Yulia Muchnik-Rozanov
Technion – Israel Institute of Technology
14 Papers
48 Citations
Yulia Muchnik-Rozanov is an academic researcher from Technion – Israel Institute of Technology. The author has contributed to research in topics: Computer science & Schizophrenia (object-oriented programming). The author has an hindex of 4, co-authored 9 publications. Previous affiliations of Yulia Muchnik-Rozanov include Achva Academic College & Bar-Ilan University.
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Papers
The development of student-teachers' professional identity while team-teaching science classes using a project-based learning approach: A multi-level analysis
TL;DR: In this paper, the development of professional identity of 17 student-teachers during their pedagogical practicum while team-teaching science classes using a project-based learning (PBL) approach was examined.
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Using Rogers' diffusion of innovation theory to conceptualize the mobile-learning adoption process in teacher education in the COVID-19 era
TL;DR: In this article , a case study was conducted to gain insight into the ML adoption process using the lens of Rogers' diffusion of innovation theory, where participants were in-service and preservice teachers who attended ML training.
Towards understanding the language of student teachers’ reflections in the context of professional identity development
TL;DR: In this article, the authors used a Systemic-Functional Linguistics-based methodology to analyze the written re-evaluation of student teachers' professional identity to understand processes related to the development of teacher's professional identity.
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Second language as a compensatory resource for maintaining verbal fluency in bilingual immigrants with schizophrenia
Daria Smirnova,Joel Walters,Jonathan Fine,Yulia Muchnik-Rozanov,M. Paz,Vladimir Lerner,Robert H. Belmaker,Yuli Bersudsky +7 more
TL;DR: More frequent linguistic markers of schizophrenia in L2 show more impairment in the syntactic/semantic components of language, reflecting greater thought and cognitive dysfunction, and more frequent fluency markers in L1 suggests motivation to maintain fluency, evidenced by codeswitched L2 lexical items, a compensatory resource.
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Professional development during simulation-based learning: experiences and insights of preservice teachers
TL;DR: In this article , the authors examined the professional development of preservice teachers (PTs) in the framework of simulation-based learning during pedagogical courses, focusing mainly on the linguistic behaviour of the SBL participants.
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