| Teachers’ classroom discipline and student misbehavior in Australia, China and Israel R Lewis, S Romi, X Qui, YJ Katz Teaching and teacher education 21 (6), 729-741, 2005 | 570 | 2005 |
| Exploring inclusion preservice training needs: a study of variables associated with attitudes and self‐efficacy beliefs S Romi, Y Leyser European Journal of Special Needs Education 21 (1), 85-105, 2006 | 453 | 2006 |
| Changes in self-efficacy of prospective special and general education teachers: Implication for inclusive education Y Leyser, T Zeiger, S Romi International Journal of Disability, Development and Education 58 (3), 241-255, 2011 | 260 | 2011 |
| Students’ reaction to classroom discipline in Australia, Israel, and China R Lewis, S Romi, YJ Katz, X Qui Teaching and teacher education 24 (3), 715-724, 2008 | 237 | 2008 |
| Non‐formal education: A major educational force in the postmodern era S Romi, M Schmida Cambridge Journal of Education 39 (2), 257-273, 2009 | 229 | 2009 |
| The impact of teachers’ aggressive management techniques on students’ attitudes to schoolwork S Romi, R Lewis, J Roache, P Riley The Journal of Educational Research 104 (4), 231-240, 2011 | 111 | 2011 |
| Coping styles as mediators of teachers' classroom management techniques R Lewis, J Roache, S Romi Research in Education 85 (1), 53-68, 2011 | 100 | 2011 |
| Excluding students from classroom: Teacher techniques that promote student responsibility S Romi, J Roache Teaching and Teacher Education 28 (6), 870-878, 2012 | 91 | 2012 |
| Teachers’, students’ and parents’ attitudes towards disruptive behaviour problems in high school: A case study S Romi, M Freund Educational Psychology 19 (1), 53-70, 1999 | 90 | 1999 |
| Student responsibility and classroom discipline in Australia, China, and Israel S Romi, R Lewis, YJ Katz Compare 39 (4), 439-453, 2009 | 88 | 2009 |
| Teachers' coping styles and factors inhibiting teachers' preferred classroom management practice M Salkovsky, S Romi Teaching and teacher Education 48, 56-65, 2015 | 65 | 2015 |
| Typology of youth at risk D Etzion, S Romi Children and Youth Services Review 59, 184-195, 2015 | 61 | 2015 |
| Teacher and student attitudes to affective education: A European collaborative research project A Puurula, S Neill, L Vasileiou, C Husbands, P Lang, YJ Katz, S Romi, ... Compare: A Journal of Comparative and International Education 31 (2), 165-186, 2001 | 54 | 2001 |
| Religion and attitudes of college preservice teachers toward students with disabilities: Implications for higher education Y Leyser, S Romi Higher Education 55, 703-717, 2008 | 50 | 2008 |
| Experiential learning of history through youth journeys to Poland: Israeli Jewish youth and the Holocaust S Romi, M Lev Research in Education 78 (1), 88-102, 2007 | 50 | 2007 |
| Classroom management and teachers’ coping strategies: Inside classrooms in Australia, China and Israel S Romi, R Lewis, J Roache Prospects 43, 215-231, 2013 | 49 | 2013 |
| Wilderness programs: Principles, possibilities and opportunities for intervention with dropout adolescents S Romi, E Kohan Child and Youth Care Forum 33, 115-136, 2004 | 49 | 2004 |
| The relationship between locus of control and type of aggression in middle-class and culturally deprived children S Romi, R Itskowitz Personality and individual differences 11 (4), 327-333, 1990 | 36 | 1990 |
| E-learning: A comparison between expected and observed attitudes of normative and dropout adolescents S Romi, G Hansenson, A Hansenson Educational Media International 39 (1), 47-54, 2002 | 32 | 2002 |
| DIFFERENCES IN INTELLIGENCE BETWEEN NONDELIQUENT AND DROPOUT DELINQUENT ADOLESCENTS. S Romi, D Marom Adolescence 42 (166), 2007 | 30 | 2007 |
Ramon LewisVerified email at latrobe.edu.au
