@inbook {102259,
	title = {Epistemic (meta) cognition: Ways of thinking about knowledge and knowing},
	booktitle = {Handbook of epistemic cognition},
	year = {2016},
	pages = {410-424},
	publisher = {Routledge},
	organization = {Routledge},
	address = {Oxon, UK},
	abstract = {<p style="text-align: justify;">
	One of the primary concerns of epistemic thinking research is understanding how people think about matters such as knowledge, truth, and justification. Understanding how people think about epistemic matters is highly important in current knowledge societies in which information has become more abundant and accessible, yet also increasingly diverse. This chapter focuses on the processes and resources that people employ in order to deal with epistemic challenges and explores how epistemic thinking is situated with regards to the distinction between cognition and metacognition.
</p>
},
	url = {https://www.taylorfrancis.com/books/e/9781315795225/chapters/10.4324/9781315795225-36},
	author = {Barzilai S. and Zohar A.,}
}
@inbook {102261,
	title = {Knowledge, information and thinking abilities in 21<sup>st</sup> century schools},
	booktitle = {Knowledge and information},
	year = {2016},
	pages = {85-113},
	publisher = {Mofet},
	organization = {Mofet},
	address = {Tel Aviv},
	author = {Zohar A.,}
}
@article {3128337,
	title = {Large scale implementation of higher order thinking (HOT) in civic education: The interplay of policy, politics, pedagogical leadership and detailed pedagogical planning},
	volume = {21},
	year = {2016},
	month = {2016},
	pages = {85 - 96},
	abstract = {Educational policy documents from around the globe currently highlight the goal of teaching higher order thinking (HOT). Yet, most classrooms worldwide are still predominately characterized by a pedagogy of knowledge transmission, focusing on lower-order cognitive levels. This discrepancy points to the need to study issues of large scale implementation of HOT. The goal of this paper is to address this issue by examining two decades of implementing HOT in civic education in Israel, adopting a dual approach: first, the paper provides a historical analysis of relevant policies and political transformations, showing what happens to a policy decision to foster HOT over the years. The analysis shows that the way from a policy paper to what actually had taken place in classrooms is long and bumpy. The policy did cause several practical changes, but for more than 10 years, impacts were slim, sometimes causing unexpected (and undesirable) consequences. Then, the paper zooms-in on one specific period in which more elaborate implementation efforts took place. Significant hallmarks of the process were an emphasis on developing instructional leadership, detailed pedagogical planning, a blend of tight {\textquotedblleft}top down{\textquotedblright} processes with {\textquotedblleft}bottom up{\textquotedblright} processes characterized by growing freedom and autonomy, and modelling the culture of thinking.},
	keywords = {Civic studies, Higher order thinking (HOT), Instructional leadership, Large scale implementation},
	isbn = {1871-1871},
	url = {https://www.sciencedirect.com/science/article/pii/S1871187116300220},
	author = {Zohar, Anat and Cohen, Adar}
}
@inbook {102262,
	title = {Metacognitive teaching and teaching for understanding},
	booktitle = {Understanding Understanding: Theory and practice },
	year = {2016},
	pages = {162-171},
	publisher = {Mofet},
	organization = {Mofet},
	address = {Tel Aviv},
	author = {Zohar A.,}
}
@article {3128316,
	title = {School autonomy and 21st century skills in the Israeli educational system},
	journal = {International Journal of Educational Management},
	volume = {30},
	year = {2016},
	month = {2016/01/01},
	pages = {1231 - 1246},
	publisher = {Emerald Group Publishing Limited},
	abstract = {Purpose The purpose of this paper is to analyze two parallel processes in the Israeli educational system: first, the idea of school autonomy, exploring its origins and its pedagogical implications and effectiveness; and second, the development of the progressive education evident mainly in the cognitive domain of twenty-first century skills (21st CS), focussing on fostering {\textquotedblleft}deep knowledge{\textquotedblright} and children{\textquoteright}s thinking skills. The manuscript explores the various {\textquotedblleft}waves{\textquotedblright} of progressive pedagogies that have taken place in the Israeli school system over the years, describing and analyzing the processes that characterize them. Design/methodology/approach Based on a historical perspective, the paper describes chronologically the main developments related to school autonomy and 21st CS policy initiatives, based on a literature review and analysis of policy documents. Findings The review indicates that the Israeli educational system is still caught in the {\textquotedblleft}centralization trap,{\textquotedblright} inhibiting major changes in the patterns of central control and degrees of freedom granted to school-level educators. As for school pedagogy, it is evident that most of the changes in pedagogy suggested by the numerous policy documents over the years have not resulted in sustainable, system-wide change. In both issues a large disparity is evident between declarations about innovative pedagogies and school autonomy and their actual implementation. Originality/value The review reflects the idiosyncratic articulation of policy plans conducted by the Ministry of Education, producing discrepancies and incongruences at the school level. Some implications of the {\textquotedblleft}declarative culture{\textquotedblright} created are further discussed.},
	isbn = {0951-354X},
	url = {https://doi.org/10.1108/IJEM-11-2015-0149},
	author = {Nir, Adam and Ben-David, Adi and Bogler, Ronit and Inbar, Dan and Zohar, Anat}
}
