Degrees: ·
Ph.D.--mathematics education, ·
B.Sc
,
M.Sc.--mathematics, The Technion,
·
Teaching certificate--high-school
mathematics, The Technion, Title of Docrtoral dissertation:
Factors of organization and clarity in university mathematics lessons מידע נוסף על הספרים וסרטי הווידיאו של פרופ' נירה חטיבה ניתן למצוא ב - www.tau.ac.il/~nira Academic and professional
experience §
Military service: Israeli Navy as
mathematics teacher. §
High school math teacher: Tichon Chadash (Tel Aviv), §
Training of pre- and in-service
mathematics teachers--at the elementary and secondary level: The Hebrew
University of Jerusalem, Tel Aviv University, Weizmann
Inst., Ministry of Education, Instructional TV. §
College and university math teacher
in CA: Notre-Dame College, Belmont; Foothill College, Los Altos Hills; West Walley College; Mission College, Santa Clara; University
of Santa Clara, Santa Clara. §
Israeli Instructional TV: Script
writer for high school geometry programs A.-
Israeli Ministry of Education: Chairperson of a committee to investigate the
problems in the matriculation examination in mathematics §
Faculty developer/instructional
specialist: B. C.Tel
Aviv University: Dept. of Physics, Dept of Chemistry, School of Engineering,
School of Law and work with individual professors from Economics, Life
Sciences, Business Administration, Medical School §
Visiting professor/research fellow: D.-
Research grants and awards: The Israeli Academy of Sciences--Foundation of
Basic Research, §
Journal associate editor:
Instructional Science E. Journal
editor: Al Hagova [Hebrew] List of Publications
(Sept. 2003) A.
Books 1.
Hativa,
N. & M. Marincovich, (1995) (Eds.).
Disciplinary differences in teaching and learning: Implications for practice.
New Directions for Teaching and
Learning, 64. 2.
Mevarech,
Z. & Hativa, N. (Eds.) (1996).Computerized learning environments. Shoken Publications, Tel Aviv, [Hebrew]. 3.
Hativa,
N. (1998). Effective university
teaching: From theory to practice. Tel Aviv: Ramot
publishing company [Hebrew]. 4.
Hativa,
N. (2001). Teaching for effective
learning in Higher Education. 5.
Hativa,
N. & Goodyear, P. (2001) (Eds.). Teacher
thinking, beliefs and knowledge in higher education. 6.
Hativa,
N. (2003). Tips for good teaching in
university and college. Academic publishers for the promotion of teaching
staff. [Hebrew]. 7.
Hativa,
N. (2003). Teaching processes in class.
Tel Aviv: Academic publishers for the promotion of teaching staff. [Hebrew]. B.
Textbooks 1.
Hativa,
N. (1995). Clarity of explanations in natural sciences and engineering
courses 1: Simplifying. (38 minutes). 2.
Hativa,
N. (1995). Clarity of explanations in natural sciences and engineering
courses 2: Adapting to students through linking. (38 minutes). 3.
Hativa,
N. (1996). Actively engaging students. (29 minutes). 4.
Hativa,
N. (1996). Getting Students to Think. (27 minutes). 5.
Hativa,
N. (1996). Attention-Getting Teacher Behavior. (25 minutes). 6.
Hativa,
N. (1996). Attention-Getting Content. (42 minutes). 7.
Hativa,
N. (1997). Simplifying: Teaching in Two Cycles (29 minutes). 8.
Hativa,
N. (1997). Simplifying: Structuring and Looking Back. (22 minutes). 9.
Hativa,
N. (1997). Adapting to Students: Evaluating Students' Knowledge (19 minutes). 10.
Hativa,
N. (1997). Adapting to Students: Adjusting to Students' Diversity (26
minutes). 11.
Hativa,
N. (1997). Classroom Environment (26 minutes). C.
Articles in Refereed Journals 1.
Educational
computing/technology 1.
Hativa,
N. (1984). Computer-guided teaching: An effective aid for group instruction. Computers and Education, 8(3), 293-304. 2.
Hativa,
N. & Barall, M. (1984). Teacher-controlled
software for demonstrating concepts in calculus. Journal for Computers in Mathematics and Science Teaching, 3(3)15-19. 3.
Hativa,
N. (1984). Designing flexible software for the "Electronic Board". AEDS Journal, 18(1) 51-62. 4.
Hativa,
N. (1986). Computer-guided teaching: the microcomputer revolution. Journal of Educational Computing Research,
2(3). 307-325. 5.
Hativa,
N. (1986). The microcomputer as a classroom audio visual device: the concept,
and prospects for adoption. Computers
and Education, 10(3). 359-367. 6.
Hativa,
N. (1986). A naturalistic method for assessing the learning of arithmetic
from computer-aided practice. Studies
in Educational Evaluation, 12(2).
225-233. 7.
Hativa,
N. & Reingold, A. (1987). Effects of
audiovisual stimuli on learning through microcomputer-based class
presentation. Instructional Science,
16(3). 287-306. 8.
Hativa
,
N. (1987). Observations of students practicing arithmetic with the TOAM
individualized computer system, as a complement to traditional classroom
instruction. Iunim Bechinuch (Studies
in Education), 46/47, 183-192.
[Hebrew]. 9.
Hativa
,
N. (1988). Differential characteristics and methods of operation underlying
CAI/CMI drill and practice systems. Journal
of Research on Computing in Education, 20(3), 258-270. 10.
Hativa
,
N. (1988). Sigal's ineffective computer-based
practice of arithmetic: A case study. Journal
for Research in Mathematics Education, 19(3),195-214. 11.
Hativa
,
N. (1988). Computer-based drill and practice in arithmetic--widening the gap
between high and low achieving students. American
Educational Research Journal, 25(3),
366-397. 12.
Hativa
,
N. & Teper, A. (1988). Differential
effectiveness of three color treatments in learning geometric concept via
computer-guided teaching. Journal of
Educational Computing Research, 4(3),
305-322. 13.
Hativa
,
N. (1988). CAI versus paper and pencil--discrepancies in students'
performance. Instructional Science, Vol. 17(1),
77-96. 14.
Hativa , N. (Fall,
1988). Computers in education in 15.
Hativa
,
N. (1989). Students' conceptions of and attitudes towards specific features
of a CAI system. Journal of
Computer-Based Instruction, 16(3),
81-89. 16.
Hativa
,
N. & Shorer, D. (1989). Socioeconomic status,
aptitude, and gender differences in CAI gains of arithmetic. Journal of Educational Research, 83(1), 11-21. 17.
Hativa
N.,
Shapira R., & Navon,
D. (1990). Computer-managed practice--effects on instructional methods and on
teacher adoption. Teaching and Teacher
Education. 6(1), 55-68. 18.
Hativa
,
N. Sarig, O. & Lesgold
A. (1991). Timing students' answers in CAI. Journal of Computer-Based Education, 18(1),19-29. 19.
Hativa
,
N. & Meidav, M. (1991). Middle-school science
teachers' instructional support through simulation software. Journal for Computers in Mathematics and
Science Teaching, 10(2),
49-58. 20.
Hativa , N., & Lesgold, A.
(1991). The computer as a tutor--can it adapt to the individual learner? Instructional Science, 20, 49-78. 21.
Hativa
,
N. (1992). Good students beat the computer system: Strategies for self
learning from computerized practice in arithmetic. Mathematics Education Research Journal, 4(1), 61-82. 22.
Hativa
,
N., Lesgold, A. & Swissa,
S. (1993). Competition in individualized CAI. Instructional Science, 21, 393-428. 23.
Hativa
,
N. (1993). Constructing conceptual knowledge and promoting "number
sense" from computer-managed practice in rounding whole numbers. Mathematics Education Research Journal, 5(2),124-151 24.
Hativa
,
N. (1994). What You Design Is Not What You Get (WYDINWYG): Cognitive,
affective, and social impacts of arithmetic practice with ILS: An integration
of findings from 6-years of qualitative and quantitative studies. International Journal of Educational Research,
21(1), 81-111 25.
Becker, H. J. & Hativa, N. (1994). History, theory and research
concerning integrated learning systems. International Journal of Educational Research, 21(1), 5-12.
26.
Hativa , N. &
Becker, H. J.(1994). Instructional learning systems: Problems and potential
benefits. International Journal of
Educational Research, 21(1),113-119. 27.
Hativa
,
N. & Cohen, D. (1995). Self learning of negative number concepts. Educational Studies in Mathematics, 28,
401-431. 2.
Teaching in higher
education 1.
Hativa,
N. (1983). What makes mathematics lessons easy to follow, understand, and remember. The
College Mathematics Journal,. 14 , 398-406. 2.
Hativa
,
N. (1984). Sources for learning mathematics in undergraduate university
courses. International Journal of Mathematics
Education in Science and Technology, 15(3),
375-380. 3.
Hativa
,
N. (1984). Good teaching of mathematics as perceived by undergraduate
students. International Journal of
Mathematics Education in Science and Technology, 15(5), 605-615. 4.
Hativa
,
N. (1985). Resource materials for teachers--an illustration in calculus and
analytic geometry. School Science and
Mathematics, 85(2)136-144. 5.
Hativa
,
N. (1985). A study of the organization and clarity of mathematics lessons. International Journal of Mathematics
Education in Science and Technology, 16(1)
89-99. 6.
Hativa,
N. (1986). Training teachers in the use of effective strategies via the
videotape and the microcomputer. International
Journal of Instructional Media, 13(1).
35-47. 7.
34. Hativa,
N. & Miron, M. (1990). Improving instruction of
veteran university physics professors. Research
in Higher Education, Vol. 31(6),
(pp. 573-586). 8.
Hativa
,
N. & Raviv, A. (1993). Using a single score for
summative teacher evaluation by students. Research
in Higher Education, Vol. 34(5),
(pp. 625-646). 9.
Hativa
,
N. (1993). Attitudes towards instruction of faculty in mathematics and the
physical sciences: Discipline- and situation specific teaching patterns. International Journal of Mathematical
Education in Science and Technology, 24(4), 579-594. 10.
Hativa
,
N. (1994). Student ratings: A non-comparative interpretation. Instructional Evaluation and Faculty
Development, 13(2),1-4. 11.
Hativa
,
N. (1995). The department-wide approach to improving faculty instruction in
higher education: A qualitative evaluation. Research in Higher Education, 36(4), 377-413. 12.
Hativa
,
N. (1996). What is taught in an undergraduate lecture? Differences between
pure and applied disciplines. New
Directions for Teaching and Learning, 64,19-30. 13.
Hativa
,
N. & Raviv, A. (1996). University instructors'
ratings profiles: Stability over time, and disciplinary differences.Research in Higher Education, 37(3),
341-365. 14.
Hativa
,
N. (1998). Lack of clarity in university teaching: A case study. Higher Education, 36(3), 353-381. 15.
Hativa
,
N. (1999). Towards a conceptual framework of dimensions of effective
instruction: The role of high- intermediate- and low-inference teaching
behaviors. Instructional Evaluation and
Faculty Development, 18(2), 3-10 16.
Hativa
,
N. & Birenbaum, M. (2000). Who prefers what?
Disciplinary differences in sudents' preferred
teaching styles and their learning styles. Research in Higher Education, 41(2), 209-236. 17.
Hativa
,
N. (2000). Teaching large law classes well—An outsider's view. The Journal of Legal Education, 50(1),
95-111. 18.
Hativa
,
N. (2000). Clarity in teaching in higher education: Dimensions and classroom
strategies. To Improve the Academy, 19,
131-148. 19.
Hativa
,
N. (2000). Becoming a better teacher: A case of changing the pedagogical
knowledge and beliefs of law professors.
Instructional Science, 28 (5 & 6), 491-523. 20.
Hativa
,
N., Barak, R., Simhi E.
(2001). Exemplry university teachers: Knowledge and
beliefs regarding effective teaching dimensions and strategies. The Journal of Higher Education. 72(6), 699. 21.
Hativa
,
N. (2003). Some aspects of effective mathematics teaching: Increasing clarity
of explanations. In T. Dreyfus, T. Eisenberg & F. Uhlig,
Report on the educational activities during the 9th ILAS conference at D.
Chapters in Books 1.
Educational
computing/technology 1.
Hativa
,
N. (1984). Teacher-student-computer interactions: An application that enhances
teacher effectiveness. In V. P. Hansen & M. J. Zweng
(Eds.). Computers in Mathematics
Education, NCTM 1984 Yearbook, pp. 89-96. 2.
Day, J. & Hativa, N.
(1984). The electronic board--an effective application of a microcomputer in mathematics
classrooms. Proceedings of the 1984
Western Educational Computing Conference, (pp. 23-27). 3.
Hativa
,
N. (1986). Computer-guided teaching: An illustration with a
geometry software--congruent triangles. In Hativa,
(Ed.). Applications of Computers for
Teaching and Learning. Ila , 4.
Hativa
,
N. (1988). Strategies for self-regulated learning from computerized practice
in arithmetic. Proceedings of the
Second International Conference on Misconceptions and Educational Strategies
in Science and Mathematics, 5.
Hativa , N.
& Bill, V. (1990). Using a
computerized tool to promote students' "number sense" and
problem-solving strategies. Proceedings
of the 14th annual conference of the PME (Psychology of Mathematics
Education). 6.
Hativa
,
N. Pomeranz, O, Hershkovitz,
S. & Mechmandarov, 7.
Hativa
,
N. (1991). Issues in the instructional design of CBT in arithmetic. In Shlechter, T. M.
(Ed.). Problems and promises in
computer-based training. 8.
Hativa
,
N., Pomeranz, O, Hershkovitz,
S. & Mechmandarov, 9.
Hativa
,
N., Lesgold, A. & Swissa,
S. (1993). Competition in individualized CAI. In C. Huff & T. Finholt (Eds.).
Social issues in computing: Putting computers in their place.
McGraw-Hill. 10.
Hativa
,
N. (1995). Teachers' integration of computers into the school curriculum. In
J. Katz (Ed.). Computing in Education.
IFIP TC3. (pp. 30-44). 11.
Hativa
,
N. (1996). Cognitive and affective effects of computer-based arithmetic
practice on the lowest achieving students. In J. E. H. Van Luit (Ed.) Research
on learning and instruction of mathematics in kindergarten and primary school.
Doetinchem/Rapallo: Graviant
Publishing Company, 303-327. 12.
Hativa
,
N., & Lesgold, A. (1996). Situational effects
in classroom technology implementations: An examination of unfulfilled
expectations and unexpected outcomes. In Kerr, S. (Ed.):Technology and the future of schooling in 13.
Hativa
,
N. (1996). Integrated Learning Systems. In Mevarech,
Z. & Hativa, N. (Eds.) The Computer in the Classroom. Shoken
Publications, Tel Aviv,96-115 [Hebrew]. 14.
Mevarech
,
Z. & Hativa, N. (1999). Computers in Israeli
schools: Past, present and future. In Globman R.
& Iram 2.
Teaching in higher
education 1.
Hativa,
N. (1995). University instruction: Evaluation and alternative models for
improvement. In Chen D. (Ed.) Education
towards the 21th century. Ramot,
2.
Hativa
,
N. (2000). Dimensions and strategies of effective teaching. In Nasser, F, Hativa, N. & Shertz, Z.
(Eds.). AYALA Proceedings, 633-636.
3.
Hativa
,
N. & Goodyear, P. (2001). The role of teacher thinking, beliefs and
knowledge in effective university instruction. In N.Hativa
& Goodyear P. (Eds.) Teacher thinking,
beliefs and knowledge in higher education. 4.
Goodyear, P. & Hativa, N. (2001). Improving instruction through
modifying teachers’ thinking, beliefs and knowledge. In N. Hativa & P. Goodyear (Eds.) Teacher thinking, beliefs and knowledge in
higher education. E.
Items in Encyclopedias 1.
Educational
computing/technology 1.
Hativa,
N. (1991). Teacher behavior in computer-based education. In T. Husen & T.N. Postlethwaite
(Eds.). The International Encyclopedia
of Education: Research and Studies. Second
Supplementary Volumn. Pergamon
Press. 641-644. 2.
Hativa
,
N. (1992). Applications of computers in teaching and learning. In Kashti, I. & Arieli, M. Education and Teaching Lexicon. Tel
Aviv: Massada, 20-22, [Hebrew]. 3.
Hativa
,
N. (1996). Technology and the
Classroom Teacher. The International
Encyclopedia of Education: Second Edition, Supplementary Volumn. Pergamon Press, 6283-6287. 4.
Hativa
,
N. (1996). Technology and the Classroom Teacher. The International Encyclopedia of Teaching and Teacher Education, 359-363.
5.
חטיבה, נ. (1997). יישומי המחשב בהוראה ולמידה.
לקסיקון לחינוך ולהוראה. בעריכת י.
קשתי 6.
Hativa
,
N. (1997). Technology and the classroom teacher. In H. Collins (Ed.). International Encyclopedia of the
Sociology of Education. 2.
Teaching in higher
education 1.
חטיבה, נ. (1997). הוראה בחינוך הגבוה. לקסיקון לחינוך ולהוראה. בעריכת י. קשתי
ומ. אריאלי. F.
Other publications (articles in non-refereed journals,
reports, ERIC documents, etc.) 1.
Educational
computing/technology 1.
Hativa,
N. (1986). Computer-based practice in arithmetic (TOAM): Dreams and
realities--an ethnographic study. The 2.
Hativa
,
N. (1986). (Ed.). Applications of
Computers for Teaching and Learning. Ila , 3.
Hativa
,
N. (1987). Cognitive and affective effects of computer-based
drill-and-practice in arithmetic on the lowest-achieving students. The
Unit for Communication & Computer Research in Education, 4.
חטיבה, נ. (1988). מחשבים בחינוך-- סיכום מחקר.היחידה למחקר בתקשורת ומחשבים בחינוך, 5.
Hativa
,
N. (1989). Computers in education, past and future. Skira Chodshit (The Monthly Review-- Zahal officers' bulletin), 2, 31-39. [Hebrew]. 6.
Hativa
,
N. (1990). Computers in education. Igeret Lamoreh, 1(1),
10-39. [Hebrew]. 7.
Hativa
,
N. (1991). Strategies for
self-regulated learning from computerized practice in arithmetic. ERIC
Publications. ED 337 348, SE 052 218. 8.
חטיבה, נ. (נוב.
1991). סיכום ניתוחי דירוג המרצים של
המדעים המדויקים ע"י אגודת הסטודנטים 9.
חטיבה, נ. (קיץ. 1993). סיכום ניתוחי דירוג המרצים באוניברסיטה ע"י אגודת הסטודנטים בשנת 10.
Hativa , N. (1995).What arethe "cultures" of
teaching of university professors? Results of a survey for Stanford
Professors. Unpublished report, Dept. of Physics, 11.
חטיבה, נ. (אפריל 1999). בעיות הקשורות בהוראה בפקולטה למשפטים: סיכום והצעות לדיון-- 2.
Teaching in higher
education 1.
Hativa
,
N. (1986). Clear and organized presentations: the basis of effective college
lessons. In In-Service Training of
Teachers, 2.
Hativa
,
N. (1991). An analysis of students'
ratings of instructors at 3.
Hativa
,
N. (1993). An analysis of students'
ratings of instructors at 4.
Hativa , N. (1993,
Winter). University professors' ratings by students as a basis for improving
instruction. The University, 24-26.
[Hebrew] 5.
Hativa , N. (1995,
Winter). Can one learn to dance from observind
prima-ballerinas? The University.
[Hebrew]. 6.
Hativa
,
N. (1995). What are the
"cultures" of teaching of university professors? Results of a
survey for Stanford Professors. An unpublished report, Dept. of Physics, 7.
Hativa
N.
(1998) Improving instruction within the school/department. Katedrion, 11, 7-10. [Hebrew]. 8.
Hativa
,
N. (1998). Teaching in a research
university: Professors' conceptions and practices and disciplinary
differences. ED 407 919. 9.
Hativa
,
N. (Dec. 1999). Good researcher--good teacher? Academe, 22-24 (Journal of Verah--the
association of heads of Israeli universities). [Hebrew]. 10.
Hativa
,
N.; Barak R.; Simhi E.
(1999). Expert university teachers:
Thinking, knowledge and practice regarding effective teaching behaviors.
ERIC Publications: ED 430 961. 11.
Hativa
,
N. (Apr. 1999). Problems in teaching
and learning in the school of law. A report to the dean and teaching
committee of the school of law, 12.
Hativa
,
N. (July 2000). What makes the good teacher? Kesher Ain, (monthly of the association of
secondary school teachers) 100.
[Hebrew]. 13.
חטיבה, נ. (2000). איך להיות מורה יעיל? הד החינוך, ע"ה 4, 20-23. 14.
חטיבה, נ. (2001). ממדים ואסטרטגיות של הוראה
יעילה. הפורום, בטאון
מנהלי בתי הספר בישראל, 15.
Hativa,
N. (Feb. 2001). The tension between professors’ and students’ perceptions
regarding the academic environment. ERIC Publications: ED 444 431. 16.
חטיבה, נ. (אפריל 2002). חשיבה בת זמננו על
ההוראה באוניברסיטה ובמכללה: ההוראה כמקצוע 17.
חטיבה, נ. (2002). השיעור הראשון של הקורס. על הגובה, 1, 15-14. 18.
חטיבה, נ. (2002). סקירת הפעילויות והמוסדות
לקידום ההוראה בחינוך הגבוה בעולם והצעה לעיצוב 19.
חטיבה, נ. (2003). חשיבה בת זמננו על ההוראה באוניברסיטה
ובמכללה: ההוראה כמקצוע וכמלומדות. 20.
חטיבה, נ. (2003). האם יש "פטנט"
להשגת מצוינות בהוראה. על הגובה, 2,
16-12. 21.
חטיבה, נ. (2003). השיעורים האחרונים של
הסמסטר. על הגובה, 2, 23-22. 22.
חטיבה, נ. (2003). האם המרצים במדעי הרוח והאמנויות
טובים יותר מעמיתיהם במדעים המדויקים, בהנדסה ובניהול? על הגובה, 2, 40-38. 23.
סטנדרטים, הד החינוך G.
Editing of journals, special journal issues, proceedings 1.
Educational
computing/technology 1.
חטיבה, נ.
(1984-1985). עורכת. מחשבים בחינוך. עלון מו"ח (מחשבים וחינוך). 2.
חטיבה, נ. (1986). עורכת. שימושי מחשבים בהוראה ולמידה--קובץ מאמרים. הכנס ה2- לשימושי המחשב
בהוראה ולמידה. הוצאת מו"ח, ירושלים. 3.
Hativa
, N. (1984 -1985). Journal editor-- Computers in Education [Hebrew]. 4.
Hativa
, N.
(1986). (Ed.) Applications of Computers for Teaching and Learning: Proceedings of the 2nd Conference of the
Israeli Computers in Education Group. Publication of Moach,
5.
Hativa, N. & Becker, H. J. (Eds.). (May 1994).
Computer-based integrated learning systems (ILSs), International Journal of Educational
Research. Special issue, 21(1). 2.
Teaching in higher
education 1.
Hativa
,
N. (Ed.). (2000). Teacher thinking,
beliefs and knowledge in higher education. Instructional Science, 28 (5-6). 2.
חטיבה, נ. (אפריל 2002). על הגובה, 1. 3.
חטיבה, נ.
(אפריל 2002). על הגובה, 2. H.
Papers Presented at Scientific Meetings 1.
Hativa,
N. (1979). Improving class instruction
in high school and college mathematics. The 2.
Hativa,
N. (1980). Factors of organization and clarity in mathematics lessons. 3.
Hativa
,
N. (1980). Research on teaching effectiveness in mathematics. 4.
Hativa
,
N. (1980). What makes the good mathematics teacher at the
college/university level? Paper presented at the Fourth International
Congress on Mathematical Education, 5.
Hativa
,
N. (1980). The application of computers in the mathematics classroom.
The First Annual Conference of Computer-Using Educators, 6.
Hativa
,
N. (1980). Making mathematics lessons easy to follow, understand, and
remember. The 7.
Hativa
,
N. (1981). Teaching mathematics with one computer in the classroom. The
8.
Hativa
,
N. (1981). Small and large group instruction of geometry. Paper
presented at The Second Annual Conference of Computer-Using Educators, 9.
Hativa
,
N. (1982). Research on organization and clarity -- the basis for effective
teaching. The Association of Teacher Educators, 10.
Hativa
,
N. (1982). Improving the teaching of formal geometry with the aid of a
microcomputer. The National Council of Teachers of Mathematics, 11.
Hativa
,
N. (1983). Computer-guided teaching
of geometry. The Fourth Annual Conference of Computer-Using Educators, 12.
חטיבה נ. (1983). שיטה יעילה לאימון מורים. הכנס
השנתי של איל"ה-- האיגוד הישראלי לחקר 13.
Day, J. & Hativa, N. (1984). The electronic board -- an
effective application of a microcomputer in mathematics classrooms. TheWestern Educational Computing Conference, 14.
חטיבה, נ. ( 1984). הבסיס להרצאה יעילה
באוניברסיטה-- אספקטים של בהירות וארגון, כנס לחקר 15.
חטיבה, נ. (1985). תצפיות בילדים המתרגלים
חשבון במערכת תואם. כנס על שויון הזדמנויות
בחינוך, תל אביב. 16.
Hativa
,
N. & Reingold, A. (1987). Effects of
audiovisual stimuli on learning through microcomputer-based class
presentation. The American
Educational Research Association, 17.
Hativa
,
N. (1987). Students' conceptions of and attitudes towards specific
features of a CAI system. The American Educational Research Association, 18.
Hativa
,
N. & Teper, A. (1987). Differential
effectiveness of three color treatments in learning geometric concepts via
computer-guided teaching. 19.
Hativa , N.(1987). Software-
and hardware-related errors in CAI arithmetic--a case study. The American
Educational Research Association, 20.
Hativa
,
N. (1987). CAI in arithmetic, widening the gap between high- and
low-achieving students. The American Educational Research Association, 21.
Hativa
,
N. (1987). Strategies for self-regulated
learning from computerized practice in arithmetic. The Second
International Conference on Misconceptions and Educational Strategies in
Science and Mathematics, 22.
חטיבה, נ. (1988). סיכום הממצאים של שלוש
שנות מחקר נטורליסטי של מערכת למידה באמצעות 23.
חטיבה, נ. (1988). ארבע קטגוריות של בעיות
בעשיית החלטות על ידי מנהל למידה ממוחשב בחשבון. 24.
Hativa
,
N. & Sarig, O. (1988). Effects of change in
the time limit on students' answers in CAI. The American Educational
Research Association, 25.
Hativa
,
N. (1988). CAI versus paper and
pencil: discrepancies in students' performance across countries. The
American Educational Research Association, 26.
Hativa
,
N. (1988). Affective and cognitive
effects of computer-based drill and practice in arithmetic on the
lowest-achieving students. The American Educational Research Association,
27.
Hativa
,
N. & Shorer, D. (1988). Advantaged versus
disadvantaged students--differences in CAI practice in arithmetic. The
American Educational Research Association, 28.
Hativa
,
N. Shapira, R. & Navon,
D. (1989). Effects of computer-based management of students' learning on
teaching practices, as perceived by experienced teachers. The American
Educational Research Association, 29.
Hativa,
N. Swisa, S. & Lesgold,
A. (1989). Competition among students in individualized CAI: motivational,
sociological, and instructional-design issues. A symposium: "Computers
and classroom social processes" at the annual meeting of the American
Educational Research Association, San Francisco. 30.
Hativa
,
N. Swisa, S. & Lesgold,
A. (1989). Competition among students in individualized CAI: motivational,
sociological, and instructional-design issues. A symposium:
"Computers and classroom social processes" at the annual meeting of
the American Educational Research Association, San Francisco. 31.
Hativa
,
N. (1990). Gaining conceptual
knowledge in arithmetic by students of high and low aptitudes through
computer-managed learning. The American Educational Research Association,
32.
Hativa
,
N. & Lesgold, A. (1990). The computer as a
tutor--can it adapt to the individual learner? The American Educational
Research Association, 33.
Hativa
,
N. & Bill, V. (1990). Using a computerized tool to promote students'
"number sense" and problem-solving strategies. The PME
(Psychology of Mathematics Education), 34.
Hativa
,
N. (1991). Cognitive, affective, and social impacts of arithmetic practice
with ILS: An integration of findings from 6-years qualitative and
quantitative studies. A symposium on Integrated Learning Systems at the
annual meeting of the American Educational Research Association, Chicago. 35.
חטיבה, נ. (1991). תצפיות מבוססת-מחקר על
השימוש במחשבים בשנות ה90-.כנס על מדיניות 36.
חטיבה, נ., פומרנץ,
א., הרשקוביץ, ש. ומכמנדרוב,
א. (1991). פתרון בעיות לא-מילוליות באמצעות 37.
חטיבה, נ. ומירון, מ. (1991). שיפור ההוראה
של פרופסורים וותיקים לפיסיקה. הכנס השנתי של אילה 38.
חטיבה, נ. (1991). סימפוזיון: המחשב באקלים
הכיתה בשנות ה 90. הכנס השנתי של אילה—האיגוד 39.
חטיבה, נ. (1991). המחשב ככלי להתאמת אתגרי
למידה בחשבון לרמת התלמיד. כנס השנתי השמיני 40.
Hativa
,
N. & Miron, M. (1991). Improving instruction
of veteran physics teachers. The Association for Research in Higher
Education. 41.
Hativa
,
N., Pomeranz, O., Hershkovitz,
S. & Mechmandarov, 42.
חטיבה, נ. (1991). סימפוזיון: הוראה באמצעות
מחשבים-- אספקטים פסיכולוגיים ופדגוגיים. הכנס 43.
חטיבה, נ. (1991). גישות עדכניות בשימושי
מחשבים ללמידת חשבון בבית הספר היסודי. הכנס 44.
חטיבה, נ. (מרץ 1992). יו"ר של ישיבה על
מחשבים בהוראת מתמטיקה בבית הספר התיכון. הכנס 45.
Hativa
,
N. (1992). A model of consultancy for improving instruction in higher
education. The American Educational Research Association, 46.
Hativa
,
N. (1992). Attitudes towards instruction of faculty in the physical
sciences: Discipline- and situation-specific teaching patterns. The American Educational Research
Association, 47.
חטיבה, נ. (1993). יו"ר הסימפוזיון:
יישומי מחשבים לפיתוח חשיבה מתמטית. הכנס השנתי של אילה 48.
חטיבה, נ. (1993). פתרון בעיות לא-מילוליות על
ידי תלמידי כיתה ב' בעובדים ביחידים לעומת זוגות 49.
חטיבה, נ. (1993). מודל "רופא
המשפחה" לשיפור ההוראה באוניברסיטה. הכנס השנתי של אילה-- 50.
חטיבה, נ., הדס, ד. אזרי, נ. וון הם, ד. (1993). אתגרים בחשבון
בפתרון בעיות ב"סביבת" המחשב. 51.
חטיבה, נ. (1993). יו"ר הישיבה על שימוש
במחשבים להוראת המתמטיקה בביה"ס היסודי. הכנס 52.
Hativa
,
N. (1993). Consultation interactions using student class
monitors for improving
instruction in higher-education. Participant in a symposium: Interactions
in the Consultation Process at the annual meeting of the American Educational
Research Association, 53.
Hativa
,
N. (1993). Thedepartment-wide
approach for the improvement
of teaching in higher education:A
qualitative study. The American Educational Research Association, 54.
Hativa
,
N. (1993). Computer-enhanced
development of students' problem-solving skills in arithmetic. The fifth
European Conference for Research on Learning and Instruction (EARLI). 55.
Hativa
,
N. (Sept. 1993). Chairperson of the symposium: Instructional support for problem-solving in
the computer-tool environment. The fifth European Conference for Research
on Learning and Instruction (EARLI). 56.
Hativa
,
N. & Raviv, A. (1994). University
instructors' ratings profiles: Stability and disciplinary differences. The
annual meeting of the American Educational Research Association, 57.
Hativa
,
N. & Cohen, D. (Apr. 1994). Self learning of negative number concepts
by elementary-school students, through solving computer-provided non-verbal
problems. The American
Educational Research Association, 58.
חטיבה, נ. (1994). יו"ר הישיבה על שימוש במחשבים להוראת
המתמטיקה בביה"ס היסודי. הכנס 59.
חטיבה, נ. (1994). ה"ממציא
הגיאומטרי"-- כלי ממוחשב להדגמות בכיתה. הכנס השנתי של מו"ח 60.
חטיבה, נ. (1994). "לוח אלקטרוני"
להדגמות בגיאומטריה. הכנס השנתי של "קשר חם"-- קבוצת מרכזי המתמטיקה
בחטיבות הביניים ובתיכון, תל אביב 61.
חטיבה, נ. (1994). השימוש בכלי ממוחשב להדגמות
בכיתה. כנס איגוד המורים למתמטיקה בישראל, 62.
בן יהודה קארן, כץ ניצה, חטיבה נירה. (1995). למידת חשבון דרך פתרון בעיות
לא מילוליות באמצעות 63.
Birenbaum
, M.
& Hativa, N. (1995). University students'
learning orientations and preferences of teaching styles: Differences between
two disciplines. The annual 64.
Hativa
, N.
(1995). Clear teaching: The use of simplifying and linking strategies.
The annual POD [Professional and Organizational Development Network in Higher
Education] conference, 65.
Hativa
, N.
(1996). Disciplinary differences in what is taught in a lecture. The
annual meeting of the American Educational Research Association, 66.
Hativa
, N.
(1996). Disciplinary differences in what is taught in a lecture. The
annual meeting of the American Educational Research Association, 67.
Hativa
,
N. (1996). Disciplinary differences in what is taught in a lecture. The
annual meeting of the American Educational Research Association, 68.
Hativa
,
N. & Marincovich
M. (1996). Making instruction interesting The annual POD meeting
69.
Hativa,
N. & Marincovich
M. (1996). Making instruction interesting The annual POD meeting 70.
חטיבה נ. (ינואר 1997). בהירות בהוראה--חקר
מקרה. קולוקויום, החוג לחקר ההוראה בטכניון. 71.
חטיבה נ. (פברואר 1997). "מה
עושה" את המרצה הבלתי בהיר במדעים? קולוקויום:
המחלקה 72.
Hativa
,
N. (1997). A study of clarity in teaching of a physics professor. The
American Educational Research Association, 73.
Hativa
,
N. (Aug. 1997). Knowledge and
beliefs of an unclear teacher. A case study of a university veteran/
excelling physics professor. The sixth European Conference for Research
on Learning and Instruction (EARLI), 74.
Hativa , N., Barak, R., Simhi, E. (Aug..
1998). Expert university teachers: knowledge, beliefs, and classroom
behavior regarding effective instruction. EARLI SIG on teaching and learning
in higher education, 75.
Hativa
,
N. (Apr. 1999). Classroom effective behaviors of exemplary university
teachers. The annual meeting of the American Educational Research
Association, 76.
Hativa
,
N. (Aug. 1999). Teacher thinking, beliefs and knowledge in higher
education. The seventh European Conference for Research on Learning and
Instruction (EARLI), 77.
Hativa
,
N. (Apr. 2000). The tension between professors' and students' thinking, perceptions and beliefs
about learning and instruction. The annual meeting of the American
Educational Research Association, 78.
חטיבה נ. (אוק.
2000). מימדים של הוראה יעילה.
הכנס הדו-שנתי של איל"ה - האגודה הישראלית 79.
חטיבה נ. (אוקט.
2002). אסטרטגיות להוראה טובה. הכנס הדו-שנתי של איל"ה
- האגודה הישראלית 80.
Hativa
,
N. & Marincovich
M. (1996). Making instruction interesting The annual POD meeting 81.
חטיבה נ. (ינואר 1997). בהירות בהוראה--חקר
מקרה. קולוקויום, החוג לחקר ההוראה בטכניון. 82.
חטיבה נ. (פברואר 1997). "מה
עושה" את המרצה הבלתי בהיר במדעים? קולוקויום:
המחלקה 83.
Hativa
,
N. (1997). A study of clarity in teaching of a physics professor. The
American Educational Research Association, Chicago, Ill.. 84.
Hativa
,
N. (Aug. 1997). Knowledge and
beliefs of an unclear teacher. A case study of a university veteran/
excelling physics professor. The sixth European Conference for Research
on Learning and Instruction (EARLI), 85.
Hativa , N., Barak, R., Simhi, E. (Aug..
1998). Expert university teachers: knowledge, beliefs, and classroom
behavior regarding effective instruction EARLI SIG on teaching and
learning in higher education, 86.
Hativa
,
N. (Apr. 1999). Classroom effective behaviors of exemplary university
teachers. The annual meeting of the American Educational Research
Association, 87.
Hativa
,
N. (Aug. 1999). Teacher thinking, beliefs and knowledge in higher
education. The seventh European Conference for Research on Learning and
Instruction (EARLI), 88.
Hativa
,
N. (Apr. 2000). The tension between professors' and students' thinking, perceptions and beliefs
about learning and instruction. The annual meeting of the American
Educational Research Association, 89.
חטיבה נ. (אוק.
2000). מימדים של הוראה יעילה.
הכנס הדו-שנתי של איל"ה - האגודה הישראלית 90.
חטיבה נ. (אוקט.
2002). אסטרטגיות להוראה טובה. הכנס הדו-שנתי של איל"ה
- האגודה הישראלית I.
Educational computer software. 1.
Hativa,
N. (1981).Effective teaching strategies. Videotape. 2.
Hativa,
N. & Barral, M. (1981). 3.
Hativa,
N. & Barral, M. (1982). Taylor Series.
Educational computer software. 4.
Hativa,
N. (1981-1984). "Quadrilaterals", "Special
parallelograms", Circles","Congruent
triangles", "Proportion", "Similarity".Six educational
computer software programs to teach concepts in formal geometry. Readers'
Digest. 5.
חטיבה, נ. וקלרטג מ.
(1987-1988). אלקטרוסטטיקה בכיתה-- גירסה למורה. 4 פרקי לומדת מחשב, 6.
חטיבה, נ. וקלרטג מ.
(1987-1988). 4 פרקי לומדות מחשב, משרד החינוך. אלקטרוסטטיקה
בכיתה 7.
חטיבה, נ. (1993). אתגרון
בחשבון--מכשיר ממוחשב להצגת אתגרי חשיבה. לומדת מחשב, האקדמיה |
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