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Shlomo Romi
Researcher at Bar-Ilan University
Publications - 50
Citations - 1414
Shlomo Romi is an academic researcher from Bar-Ilan University. The author has contributed to research in topics: Classroom management & Inclusion (education). The author has an hindex of 17, co-authored 49 publications receiving 1286 citations. Previous affiliations of Shlomo Romi include Beit Berl College.
Papers
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Teachers’ classroom discipline and student misbehavior in Australia, China and Israel
TL;DR: This paper examined data from 748 teachers and 5521 students to identify how teachers' use of various disciplinary strategies, and the extent to which these relate to student misbehavior, differ in three national settings.
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Exploring inclusion preservice training needs: a study of variables associated with attitudes and self‐efficacy beliefs
Shlomo Romi,Yona Leyser +1 more
TL;DR: In this article, the authors examined attitudes towards inclusion and sense of efficacy of 1155 Israeli preservice teachers and variables related to these beliefs and found strong support for the principle of inclusion, yet also support for segregated special education placements.
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Students’ reaction to classroom discipline in Australia, Israel, and China
TL;DR: The authors investigated the extent to which students from Australia, Israel, and China report that their teachers' classroom disciplinary behaviour affects their attitudes towards schoolwork and the teacher, and they also report how justifiable a teacher's intervention appeared.
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Changes in Self-efficacy of Prospective Special and General Education Teachers: Implication for inclusive education
TL;DR: In this paper, the authors examined the impact of three variables on the self-efficacy of 992 general and special education preservice teachers, including years of education, experience with children with special educational needs, and training in inclusion or exceptional education.
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Non-Formal Education: A Major Educational Force in the Postmodern Era.
Shlomo Romi,Mirjam Schmida +1 more
TL;DR: In this paper, the current position of non-formal education (NFE) as a major educational force in the postmodern world, and to analyze its philosophical and theoretical assumptions is described.