Dr. Shapira Noa

Multiculturalism, inter-group empathy, technology education, democracy education, Research Methods in Social Sciences – the qualitative approach

School – Culture and Society””
Life long learning””

Book Chapter

1. *Darmoni-Sharvit, M. & Shapira, N. (2022). The narrative approach to Shared Education: Insights from Jerusalem. In: Yitzhaki, D., Gallagher, T., Aloni, N., & Gross, Z. (Eds.). Activist Pedagogy and Shared Education in Divided Societies. Leiden, The Netherlands: Brill. https://doi.org/10.1163/9789004512740

2. *Dolev, N., Amzaleg, M. & Shapira, N. (2022). The Hidden Part of the Iceberg: The Impact of Social and Emotional Factors on the Links between Digital Divide and Online Learning in Times of Crisis. In: Katzman, B., Harel, T., Giladi, A. & Koslowsky, M. (Eds). Psychological Wellbeing and Behavioral Interactions during the Coronavirus Pandemic. Cambridge Scholars Publishing.

3. *Hoter, E. & Shapira, N. (2022). Mooc in a 3D environment. In Cohen, A., Shonfeld, M., Ravid. G. & Shmueli, A. (Eds). Learning Technologies in Higher Education. MEITAL (IUCEL: Inter-University Center for E-learning). Vol 1. (In Hebrew)

Accepted for Publication

1. *Shapira, N., Sheinfeld, M., Friedman, D., & Faraj-Falah, G. Cultural competence of student teachers and teaching staff in Israel. In M. Sheinfeld, N. Ganaim, & A. Hoter (Eds.), Aligning with multiculturalism in education: Integrating technology, education, and cultural diversity in the TEC model (Under Editing). Mofet Institute. (In Hebrew)

2. *Amzaleg, M., Dolev, N. & Shapira, N. The Impact of Emotional and Social Factors on Dealing with a Digital Gap in the Age of the Corona Crisis. In From crisis to opportunity – learning and teaching in the corona crisis in higher education in Israel. (In Hebrew)

Articles in Refereed Journals

1. *Shonfeld, M., Shapira, N., Falah, J. F. & Friedman, D. (2025). Looking for an Agreed-Upon Definition of Teachers’ Intercultural Competence in a Divided Society. International Journal of Intercultural Relations. https://doi.org/10.1016/j.ijintrel.2025.102223.

2. *Shapira, N., & Amzalag, M. (2025). A teacher professional development program for online learning in times of crisis. Teacher Development, 1–23. https://doi.org/10.1080/13664530.2025.2496441,

3. *Shapira, N., & Amzalag, M. (2025). Do teachers promote social-emotional skills? The gap between statements and actual behavior. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2465919.

4. *Shapira, N., & Mola, S. (2024). There is a crack in everything. That’s how the light gets in: Reflective observation through encounters with statements of ‘White’ teachers and ‘Black’ students. International Journal of Intercultural Relations, 103(August), 102054. https://doi.org/10.1016/j.ijintrel.2024.102054.

5. *Shapira, N. & Amzalag, M. (2024). How can multiculturalism be celebrated through teacher training in Israel? Frontiers in Education. https://doi.org/10.3389/feduc.2024.1333697.

6. *Shapira, N. & Fisher-Shalem, O. (2024). “Nothing will prevent me” – Jewish and Arab Teachers in Israel in Times of Political Tension. International Journal of Educational Development. https://doi.org/10.1016/j.ijedudev.2024.103084.

7. *Shapira, N., & Dolev, N. (2023). Fostering Teachers’ Empathy and Inclusion in Israeli Society. International Journal of Multicultural Education, 25(2), 20–44. https://doi.org/10.18251/ijme.v25i2.3581

8. *Shapira, N. & Kapshuk, Y. (2023). Reconciliation during an intractable conflict in a Hebrew mixed (Arabs and Jews) college. Journal of Peace Education, 00(00), 1–18. https://doi.org/10.1080/17400201.2023.2231359.

9. *Shapira, N., Shonfeld, M., Friedman, D. & Falah, J. F. (2023). Educators in Israel define cultural competence. Frontiers in Education, 8(March), 1–10. https://doi.org/10.3389/feduc.2023.1131352

10. *Shapira, N. & Mola, S. (2022). Teachers “look in the mirror” through exposure to different perspectives. Intercultural education, 33(6), 611–629. https://doi.org/10.1080/14675986.2022.2143694

11. *Hoter, E. & Shapira, N. (2022). Improving intergroup relations and social closeness through virtual worlds. Intercultural Education, 33(4), 435–454. https://doi.org/10.1080/14675986.2022.2080969

12. *Kapshuk, Y. & Shapira, N. (2022). Learning about dialogue and partnership between rival groups during an intractable conflict. Peace and Conflict: Journal of Peace Psychology, 28(4), 528–538. https://doi.org/10.1037/pac0000627

13. *Amzalag, M. & Shapira, N. (2021). Improving Intergroup Relations Through Online Contact. The International Review of Research in Open and Distributed Learning, 22(1), 111-134. https://doi.org/10.19173/irrodl.v22i1.5098

14. *Amzalag, M, Shapira, N. & Dolev, N. (2021). Two Sides of the Coin: Lack of Academic Integrity in Exams During the Corona Pandemic, Students’ and Lecturers’ Perceptions. Journal of Academic Ethics, 20(2), 243–263. https://doi.org/10.1007/s10805-021-09413-5 15. *Shapira, N. & Amzalag, M. (2021). “Online joint professional development: a novel approach to multicultural education”, Journal for Multicultural Education, 15(4), 445–458. https://doi.org/10.1108/JME-07-2021-0109

16. *Shapira, N, Kali, Y, Kupermintz, H. & Dolev, N. (2020). Utilizing Television Sitcom to Foster Intergroup Empathy Among Israeli Teachers. International Journal of Multicultural Education, 22 (3): 1–23. http://dx.doi.org/10.18251/ijme.v22i3.2225.