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Michal Hisherik, Shahar Gindi, Nehaya Awida, Najwan Saada, Developing intercultural competence in a training program for boundary-crossing Jewish and Palestinian pre-service teachers,
Teaching and Teacher Education, Volume 159, 2025, 104996
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Shahar Gindi, Michal Hisherik, Nehaya Awida, Taly Ben Yehuda,
Jewish and Arab lecturers teaching Jewish and Arab teachers how to teach in the ‘other’ society: Insights into the development of intercultural competence in a high-intensity conflict society,
International Journal of Intercultural Relations, Volume 102, 2024, 102039
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Shahar Gindi & Khaloob Kawar (11 Dec 2024): Special education in
tumultuous times: Jewish and Arab parents’ perceptions of services during COVID-19, Educational Studies
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Gindi S, Ben Shabbat-Seri M, Nagar-Shimoni H, Gilat I, Leitner Y. “Breaking the news”–post-autism spectrum disorder diagnosis group intervention for parents to 6–18-year-old children. Clinical Child Psychology and Psychiatry. 2024;29(4):1417-1431.
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Gahl Silverman, Shahar Gindi, Michal Hisherik, Nehaya Awida Haj Yehya, Iris Yaniv, Tali Ben Yehuda, Interethnic workplace relations in times of heightened social tension: Israeli-Arab teachers in Jewish schools post-10/7, International Journal of Intercultural Relations, Volume 103, 2024, 102093
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Jayusi, W., Erlich Ron, R., & Gindi, S. (2023). Teachers’ responses to students’ informal political dialogue: Charting the grey areas in school. Education, Citizenship and Social Justice
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Erlich Ron, R., & Gindi, S. (2023). Teaching Controversial Political Issues in the Age of Social Media: Research from Israel (1st ed.). Routledge.
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Gindi, S., Ron, R.E. (2023). Belonging and Otherness: Teachers of Ethiopian and Russian Origins in Israeli Schools. In: Gutman, M., Jayusi, W., Beck, M., Bekerman, Z. (eds) To Be a Minority Teacher in a Foreign Culture . Springer, Cham.
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Hagit Nagar Shimoni, Yael Leitner, Roni Yoran-Hegesh, Ya’arit Bokek-Cohen, Shahar Gindi & Abraham Weizman (2023) The Potential Usefulness Of The Social Attribution Task (SAT) in Diagnosing Girls with ASD, International Journal of Disability, Development and Education, 70:4, 588-593
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Hagit Nagar Shimoni, Yael Leitner, Roni Yoran-Hegesh, Ya’arit Bokek-Cohen, Shahar Gindi & Abraham Weizman (2023) The Potential Usefulness Of The Social Attribution Task (SAT) in Diagnosing Girls with ASD, International Journal of Disability, Development and Education, 70:4, 588-593,
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Rakefet Erlich Ron, Shahar Gindi (2023) ‘The limits of my language’: Sense of belonging/otherness of minority teachers in Israel. Citizenship Teaching & Learning, Volume 18, Issue 1, Mar 2023, p. 81 - 99
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Karakulak, A., Tepe, B., Dimitrova, R. et al. Trust in government moderates the association between fear of COVID-19 as well as empathic concern and preventive behaviour. Commun Psychol 1, 43 (2023).
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Shahar Gindi & Rakefet Erlich Ron (2023) Superdiversity in Israel: the relationship of religious and ethnic diversity and sense of belonging among boundary-crossing teachers, Intercultural Education,
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Shahar Gindi, Michal Hisherik, Avital Pilpel, Isaac Levi’s belief change methodology as a way to settle conflicting views: Case study of Palestinian teachers in Jewish schools, International Journal of Intercultural Relations, Volume 97,2023, 101889
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Shimrit Telraz Cohen & Shahar Gindi (2023) Necessity is the mother of invention: Experiences of Israeli women child psychotherapists inexperienced in online therapy regarding the therapeutic space during COVID-19, Counselling Psychology Quarterly
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Rakefet Erlich Ron, Shahar Gindi, Alone in the forefront: Teachers' precarious position when facing students’ racist comments in class, Teaching and Teacher Education, Volume 113
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Shahar Gindi, Itzhak Gilat, Rachel Sagee, Short communication – Students’ attitudes toward boundary-crossing teachers before and after the May 2021 violence between Israelis and Palestinians: A ripple effect?, International Journal of Intercultural Relations,
Volume 91, 2022, Pages 38-43, ISSN 0147-1767,
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Shahar Gindi & Rakefet Erlich Ron (2022) Interest over knowledge: A Jewish-Arab comparison of teachers’ willingness to conduct CPI discussions, Teachers and Teaching
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Michal Hisherik, Shahar Gindi. 2023. ‘We were not even trained to have an opinion’: Political socialization of Arabs in Israel. Citizenship Teaching & Learning, Volume 17, Issue 2, Jun 2022, p. 249 - 271
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Shahar Gindi & Rakefet Erlich-Ron (2021) Minority-Group Teachers‘ Different Attitudes toward Controversial Political Issues in Israel (Diferencias actitudinales de los docentes de grupos minoritarios en relación con las controversias políticas en Israel), Culture and Education, 33:3, 529-555
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Shahar Gindi & Ilana Paul-Binyamin (2021) Dialogue over discipline: what predicts students' identification with their high school’s values?, Research Papers in Education, 36:2, 216-232
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Rakefet Erlich Ron, Shahar Gindi, Between survival and vision: Boundary-crossing Arab teachers in Jewish schools and Arab teachers in their community, International Journal of Intercultural Relations, Volume 81, 2021, Pages 154-166
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Hagit Nagar Shimoni, Yael Leitner, Roni Yoran-Hegesh, Ya’arit Bokek-Cohen, Shahar Gindi & Abraham Weizman (2021) The Potential Usefulness Of The Social Attribution Task (SAT) in Diagnosing Girls with ASD, International Journal of Disability, Development and Education
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Gindi, S., Gilat, Y. and Sagee, R. (2021), Who wants a political classroom? Attitudes toward teaching controversial political issues in school. Journal of Social Science Education, 20(2)
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Gindi, S. and Erlich Ron, R. (2021), "Has religiosity become a key factor in Jewish Israelis' attitudes toward minorities? A call for research", Equality, Diversity and Inclusion, Vol. 40 No. 3, pp. 259-272.
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Gindi, S., Gilat, Y. and Sagee, R. (2020), "Parent, teacher and student attitudes toward boundary-crossing teachers", Journal for Multicultural Education, Vol. 14 No. 3/4, pp. 281-294.
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Erlich, R. R., Gindi, S., & Hisherik, M. (2020). “I’ll Do Business with Anyone”, Israel Studies Review, 35(3), 72-91. Retrieved Aug 12, 2021
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Itzhak Gilat, Shahar Gindi & Rajaa Sedawi-Massri (2020) ‘I am living proof of coexistence’: the experience of Israeli-Arab teachers in Jewish schools, International Studies in Sociology of Education
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Shahar Gindi (2020) Educational placement of students with autism spectrum disorder and its relation to socioeconomic status, intelligence, and diagnosis, International Journal of Developmental Disabilities, 66:3, 235-244
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Shahar Gindi, Rakefet Erlich-Ron, Bargaining with the system: A mixed-methods study of Arab teachers in Israel, International Journal of Intercultural Relations, Volume 69, 2019, Pages 44-53
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Shahar Gindi, Judith Kohan-Mass & Avital Pilpel (2019) Gender Differences in Competition Among Gifted Students: The Role of Single-Sex Versus Co-Ed Classrooms, Roeper Review, 41:3, 199-211
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Avital Pilpel & Shahar Gindi (2019) African and Islamic philosophy: Expanding the horizons of philosophical counselling, European Journal of Psychotherapy & Counselling, 21:1, 68-82
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Erlich, R. R., & Gindi, S. (2019). Are civics teachers different from teachers of other disciplines in their handling of controversial issues? Education, Citizenship and Social Justice, 14(2), 118–130.
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Gindi, S., & Erlich-Ron, R. (2018). High school teachers' attitudes and reported behaviors towards controversial issues. Teaching & Teacher Education, 70, 58-66.
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Gindi, S. (2018). Parent and staff uncertainties regarding the philosophy of early intervention in a preschool autism program. Japanese Psychological Research, 61(4)
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Gindi, S., Galili, G., Volovic-Shushan, S., & Adir-Pavis, S. (2016). Integrating occupational therapy in treating combat stress reaction within a military unit: An intervention model. WORK: A Journal of Prevention, Assessment, and Rehabilitation, 55(4), 737-745.
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Gindi, S., & Pilpel, A. (2015). Bridging the Gap between Philosophy and Psychology: A New Approach to Philosophical Counselling. Journal of Humanities Therapy, 7, 1-23.
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Paul Binyamin, I. & Gindi, S. (2015). Autonomy and religious education: Lessons from a six-year evaluation of an educational reform in an Israeli school network. British Journal of Religious Education, 39(2), 149-171.