Ella Anghel
חבר/ת סגל אקדמי בכיר | Faculty of Humanities and Social Sciences | School of Education
חוקר במרכז | התוכנית לסטטיסטיקה וניתוח נתונים
Dr. Ella Anghel
חבר/ת סגל אקדמי בכיר | Faculty of Humanities and Social Sciences | School of Education
חוקר במרכז | התוכנית לסטטיסטיקה וניתוח נתונים
חבר/ת סגל אקדמי בכיר | Faculty of Humanities and Social Sciences | School of Education
חוקר במרכז | התוכנית לסטטיסטיקה וניתוח נתונים
About
My research focuses on the measurement and evaluation of psychological and educational processes, bridging psychological theory, educational technology, and advanced statistical methods. I investigate how individuals operate across diverse learning environments, and how developing and refining psychometric measures can lead to more valid and precise decisions in research and applied settings.Courses
פיתוח מבחנים ושאלוניםהערכת תכניות בבתי ספר
הערכה ושימושיה בעבודת המורה
בית הספר כרשת ביטחון: קידום רווחה נפשית במערכת החינוך
Publications
Anghel, E. & Graybill, E. (2026). Peer influence in flux: Do changes in peers? emotional and behavioral risk predict individual student risk? Journal of Emotional and Behavioral Disorders.
Anghel, E., Graybill, E., Melendez, M., Barger, B., & Salmon, A. (2026). Longitudinal trends in behavior screening and office discipline referrals. Journal of School Violence, 25(3), 281-293.
Anghel, E., Graybill, E., Lewis, S., & Sanchez, S. (2026). Gaps in access, retention, and outcomes of school-based mental health services. Journal of Child and Family Studies. 35(1), 80-93.
Anghel, E. & von Davier, M. (2025). Measuring survey disengagement in international large-scale assessments: One size does not fit all. Applied Measurement in Education, 38, 239-255.
Anghel, E., Pineros Leano, M., McDonald, I. R., & Dwyer, A. A. (2025). Psychometric properties of a culturally adapted Spanish version of the Attitudes Toward Genomics and Precision Medicine instrument. Public Health Genomics, 28, 196-204. https://doi.org/10.1159/000546101
Anghel, E. & von Davier, M. (2025). The highlighting divide: Does highlighting strategy help explain international gaps in reading achievement? Large-Scale Assessment in Education, 13, 6. https://doi.org/10.1186/s40536-025-00241-2
Anghel, E., Wry, E., & von Davier, M. (2025). Affective, behavioral, and cognitive engagement in ePIRLS: A latent profile analysis. Educational Technology Research and Development, 73(3), 1371-1397.
Anghel, E., Graybill, E., Melendez, M., Barger, B., & Salmon, A. (2026). Longitudinal trends in behavior screening and office discipline referrals. Journal of School Violence, 25(3), 281-293.
Anghel, E., Graybill, E., Lewis, S., & Sanchez, S. (2026). Gaps in access, retention, and outcomes of school-based mental health services. Journal of Child and Family Studies. 35(1), 80-93.
Anghel, E. & von Davier, M. (2025). Measuring survey disengagement in international large-scale assessments: One size does not fit all. Applied Measurement in Education, 38, 239-255.
Anghel, E., Pineros Leano, M., McDonald, I. R., & Dwyer, A. A. (2025). Psychometric properties of a culturally adapted Spanish version of the Attitudes Toward Genomics and Precision Medicine instrument. Public Health Genomics, 28, 196-204. https://doi.org/10.1159/000546101
Anghel, E. & von Davier, M. (2025). The highlighting divide: Does highlighting strategy help explain international gaps in reading achievement? Large-Scale Assessment in Education, 13, 6. https://doi.org/10.1186/s40536-025-00241-2
Anghel, E., Wry, E., & von Davier, M. (2025). Affective, behavioral, and cognitive engagement in ePIRLS: A latent profile analysis. Educational Technology Research and Development, 73(3), 1371-1397.
