ד"ר חנין ואסל

Vasel, H. (2026). Questionnaire development and initial validation: Examining teachers’ attitudes towards technology integration in the classroom. Rav-Gvanim: A Journal of Teacher Research and Dialogue, 27, 161-188. doi: 10.33496/rav202627.161188. [In Hebrew]

Hadar, L. L., Vasel, H., & Baharav, H. (2025). Practice Partnership for School Improvement: Teacher Research on School-Based Innovation. Improving Schools, DOI: 13654802251406345.‏

Vasel, H. (2025). A comparative analysis of Arab and Jewish teachers’ remote online teaching experience. Research in Comparative and International Education, 20(3), 422-440.‏

Vasel, H. (2025). Arab Teachers’ and Principals’ Perceptions of AIED Integration in Israeli Schools: Educational Challenges and Opportunities. Jami’a - Journal in Education and Social Sciences, 25(2), 89-121.[In Hebrew]

Vasel, H. (2025). Design and Validation of a Contextualized Measure to Assess Teachers’ Attitudes Toward Technology Integration in Teaching. Educational Practice and Theory, 47(2), 7-28.‏

Vasel, H. (2025). Factors shaping the implementation of educational organizational change: An analysis of Lewin's model in the context of teaching innovations. Social Sciences & Humanities Open, 11, 101599.‏

Vasel, H. (2025). Mirrors of progress – A comparative perspective of two innovative schools exploring social and emotional learning. In Hadar, L. L. & Baharav, H. (Eds.) (In press). Research-Practice Partnerships in Education: Practitioner-Researcher Collaboration in the Israeli Context. Routledge, Taylor and Francis group. ISBN 9781032741604. [pp. 50-63]. DOi: 6HPFU9RU9P62KE4S9NQM

Vasel, H., Ragonis, N., & Kupermintz, H. (2025). Cultural influences on pedagogical ideology: implications for educational change in an Arab-Israeli school. Educational Studies, 1-25.‏

Vasel, H. & Ragonis, N. (2024). Mobile learning to promote hearing impaired students in primary schools in the Arab sector. Researchers @ the Special Education, 5, 101-132 [In Hebrew]

Vasel, H. (2024). A comparative analysis of Arab and Jewish teachers’ remote online teaching experience. Research in Comparative and International Education, 17454999251337549.‏

Vasel, H. (2024). Differences between Arab and Jewish teachers regarding technology integration in education following their experience with remote online learning during the crisis. Daruna- A scientific, pedagogical and social journal, 50, 72-85 [In Hebrew]

Vasel, H., & Ragonis, N. (2024). Empowering hearing-impaired students: A mobile learning intervention in Israeli Arab elementary education. Journal of Research in Special Educational Needs, 00, 1–12.

Vasel, H., Ragonis, N., & Kupermintz, H. (2024). Cultural factors and pedagogical ideology in relation to leading organizational-educational change in Arab sector. Social Issues in Israel, 33 (1), 33-76 [In Hebrew]

Vasel, H.(2023). Arab Teachers’ Perceptions of Online Learning and Technology Use During the COVID-19 Era: Advantages and Challenges. Jami’a-Journal in Education and Social Sciences, 24(2),169-196.