to assess their students’ SRL and give them feedback on it. In 2012, I was awarded a two-year Israel Science Foundation research grant (220,000 NIS, with Dr. Schechter) to develop a model for enhancing preservice teachers' capacity to teach SRL. In 2016, I was awarded a three-year Israel Science Foundation research grant (540,000 NIS) to develop a video-analysis model to be integrated into teacher education for shaping preservice teachers' SRL teaching.  In 2017, I was awarded a five-year Israel Science Foundation research grant (3,500,000 NIS, with Dr. Zohar) to integrate meaningful learning into everyday classroom studies. 

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Furthermore, the evidence-based teaching methods that I designed have been implemented broadly in school curricula in Israel and abroad. For example, the innovative s-MINT method focusing on high-order thinking skills for teaching science inquiry in digital learning environments based on my Ph.D. dissertation (s-MINT: students' Metacognitive guided Inquiry within asynchronous learning Networked Technology) has been utilized in many Israeli websites targeting secondary schools and teacher education, to provide guidance in SRL, cooperative learning, and feedback-corrective theories. Moreover, I have collaborated with various European countries (e.g., Spain, Greece, Cyprus) in designing s-MINT-based science curricula and was awarded Third Prize in the E-scola European Competition for Entrepreneurship and Innovation in Education in 2006. Today, I head the s-MINT program at Bar-Ilan University.

EVIDENCE-BASED ACADEMIC LEADERSHIP

I hold a long-term commitment to Bar-Ilan University, beginning when I received my B.Sc. and M.Sc. degrees in Biology as well as my Ph.D. degree in Science Education there (receiving awards for excellence for both my master’s and doctoral dissertations). Throughout my teaching, mentoring, administrative roles, innovation efforts, and community liaison initiatives, I strive to serve as an academic and science education leader and role model, by helping build strong connections within the university and between the university and its various relevant partners, as described next.

With regard to my teaching activities, I endeavor to model to my students, through personal example, the evidence-based effectiveness of technology-infused SRL-supportive teaching. To this end, all courses that I instruct incorporate two online platforms for students’ autonomous self-regulated navigation – a comprehensive website providing diverse resources and enrichment materials (e.g., glossaries, databases) and a course-specific website furnishing course materials (e.g., my lectures, bibliographical sources, sample exams) and active peer forums.

I consistently receive high teaching scores on student surveys at Bar-Ilan University, and I was awarded "Outstanding Professor" by the Head of the School of Education (2008-2010) and "Excellent Lecturer" by the Rector (2012). With regard to mentoring, as a faculty member at Bar-Ilan University, I supervise master's and doctoral students in the field of SRL learning and teaching, in particular for science education. Several of my former PhD students including a post–doctoral fellow under my sponsorship are now working in institutions of higher learning and developing strong academic profiles, in line with my goal of promoting the early careers of high caliber scientific researchers.

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I currently head two academic projects in the School of Education at Bar-Ilan University – for Assignment of Practice to Biology Teaching (since 2007) and for Teacher Professional Development (since 2008). Within the latter role, I developed an innovative infusion-based approach to promote schoolteachers' high-order thinking and specialized vision for teaching SRL – the Professional Vision for Self-Regulated Learning (PV-SRL) method (see Michalsky article in Studies in Educational Evaluation, 2014). I have been invited to present this PV-SRL method to various Israeli colleges and universities, to serve as a model for their teacher training programs. I also serve as Head of Innovative Projects in Science (since 2010). In addition, I am Academic Head of a prestigious Ministry of Education program at Bar-Ilan University for retraining hi-tech academicians to work as biology educators. This 2-year program accredits 50 academicians annually to receive a teaching certificate in biology: 60% doctoral students, 25% M.Sc. students, and 15% B.Sc. students.

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Alongside research, teaching, and the professional roles that I fulfill, I am also involved in creating a bridge between academia and the community via liaison initiatives. For example, since the coronavirus outbreak, I led a university project mentoring preservice teachers at Bar-Ilan University to volunteer in the school system. Volunteers provide emotional and academic support to high school students and assistance to overburdened teachers who have had to make a rapid, stressful transition to novel remote online instruction and capsule-based teaching modes. Also, through grants from the Weil Foundation (2019 and 2020), I lead a project that partners with schools serving students from low socioeconomic backgrounds to identify special educational needs in order to reduce academic gaps in these schools. For example, by forging very strong connections between preservice teachers in Bar-Ilan University’s School of Education and these public schools, my innovative project provides such school students with timely and less costly diagnostic evaluations, followed by training in SRL strategies directed at the diagnosed needs.

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In one of my major cooperative initiatives with the Ministry of Education, various public schools, and our School of Education at Bar-Ilan University, I have facilitated a new professional development model for training preservice teachers – “University Schools.” Modeled after university hospitals, where medical students meet field experts and build clinical knowledge based on the theories that they learn in their university courses, our selected public University Schools in central Israel afford undergraduate students of education with practical opportunities for authentic classroom teaching, research field experience, and joint meetings and networking with diverse education professionals including experienced inservice teachers as well as researchers and theorists in the education field, while also participating in research endeavors with these schools’ experts.

Altogether, while participating in the University Schools’ real-time clinical teaching practicum, collaborative research activities, learning forums, supervision, and mentoring to discuss pedagogical situations in depth, emphasis is directed toward fostering preservice teachers’ professional vision and refining their SRL skills (e.g., assessing their real-time students’ specific needs, designing and implementing evidence-based pedagogical actions, evaluating and interpreting results). Thus, the University Schools enable our undergraduate students to apply their theoretical academic learning both clinically and empirically, thereby integrating all the necessary building blocks to formulate their professional identify and become well-rounded young education science practitioners.

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Furthermore, my University Schools initiative creates a win-win situation for Bar-Ilan University and for the educational system as a whole because these innovative collaborative mechanisms not only benefit our preservice teachers but also contribute meaningfully to a professional learning climate in the schools that promotes lifelong learning among the in-service teachers along their career trajectory. This program also leads to the university’s more significant involvement in the community’s educational life. In these and other activities, I harness my research knowledge and extensive professional experience to create collaborations and initiatives that can bring scientific advancements to populations who do not naturally have access to it, thereby helping build a new generation of students and researchers for the future. Going forward, I anticipate growing international collaborations of this caliber, as exemplified by my current research endeavor on STEM teachers in five countries, supported by the internationally active EARLI-EFG group of researchers working in the new, emerging field of learning and instruction.