Publications

Michalsky, T. (2017). What teachers know and do about assessing students’ self-regulated learning. Teachers College Record, 119(13), 1-16.‏

Michalsky, T., & Schechter, C. (2018). Teachers' self-regulated learning lesson design: Integrating learning from problems and successes. The Teacher Educator, 53(2), 101-123.

Shaked, H., Schechter, C., & Michalsky, T. (2018). Collaborative learning from personal cases in a principal preparation programme. International Journal of Leadership in Education, (21)4, 479-490. 

Michalsky, T. (2020). Preservice teachers’ professional vision for and capacity to teach self-regulated learning: Effects of scaffolding level. Teachers College Record, 122(3), 1-48.

Sason, H., Michalsky, T., & Mevarech, Z. (2020). Promoting middle school students’ science text comprehension via two self-generated “linking” questioning methods. Frontiers in Psychology, 11, 595-745.

Michalsky, T. (2021). Integrating video analysis of teacher and student behaviors to promote preservice teachers' teaching meta-strategic knowledge. Metacognition & Learning, 16(3), 595-622.

Michalsky, T. (2021). Preservice and Inservice Teachers' Noticing of Explicit Instruction for Self-Regulated Learning Strategies. Frontiers in Psychology, 831.

Michalsky, T. (2021). When to Scaffold Motivational Self-Regulation Strategies for High School Students’ Science Text Comprehension. Frontiers in Psychology.