Prof. Nira Hativa

Head: Dept. of Curriculum and Instruction
Professor (full)
Ph.D.,
Stanford University

 Research topics:

·               Teaching processes

·               Teaching effectiveness

·               Teachers' knowledge, thinking and beliefs

·                The promotion/improvement of school and university/college teaching

 Degrees:

·          Ph.D.--mathematics education, Stanford University , USA

·          B.Sc , M.Sc.--mathematics, The Technion, Haifa

·          Teaching certificate--high-school mathematics, The Technion, Haifa

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), Santa Clara and San Mateo Districts of Education, California .

§         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. Stanford University : Dept. of Mathematics, Dept. of Physics, School of Law

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: Learning Research & Development Center --The University of Pittsburgh                                                                                                    

D.- Research grants and awards: The Israeli Academy of Sciences--Foundation of Basic Research,
Foundation of Basic Research TAU
the Israeli Ministry of Education
Chief Scientist Ministry of Education
Sapir Foundation
Bing grant for the Improvement of Undergraduate Education at Stanford University
The APPLE Education Foundation
ATE (Association of Teacher Educators,
USA )
Ila (The Israeli organization for data processing. - Chairperson:
SIG for teaching and learning with computers (In cooperation with prof. Peter Goodyear,
England ) , EARLI (The European Association for Research on Learning and Instruction)

§         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. San Francisco : Jossey-Bass Inc.

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. Dordrecht , The Netherlands : Kluwer Academic Publishers.

5.     Hativa, N. & Goodyear, P. (2001) (Eds.). Teacher thinking, beliefs and knowledge in higher education. Dordrecht , The Netherlands : Kluwer Academic Publishers.

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

Many textbooks for high school mathematics.
Videotapes (and a printed booklet for each) for promoting the pedagogical knowledge of college/university instructors: All published by Anker Publishing Company Inc., Bolton, MA, U.S.A, with the cooperation of the Center for Teaching and Learning at Stanford University.

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 Israel --where from and where to? An invited paper for the special issue to the 40th anniversary of the state of Israel . Maaseh Choshev. The Israeli quarterly of computers in society. Ila--the Israeli organization of data processing. [Hebrew].

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 Haifa , June 2001. Linear Algebra and its Application, 361, 26-29.

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 , Jerusalem [Hebrew].

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, Ithaca , N.Y.

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, I. (1991). Adjusting computer-presented problem-solving tasks in arithmetic to students' aptitudes. Proceedings of the 15th annual conference of the PME

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. Norwood , NJ : Ablex Publishing Corporation. (pp. 99-118).

8.               Hativa , N., Pomeranz, O, Hershkovitz, S. & Mechmandarov, I. (1991). Computer-based arithmetic non-verbal problem-solving. Proceedings of the annual meeting of AYALA-- the Israeli association for research in education. Israel . [Hebrew].

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 America : The 95th yearbook of the National Society for the Study of Education (NSSE). pp. 131-171.

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 I. , The development of teaching in education institutions in Israel . Tel Aviv, Ramot. 363-388. [Hebrew].

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, Tel Aviv University : 447-459 [Hebrew].

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.Dordrecht , The Netherlands : Kluwer Academic Publishers.

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. Dordrecht , The Netherlands : Kluwer Academic Publishers.

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
 ומ. אריאלי, תל אביב: הוצאת מסדה, 264-266.

6.               Hativa , N. (1997). Technology and the classroom teacher. In H. Collins (Ed.). International Encyclopedia of the Sociology of Education. Oxford , England : Elsevier Science Publications, 867-871.

2.     Teaching in higher education

1.               חטיבה, נ. (1997). הוראה בחינוך הגבוה. לקסיקון לחינוך ולהוראה. בעריכת י. קשתי ומ. אריאלי.
 תל אביב: הוצאת מסדה, 110-109.


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 Pinchas Sapir Center for Development, Discussion paper number 7-86.

2.               Hativa , N. (1986). (Ed.). Applications of Computers for Teaching and Learning. Ila , Jerusalem [Hebrew].

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, School of Education , Tel Aviv University . Report no. 14. [Hebrew].

4.               חטיבה, נ. (1988). מחשבים בחינוך-- סיכום מחקר.היחידה למחקר בתקשורת ומחשבים בחינוך,
 בית הספר לחינוך, אוניברסיטת תל אביב. דו"ח מס. 15.   
  

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
 בשנים תשמ"ט - תשנ"א.
הוכן עבור דיקן המדעים המדויקים וראש ביה"ס לפיסיקה. (27 עמ').

9.               חטיבה, נ. (קיץ. 1993). סיכום ניתוחי דירוג המרצים באוניברסיטה ע"י אגודת הסטודנטים בשנת
 תשמ"ג.
הוכן עבור דיקן סטודנטים. (38 עמ').

10.           Hativa , N. (1995).What arethe "cultures" of teaching of university professors? Results of a survey for Stanford Professors. Unpublished report, Dept. of Physics, Stanford University (50 pages).

11.           חטיבה, נ. (אפריל 1999). בעיות הקשורות בהוראה בפקולטה למשפטים: סיכום והצעות לדיון--
דו"ח לדיקן ולועדת ההוראה של הפקולטה למשפטים, אוניברסיטת תל אביב.


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, Tel Aviv University , School of Education Publication, 159-162. [Hebrew].

2.               Hativa , N. (1991). An analysis of students' ratings of instructors at Tel Aviv University for the years 1989-1991. A report at the request of the Dean of Exact Sciences. [Hebrew]

3.               Hativa , N. (1993). An analysis of students' ratings of instructors at Tel Aviv University for the years 1992-1993. A report at the request of the Dean of Students. [Hebrew]

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, Stanford University .

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, Tel Aviv University . [Hebrew].

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,
 (16),  17-19.

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
 וכמלומדות. על הגובה, 1, 9-6.

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
 מרכזי הוראה בארץ.  על הגובה, 1, 52-48.

19.           חטיבה, נ. (2003). חשיבה בת זמננו על ההוראה באוניברסיטה ובמכללה: ההוראה כמקצוע וכמלומדות.
 קשר עין,. 126, 15-14.

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, Jerusalem . [Hebrew].

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 California Mathematics Council, Assilomar , California.

2.               Hativa, N. (1980). Factors of organization and clarity in mathematics lessons.
The National Council of Teachers of Mathematics, Seattle , Washington .

3.               Hativa , N. (1980). Research on teaching effectiveness in mathematics.
The American Educational Research Association, Boston , Massachusetts .

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, Berkeley , California .

5.               Hativa , N. (1980). The application of computers in the mathematics classroom. The First Annual Conference of Computer-Using Educators, San Jose , California .

6.               Hativa , N. (1980). Making mathematics lessons easy to follow, understand, and remember. The California Mathematics Council, Assilomar , California .

7.               Hativa , N. (1981). Teaching mathematics with one computer in the classroom. The California Mathematics Council, Assilomar , California .

8.               Hativa , N. (1981). Small and large group instruction of geometry. Paper presented at The Second Annual Conference of Computer-Using Educators, San Jose , California .

9.               Hativa , N. (1982). Research on organization and clarity -- the basis for effective teaching. The Association of Teacher Educators, Tuscon , Arizona .

10.           Hativa , N. (1982). Improving the teaching of formal geometry with the aid of a microcomputer. The National Council of Teachers of Mathematics, Toronto , Canada .

11.           Hativa , N. (1983).  Computer-guided teaching of geometry. The Fourth Annual Conference of Computer-Using Educators, San Jose , California .

12.           חטיבה נ. (1983). שיטה יעילה לאימון מורים. הכנס השנתי של איל"ה-- האיגוד הישראלי לחקר
החינוך, ירושלים.

13.           Day, J. & Hativa, N. (1984). The electronic board -- an effective application of a microcomputer in mathematics classrooms. TheWestern Educational Computing Conference, San Diego , California .

14.           חטיבה, נ. ( 1984). הבסיס להרצאה יעילה באוניברסיטה-- אספקטים של בהירות וארגון, כנס לחקר
 הכשרת מורים, אוניברסיטת תל אביב..

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, Washington , D.C.

17.           Hativa , N. (1987). Students' conceptions of and attitudes towards specific features of a CAI system. The American Educational Research Association, Washington , D.C.

18.           Hativa , N. & Teper, A. (1987). Differential effectiveness of three color treatments in learning geometric concepts via computer-guided teaching.
The American Educational Research Association,
Washington , D.C.   

19.           Hativa , N.(1987). Software- and hardware-related errors in CAI arithmetic--a case study. The American Educational Research Association, Washington , D.C.

20.           Hativa , N. (1987). CAI in arithmetic, widening the gap between high- and low-achieving students. The American Educational Research Association, Washington , D.C.

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, Ithaca , N.Y.

22.           חטיבה, נ. (1988). סיכום הממצאים של שלוש שנות מחקר נטורליסטי של מערכת למידה באמצעות
 מחשב.
הכנס השנתי של אילה-- האיגוד הישראלי לחקר החינוך.

23.           חטיבה, נ. (1988). ארבע קטגוריות של בעיות בעשיית החלטות על ידי מנהל למידה ממוחשב בחשבון.
 הכנס השנתי של האיגוד למתמטיקה בישראל, הסקציה של חינוך מתמטי, אוניברסיטת תל אביב.

24.           Hativa , N. & Sarig, O. (1988). Effects of change in the time limit on students' answers in CAI. The American Educational Research Association, New Orleans .

25.           Hativa , N. (1988).  CAI versus paper and pencil: discrepancies in students' performance across countries. The American Educational Research Association, New Orleans .   

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, New Orleans .

27.           Hativa , N. & Shorer, D. (1988). Advantaged versus disadvantaged students--differences in CAI practice in arithmetic. The American Educational Research Association, New Orleans .

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, San Francisco .

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, Boston .

32.           Hativa , N. & Lesgold, A. (1990). The computer as a tutor--can it adapt to the individual learner? The American Educational Research Association, Boston .

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), Mexico .

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
ביישומי מחשבים בבתי הספר, משרד החינוך, תל אביב.

36.           חטיבה, נ., פומרנץ, א., הרשקוביץ, ש. ומכמנדרוב, א. (1991). פתרון בעיות לא-מילוליות באמצעות
 מחשב.
הכנס השנתי של אילה-- האיגוד הישראלי לחקר החינוך, רמת גן.

37.           חטיבה, נ. ומירון, מ. (1991). שיפור ההוראה של פרופסורים וותיקים לפיסיקה. הכנס השנתי של אילה
-- האיגוד הישראלי לחקר החינוך, רמת גן.

38.           חטיבה, נ. (1991). סימפוזיון: המחשב באקלים הכיתה בשנות ה 90. הכנס השנתי של אילה—האיגוד
 הישראלי לחקר החינוך, רמת גן.
  

39.           חטיבה, נ. (1991). המחשב ככלי להתאמת אתגרי למידה בחשבון לרמת התלמיד. כנס השנתי השמיני
 של מו"ח האיגוד הישראלי למחשבים בחינוך, תל אביב.

40.           Hativa , N. & Miron, M. (1991). Improving instruction of veteran physics teachers. The Association for Research in Higher Education. Glazgaw , Scotland .

41.           Hativa , N., Pomeranz, O., Hershkovitz, S. & Mechmandarov, I. (1991). Adjusting challenging non-verbal problems in arithmetic to student aptitude through the use of a computerized tool. The fourth European Conference for Research on Learning and Instruction (EARLI). Turku , Finland .

42.           חטיבה, נ. (1991). סימפוזיון: הוראה באמצעות מחשבים-- אספקטים פסיכולוגיים ופדגוגיים. הכנס
 המדעי ה- 23 של האיגוד הישראלי של הפסיכולוגים, ירושלים.

43.           חטיבה, נ. (1991). גישות עדכניות בשימושי מחשבים ללמידת חשבון בבית הספר היסודי. הכנס
 הראשון של מורים ומחנכים בישראל, אוניברסיטת תל אביב.

44.           חטיבה, נ. (מרץ 1992). יו"ר של ישיבה על מחשבים בהוראת מתמטיקה בבית הספר התיכון. הכנס
 השנתי של מוח: האיגוד הישראלי למחשבים בחינוך, תל אביב.

45.           Hativa , N. (1992). A model of consultancy for improving instruction in higher education. The American Educational Research Association, San Francisco .

46.           Hativa , N. (1992). Attitudes towards instruction of faculty in the physical sciences: Discipline- and situation-specific teaching patterns.  The American Educational Research Association, San Francisco .

47.           חטיבה, נ. (1993). יו"ר הסימפוזיון: יישומי מחשבים לפיתוח חשיבה מתמטית. הכנס השנתי של אילה
--האיגוד הישראלי לחקר החינוך, חיפה.

48.           חטיבה, נ. (1993). פתרון בעיות לא-מילוליות על ידי תלמידי כיתה ב' בעובדים ביחידים לעומת זוגות
. הכנס השנתי של אילה--האיגוד הישראלי לחקר החינוך, חיפה.

49.           חטיבה, נ. (1993). מודל "רופא המשפחה" לשיפור ההוראה באוניברסיטה. הכנס השנתי של אילה--
האיגוד הישראלי לחקר החינוך, חיפה.

50.           חטיבה, נ., הדס, ד.  אזרי, נ. וון הם, ד. (1993). אתגרים בחשבון בפתרון בעיות ב"סביבת" המחשב.
 הרצאה בכנס השנתי של מו"ח-- האיגוד הישראלי למחשבים בחינוך, תל אביב.

51.           חטיבה, נ. (1993). יו"ר הישיבה על שימוש במחשבים להוראת המתמטיקה בביה"ס היסודי. הכנס
השנתי של מו"ח-- האיגוד הישראלי למחשבים בחינוך, תל אביב.

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, Atlanta , GA.

53.           Hativa , N.  (1993).  Thedepartment-wide approach for the improvement of teaching in higher education:A qualitative study. The American Educational Research Association, Atlanta , GA.

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). Aix-en Provence , France .

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). Aix-en Provence , France .

56.           Hativa , N. & Raviv, A. (1994). University instructors' ratings profiles: Stability and disciplinary differences. The annual meeting of the American Educational Research Association, New Orleans , LA.

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, New Orleans , LA.

58.           חטיבה, נ. (1994).  יו"ר הישיבה על שימוש במחשבים להוראת המתמטיקה בביה"ס היסודי. הכנס
 השנתי של מו"ח-- האיגוד הישראלי למחשבים בחינוך, תל אביב.

59.           חטיבה, נ. (1994). ה"ממציא הגיאומטרי"-- כלי ממוחשב להדגמות בכיתה. הכנס השנתי של מו"ח
-- האיגוד הישראלי למחשבים בחינוך, תל אביב.

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,
 תל אביב.

62.           בן יהודה קארן, כץ ניצה, חטיבה נירה. (1995). למידת חשבון דרך פתרון בעיות לא  מילוליות באמצעות
 המחשב בעבודה בזוגות הומוגניים לעומת הטרוגניים. הכנס השנתי של אילה --האיגוד הישראלי לחקר
 החינוך, ירושלים.

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, Falmouth , Massachussetts

65.            Hativa , N. (1996). Disciplinary differences in what is taught in a lecture. The annual meeting of the American Educational Research Association, New York

66.            Hativa , N. (1996). Disciplinary differences in what is taught in a lecture. The annual meeting of the American Educational Research Association, New York

67.           Hativa , N. (1996). Disciplinary differences in what is taught in a lecture. The annual meeting of the American Educational Research Association, New York

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
להוראת המדעים, האוניברסיטה העברית בירושלים.

72.           Hativa , N. (1997). A study of clarity in teaching of a physics professor. The American Educational Research Association, Chicago , Ill.

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), Athens , Greece .

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, Leiden , The Netherlands.

75.           Hativa , N. (Apr. 1999). Classroom effective behaviors of exemplary university teachers. The annual meeting of the American Educational Research Association, Montreal , Canada

76.           Hativa , N. (Aug. 1999). Teacher thinking, beliefs and knowledge in higher education. The seventh European Conference for Research on Learning and Instruction (EARLI), Gothenburg , Sweden .

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, New Orleans , LA.

78.           חטיבה נ. (אוק. 2000).  מימדים של הוראה יעילה. הכנס הדו-שנתי של איל"ה - האגודה הישראלית
 לחקר החינוך, אוניברסיטת תל אביב.

79.           חטיבה נ. (אוקט. 2002). אסטרטגיות להוראה טובה. הכנס הדו-שנתי של איל"ה - האגודה הישראלית
 לחקר החינוך, אוניברסיטת בר-אילן.
  

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
להוראת המדעים, האוניברסיטה העברית בירושלים.

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), Athens , Greece

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, Leiden , The Netherlands..

86.           Hativa , N. (Apr. 1999). Classroom effective behaviors of exemplary university teachers. The annual meeting of the American Educational Research Association, Montreal , Canada

87.           Hativa , N. (Aug. 1999). Teacher thinking, beliefs and knowledge in higher education. The seventh European Conference for Research on Learning and Instruction (EARLI), Gothenburg , Sweden .

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, New Orleans , LA.

89.           חטיבה נ. (אוק. 2000).  מימדים של הוראה יעילה. הכנס הדו-שנתי של איל"ה - האגודה הישראלית
 לחקר החינוך, אוניברסיטת תל אביב.

90.           חטיבה נ. (אוקט. 2002). אסטרטגיות להוראה טובה. הכנס הדו-שנתי של איל"ה - האגודה הישראלית
 לחקר החינוך, אוניברסיטת בר-אילן.


I.      Educational computer software.

1.               Hativa, N. (1981).Effective teaching strategies. Videotape. Stanford University , the Department of Mathematics.

2.               Hativa, N. & Barral, M. (1981). Newton 's method for approximating roots of equations. Educational computer software. Stanford University , Dept. of Mathematics.

3.               Hativa, N. & Barral, M. (1982). Taylor Series. Educational computer software. Stanford University , the Dept. of Mathematics.

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,
 משרד החינוך.

6.               חטיבה, נ. וקלרטג מ. (1987-1988). 4 פרקי לומדות מחשב, משרד החינוך. אלקטרוסטטיקה בכיתה
-- גירסה לתלמיד.

7.               חטיבה, נ. (1993). אתגרון בחשבון--מכשיר ממוחשב להצגת אתגרי חשיבה. לומדת מחשב, האקדמיה
 הלאומית למדעים-- הקרן למחקר בסיסי.

 

 


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