| Exemplary university teachers: Knowledge and beliefs regarding effective teaching dimensions and strategies N Hativa, R Barak, E Simhi The journal of higher education 72 (6), 699-729, 2001 | 491 | 2001 |
| Teaching for effective learning in higher education N Hativa Springer Science & Business Media, 2001 | 448 | 2001 |
| Teacher thinking, beliefs and knowledge in higher education N Hativa, J Goodyear Springer Science & Business Media, 2001 | 369* | 2001 |
| Who prefers what? Disciplinary differences in students' preferred approaches to teaching and learning styles N Hativa, M Birenbaum Research in Higher Education 41, 209-236, 2000 | 257 | 2000 |
| Becoming a better teacher: A case of changing the pedagogical knowledge and beliefs of law professors N Hativa Teacher thinking, beliefs and knowledge in higher education, 289-319, 2002 | 183 | 2002 |
| Disciplinary differences in teaching and learning: Implications for practice N Hativa, M Marincovich Jossey-Bass,, 1995 | 144 | 1995 |
| Computer-based drill and practice in arithmetic: Widening the gap between high-and low-achieving students N Hativa American Educational Research Journal 25 (3), 366-397, 1988 | 121 | 1988 |
| Teaching in a Research University: Professors' Conceptions, Practices, and Disciplinary Differences. N Hativa | 110 | 1997 |
| Self learning of negative number concepts by lower division elementary students through solving computer-provided numerical problems N Hativa, D Cohen Educational Studies in Mathematics 28 (4), 401-431, 1995 | 94 | 1995 |
| Lack of clarity in university teaching: A case study N Hativa Higher Education 36 (3), 353-381, 1998 | 92 | 1998 |
| Chapter VI: Situational effects in classroom technology implementations: Unfulfilled expectations and unexpected outcomes N Hativa, A Lesgold Teachers College Record 97 (6), 131-171, 1996 | 91 | 1996 |
| The department-wide approach to improving faculty instruction in higher education: A qualitative evaluation N Hativa Research in higher education 36, 377-413, 1995 | 72 | 1995 |
| University instructors' ratings profiles: Stability over time, and disciplinary differences N Hativa, A Raviv Research in Higher Education 37 (3), 241-265, 1996 | 70 | 1996 |
| Research on teacher thinking, beliefs, and knowledge in higher education: Foundations, status and prospects N Hativa, P Goodyear Teacher thinking, beliefs and knowledge in higher education, 335-359, 2002 | 66 | 2002 |
| History, theory and research concerning integrated learning systems HJ Becker, N Hativa International Journal of Educational Research 21 (1), 5-12, 1994 | 60 | 1994 |
| Socioeconomic status, aptitude, and gender differences in CAI gains of arithmetic N Hativa, D Shorer The Journal of Educational Research 83 (1), 11-21, 1989 | 60 | 1989 |
| Student ratings for instruction: Recognizing effective teaching: Second Edition N Hativa Oron Publications, 2014 | 57* | 2014 |
| Using a single score for summative teacher evaluation by students N Hativa, A Raviv Research in Higher Education 34, 625-646, 1993 | 46 | 1993 |
| The computer as a tutor—can it adapt to the individual learner? N Hativa, A Lesgold Instructional Science 20 (1), 49-78, 1991 | 45 | 1991 |
| What is taught in an undergraduate lecture? Differences between a matched pair of pure and applied disciplines N Hativa New directions for teaching and learning 1995 (64), 19-27, 1995 | 41 | 1995 |
