פרסומים | קרן מסלובטי

Books and Monographs

– Smilansky, M. & Maslovaty, N. (1976). (Eds.) The final report of the committee for educational planning for the disadvantaged students. Tel Aviv: Tel Aviv University and the Ministry of Education & Culture. (Hebrew).

– Maslovaty, N. & Gaziel, H., (1997). Religious state school teachers: Background, activities, interests and satisfaction derived from various teaching components. Ramat-Gan: School of Education, Bar-Ilan University in cooperation with the Teachers’ Association for the Advancement of Education and Teaching, The Teachers’ Union, Israel (Hebrew).

Books and Monographs (Ed.)

– Maslovaty, N. & Iram, Y. (Eds.) (2002). Values education in various teaching contexts. Tel Aviv University: Ramot (Hebrew).

– Maslovaty, N., Klein, J. & Zichner, O. (Eds.) (2002). Educational research in an uncertain era. A refereed proceedings disk. The 13th Conference of the Israeli Educational Research Organization. Ramat-Gan: Bar-Ilan University.

תפיסת דמות התלמיד הרצוי

– Cohen, A., Maslovaty, N., Roza-Zada, M., H., & Fridkin, S. (Eds.) (2005). Educational processes toward the 21 era. The first conference of the doctoral students in the school of education. Ramat Gan: Bar Ilan University.

Articles and Chapters in Books

– Maslovaty, N. (1992). Selected areas of the value structure of adolescents. In H. Klages, J.H. Hippler & W. Herbert (Eds.) Werte und Wandel: Ergebnisse und Methoden einer Froschungstradition. (pp. 523-552). Frankfurt: Campus.

Wertw und Wandel- Selected areas of the value structure of adolscents 1992

– Maslovaty, N. (1995). The contribution of the study and social atmosphere in Israeli classrooms towards adolescent value context areas. In Y. Iram (Ed.), The Role and Place of the Humanities in Education (Vol. II) (pp. 705-712). Jerusalem: The World Association for Educational Research and the School of Education Bar-Ilan University.

The role and place of the humanities in education- the learning and social atmosphere in israeli classrooms and adolescent value structure

– Iram, Y. & Maslovaty, N. (first edition 1995; second edition 1997; 1998, 2000) Students’ real and ideal characteristics as perceived by teachers. In J. Zajda (Ed.) Education and society 2nd edition (pp. 163-180). Australia: James Nicholas.

Education and Society- students real and ideal characteristics as perceived by teachers

– Iram, Y. & Maslovaty, N. (1998, 2000, 2001) students’ characteristics and achievement. In J. Zajda (Ed.) Learning and teaching (pp. 101-118) Australia: James Nicholas.

– Maslovaty, N. (2001). Values education among prospective teachers and teachers: New studies. In Y. Iram, S. Skolnik, Y. Cohen and E.P. Schachter (Eds.) Crossroads: Values and education in the Israeli society (pp. 591-638). Jerusalem: Ministry of Education, Bureau of the Chief Scientist (Hebrew).

צמתים- חינוך לערכים בקרב מתכשרים להוראה ומורים- מחקרים חדשים 2001

– Kuzi, E. & Maslovaty, N. (2001). Motivational goals theory and assessment methods. In D. Elizur (Ed.) Integrating theory construction with data analysis. (pp. 139-150). Prague, Czech Republic: Matfyzpress, University of Karlovy.

Facet Theory - Motivational goals theory and assessment methods 2001

– Maslovaty, N. & Levy, S. (2001). A comparative approach in developing a structural value theory. In D. Elizur (Ed.) Integrating theory construction with data analysis (pp.20-32). Prague, Czech Republic: Matfyzpress, University of Karlovy.

Facet Theory - a comparative approach in developing a structural value theory 2001

– Maslovaty, N. (2002). The perception of the “desirable student’s” traits, an additional dimension of the teacher’s belief system. In N. Maslovaty & Y. Iram (Eds.) Values education in various teaching contexts (pp. 227-252). Tel Aviv: Ramot (Hebrew).

חינוך לערכים בהקשרים הוראתיים מגוונים 2002 (3)

– Iram, Y., & Maslovaty, N. (2002). Values and value education. In N. Maslovaty & Y. Iram (Eds.) Values education in various teaching contexts (pp. 11-26). Tel Aviv: Ramot (Hebrew).

חינוך לערכים בהקשרים הוראתיים מגוונים 2002 (1)

– Marzam. A. & Maslovaty, N. (2002). The development of social cognition in elementary school pupils: A comparison between hearing and hearing-impaired pupils. In N. Maslovaty & Y. Iram (Eds.) Values education in various teaching contexts (pp. 59-83). Tel Aviv: Ramot (Hebrew).

חינוך לערכים בהקשרים הוראתיים מגוונים 2002 (2)

– Shitreet, A. & Maslovaty, N. (2002). The value system of Ethiopian and Israeli born adolescents. In N. Maslovaty & Y. Iram (Eds.) Values education in various teaching contexts (pp. 203-224). Tel Aviv: Ramot (Hebrew).

חינוך לערכים בהקשרים הוראתיים מגוונים 2002

– Maslovaty, N. and Zuckerman, D. (2003). Education students’ perception of the “ideal high school student” trait system and Blooms’ et al., taxonomies. In S. Levy & D. Elizur, (Eds.). Facet Theory: Towards cumulative social science (pp. 151-161). Slovenia: University of Ljublijana, Faculty of Arts, Center for educational development.

Education students perception of the ideal high school student trait system and blooms taxonomies 2003

– Maslovaty, N. ,(2005). Organizational learning: Teachers’ perception of the ideal student trait system. In S. Stashevsky & M. Koslovsky ( Eds.) Work values and organizational behavior .E books .com: Emerald book pub.

– Maslovaty, N. (2006). Negotiation in school. In F. Oser, C. Quesel & H. Biedermann( Eds.) Vom gelingen und scheitern politischer bildung : Studien und entwurfe. Zurich: Verlag Ruegger.

– Maslovaty , N. & Gaziel, H. (in press). The value systems of teachers in the state religious education. In:S. Raz (Ed.). Handbook of Religious Zionism – 100 years of religious education.( 21 pp.) ( Hebrew)

– Maslovaty, N., (accepted for publication). History prospective teachers’ reflections upon preparing an assignment for the course: Tests and assessments. In Mevarech, Z. & Kramersky, B. (Eds.) Reflections of prospective teachers (pp. 23). Raman Gan: Bar Ilan University, School of Education (Hebrew).

Articles in Periodicals

– Maslovaty, N. & Dor-Shav, Z. (1990). Gender and the structure and salience of values: An example from Israeli youth. Sex Roles, 22(5-6), 261-281.

gender and the structure calience of values 1990

– Maslovaty, N. (1991). The relationship among the study atmosphere in Bible and history lessons, content subjects, and levels of judgment in values of adolescents, Studies in Education, (55/56), 198-210 (Hebrew).

עיונים בחינוך- הקשר בין האווירה הלימודית בשיעורי תנך והיסטוריה ובין תחומי תוכן ורמות חשיבה של ערכים באוכלוסיית מתבגרים 1991

– Dor-Shav, Z. & Maslovaty, N. (1993). Structure and salience of Israeli adolescent value system within the text and context of Judaism, Journal of Psychology and Judaism, 17(1), 5-28.

Structure and Salience of israeli adolescent value within the next and context of judaism 1993

– Iram, Y. & Maslovaty, N. (1994). Students’ real and ideal characteristics as perceived by teachers. New Education, 16(1), 33-52.

New Education - students real and ideal characteristics as perceived by teachers 19947

– Maslovaty, N. & Iram, Y. (1995). Students’ images as perceived by practicing and prospective teachers. Magister, 4, 48-57.

Magister - students images as perceived by practicing and prospective teachers 1994

– Gaziel, H. & Maslovaty, N. (1998). Predictors of job satisfaction among teachers in religious schools. Education and Society, 16(2), 49-58.

Education and Society - predictors of job satisfaction among teaqchers in religious schools 1998

– Maslovaty, N. & Sitton, S. (1999). Patterns of pedagogical and social beliefs and attitudes perceived by prospective teachers. Curriculum and Teaching, 14(2), 49-74.

Curriculum and Teaching Beliefs and attitudes of prospective teachers in two israeli universities 1999

– Maslovaty, N. (2000). Teaching strategies for coping with socio-moral dilemmas in religious-state elementary schools: Teachers’ preferences and teachers’ characteristics. Megamot, 40(4), 617-635 (Hebrew).

מגמות - דרכי התמודדות עם דילמות חברתיות ומוסריות בבית הספר היסודי הממלכתי-דתי 2000

– Maslovaty, N. (2000). Teachers’ choice of teaching strategies for dealing with socio-moral dilemmas in the elementary school. Journal of Moral Education, 29(4), 429-444.

The Journal Moral Education - teachers choice of teaching strategies for dealing with socio-moral dilemmas in the elementary school 2000

– Maslovaty, N., Marshall, A.N. & Alkin, M.C. (2001). Teachers perceptions structured through Facet Theory: Smallest space analysis vs. factor analysis. Educational and Psychological Measurement, 61(1), 71-84.

EPM - teachers perceptions structured through facet theory 2001

– Maslovaty, N. (2002). Organizational learning: Teachers’ perception of the ideal student trait system. The International Journal of Manpower, 23(8), 734-753.

IJM - Organizational learning 2002

– Maslovaty, N. (2002). Teacher perceptions of the ideal high school student in the state religious subsystem in Israel as influenced by teacher profile. Religious Education, 97(4), 342-361.

Religious Education - teachers perceptions of the ideal high school student in the state religious subsystem in israel as influenced by teacher profile 2002

– Maslovaty, N. & Kuzi, E. (2002). Promoting motivational goals through alternative or traditional assessment. Studies in Educational Evaluation, 28(3), 199-222. 29(1), 67.

Pergamon- promoting motivational goals through alternative or traditional assessment 2002

– Maslovaty, N. (2003). The placement of moral contents in the belief system of teachers and high school students. Educational Research and Evaluation: An International Journal on Theory and Practice, 9(1), 109-135.

IJM - Organizational learning 2002 (1)

– Maslovaty, N. and Shitreet, E. (2003). A comparison of the value systems of Ethiopian-born emigrants and Israeli- born adolescents: Origin and gender. Education and Society, 21 (2), 55-74.

– Maslovaty, N.( 2004). Book review: Teaching in Moral and Democratic Education, edited by Wiel Veugelers and Fritz K. Oser. Bern: Peter Lang. Journal of Research in Character Education .2(1) , 81-88.

Book Review - teaching in moral and democratic education 2004

– Cohen, A., Maslovaty, N. & Natan, S. (2005). Narrowing the gap in moral judgment between disadvantaged and advantaged students through moral dilemmas and wisdom of the Sages. Curriculum and Teaching, 20 (2),5-21.

Submitted articles

– Maslovaty, N. (corrections). A multi-faceted model for dealing with socio-moral dilemmas in elementary school: A comparison of teachers and parents. (pp.27).

Articles Published in Proceedings

– Maslovaty, N. & Dor-Shav, Z. (1988). Gender differences in structure of values among Israeli youth. In M. Ben-Peretz, & D. Kalekin-Fishman, (Eds.), Proceedings of the International Conference on “Private Woman – Public Work” (pp. 446-467). Haifa: University of Haifa.

– Maslovaty, N. & Iram, Y. (1997), Development of high-level thinking, learning habits and sociability: Order of preference according to prospective teachers’ perception at the university and in college, In N. Efrati and R. Lidor (Eds.), Teacher education: Stability, evolution and revolution (pp. 271-278). Natanya: The Zinman Physical Education and Sport College, Wingate Institute. (Hebrew).

פיתוח רמות חשיבה גבוהות, הרגלי למידה וחברתיות 1996

– Maslovaty, N. (1998). Factors explaining the choosing of pedagogical coping methods by teachers with socio-moral dilemmas in the elementary school. In A. M. Konard (Ed.) Cross-cultural perspectives on work values and behavior: East meets West (pp. 197-201). Turkey: ISSWOV.

– Shitreet, E. & Maslovaty, N. (2000). Structure and intensity of the values and the behaviors systems of adolescents: A comparison between Ethiopian born and Israeli born high school students. In F. Naser, N. Hativa and Z. Sherez, (Eds.) Educational research and its implication in a changing world. (Vol. B, pp. 600-602). Even Yehuda: Reches & IERO.

– Maslovaty, N. (2000). Similarities and differences in perceptions of prospective and practicing teachers of the “ideal student” trait systems and value systems. In M. Koslowsky, & S. Stashevsky (Eds.) Work Values and Organizational Behavior Towards a New Millennium (421-426), Jerusalem: ISAS International Seminars.

Work values and organizational behavior towards the new millennium 2000

– Maslovaty, N. & Zuckerman, D. (2002). The perception of the “desirable high school student”: A comparison among BA and MA students of education and prospective students. In N. Maslovaty, J. Klein & O. Zichner (Eds.) Educational Research in an Uncertain Era (A Disk). Ramat-Gan: Bar-Ilan University (Hebrew).

– Levi, R. & Maslovaty, N. (2004). The considerations guiding high school teachers in choosing alternative assessment tools. In I. Yedalevitch (Ed.). Teacher Education as a Social Mission: A Key to the Future. Proceedings of the Fourth International Conference on Teacher Education. (A Disk). Achva college. Israel, June. (Hebrew).

– Zadik, I. & Maslovaty, N. (2004). The Contribution of Professional Background, Perceived Ideal Student and School Context in Explaining Innovative Behavior Among High School Teachers. In The study of education and society in Israel- contributions and changes. (A Disk). Ben Gurion university, Israel. (Hebrew).

Articles Published In Professional Journals

– Edelman, U. & Maslovaty, N. (1984). A model for evaluation of social action programs, Work, Well Being and Social Welfare, (2), 98-100 (Hebrew).

עבודה רווחה וביטוח לאומי - תכנון הליכים וקריטריונים להערכת תוכניות פעולה חברתיות

– Edelman, U. & Maslovaty, N. (1985b). A challenge for women – teaching to drive. Hed Ha’Chinuch, 59(10), 48-49 (Hebrew).

– Maslovaty, N. & Adleman, U. (1985a). Criteria for evaluation of social action programs, Work, Well Being and Social Welfare, (1-2), 64-68 (Hebrew).

– Edelman, U. & Maslovaty, N. (1986). The rehabilitation project and its contribution to promote learning achievements. Work, Well Being and Social Welfare, (2-4), 145-149 (Hebrew).

עבודה רווחה וביטוח לאומי - שיקום השכונות ותרומתו להגברת ההישגים בלימודים

– Edelman, U. & Maslovaty, N. (1987). Development of an examination system as a way of promoting driving teaching. Work, Well Being and Social Welfare, (1), 22-24 (Hebrew).

– Maslovaty, N. & Dor-Shav, Z. (1989). The relationship between religious observance and various aspects of the structure of adolescents values studying in a large city in Israel. Besdeh Chemed, 32(1-2), 90-96 (Hebrew).

הקשר בין שמירת המסורת הדתית לבין תחומים שונים במבנה הערכים המתבגרים הלומדים בעי גדולה בישראל

– Maslovaty, N. & Dor-Shav, Z. (1993). Value differences in the guiding principles of life between students of state and religious state comprehensive schools. Besdeh Chemed, (3-4), 51-56 (Hebrew).

בשדה חמד - הבדלים בערכים כעקרונות מנחים בחיים בין בתי ספר מקיפים, דתיים וכלליים תשנג

Research Reports

– Maslovaty, N. & Fridel, S. (1986). Survey of needs and problems in elementary schools. (Shlomi). School of Education, Bar-Ilan University (Hebrew).

– Edelman, U. & Maslovaty, N. (1987), A model for classifying driving exams. Tel Aviv: Ministry of Labor (Hebrew).

– Maslovaty, N. & Sitton S. (1997). Thinking Patterns related to educational issues as perceived by prospective teachers at the Tel Aviv and Bar-Ilan Universities. Internal Report No. 1, submitted to the Director of the Burg Chair of Values, Tolerance and Peace. Ramat Gan, School of Education, Bar-Ilan University. Israel (Hebrew).

– Maslovaty, N. (1998). The relationship among individual, social and professional value systems and teaching strategies in the classroom of junior and high school teachers in the Tel Aviv region. Internal Report No. 1. The Committee for the Advancement of Research, Internal University Grant, Bar-Ilan University, Ramat-Gan, Israel (Hebrew).

– Maslovaty, N. & Zucherman, D. (2001). The ideal high school student as perceived by undergraduates, and M.A students in Education and prospective teachers: A comparison of a comprehensive questionnaire. Internal Report No. 1. Submitted to the Burg Chair of Values, Tolerance and peace, Ramat-Gan, School of Education, Bar-Ilan University (Hebrew).

– Maslovaty, N. (2001). Content analysis of student's reflections toward preparing performance tasks in assessment courses. Internal report No. 1 The Committee for the Advancement of Research, Internal University Grant. Bar-Ilan University, Ramat-Gan, Israel (Hebrew).

– Maslovaty, N. (2002). The development of social cognition in elementary school students. Internal report No. 1 The Committee for the Advancement of Research, Internal University Grant. Bar-Ilan University, Ramat-Gan, Israel (Hebrew).

– Maslovaty, N. (2002). Teaching strategies for dealing with socio-moral dilemmas as perceived by teachers and parents. Internal Report No. 2. The Committee for the Advancement of Research, Internal University Grant. Bar-Ilan University, Ramat-Gan, Israel (Hebrew).

– Azem, A., Adiba, A. and Maslovaty N. (2004). The relationship between personal and professional background and the teaching context. Internal report. The committee for research. Oranim College. Haifa. (Hebrew).

Other publications

– Maslovaty, N. (2003). An evaluation of a proposal to a new curriculum for alternative assessment. Tel Aviv: The Open University.

Papers Presented at Scientific Conferences

– Edelman, U. & Maslovaty, N. (1986). Education for values and decision-making during driving. The Hebrew University and Hadassah Hospital, Jerusalem, Israel.

– Maslovaty, N. & Dor-Shav, Z. (1988a). Gender differences in the structure of values among Israeli youth, International Conference on Private Woman – Public Work, University of Haifa, Haifa, Israel.

– Maslovaty, N. & Dor-Shav, Z. (1988b, February). The learning environment in school and content areas of values. The Israeli Research Educational Organization, Tel Aviv University (Hebrew).

– Maslovaty, N. (1988c, February). Consistency of relationships among the variables of the concepts value and value system. The 19th Conference of the Israeli Sociological Organization, Ben-Gurion University, Beer-Sheva, Israel (Hebrew).

– Maslovaty, N. (1989a, June). The relationship between the learning environment in Bible and History lessons and the value system of adolescents. The fourth International Conference for Jewish Education, Melton Center, The Hebrew University, Jerusalem, Israel.

– Maslovaty, N. (1989b, February). The relationships between background variables and different areas in the value system of adolescents. The 20th Conference of the Israeli sociological Organization. Haifa University, Israel (Hebrew).

– Maslovaty, N. (1989d, September). The effect of selected aspects of the learning environment in high schools upon selected areas of the value structure of adolescents, Third European Conference for Research on Learning and Instruction (EARLI), Madrid, Spain.

– Maslovaty, N. (1990a, June). The relationship between the learning atmosphere in Bible and history lessons and the value system of adolescents: Differences between state and State Religious Schools, Bar-Ilan University, School of Education (Hebrew).

– Maslovaty, N. (1990b, June). Honesty as a multi-variate value: The relationships among the facets and the contribution of the personal background and school environment to their explanation. The Israeli Educational Research Organization, Bar-Ilan University, Ramat-Gan, Israel (Hebrew).

Honesty as a multivariate value 1991(1)

– Maslovaty, N. (1991). Learning environment in schools: Consistency of relationships within and among the facets. The Third International conference of Facet Theory, Jerusalem, Israel.

The learning environment in school 1991

– Maslovaty, N. (1990d, September). The consistency of relationships among variables of the learning environment in high schools and their contribution to the explanation of various areas of values. Symposium of effective and responsible teaching. Friburg, Switzerland.

– Maslovaty, N. & Dor-Shav, Z. (1991a, June). Structure and salience of Israeli adolescent’s values and differences between sub groups. Third Israel-Canada Conference on social scientific approaches to the study of Jews and Judaism. June, Ramat-Gan, Bar-Ilan University.

– Iram, Y., & Maslovaty, N. (1991b, August). Students’ real and ideal characteristics as perceived by teachers. Fourth European Conference for Research on Learning and Instruction, (EARLI), University of Turku, Finland.

– Maslovaty, N. (1991c, August). Honesty as a multivariate value: Dimensions, predictability and education. Fourth European Conference for Research on Learning and Instruction, (EARLI), University of Turku, Finland.

– Maslovaty, N. (1993a, February). School pupils feedback as part of a new program for in-service teacher training, The Israeli Educational Research Organization Conference, Haifa, Israel (Hebrew).

– Maslovaty, N. (1993b, June-July). The contribution of the study and social atmosphere in Israeli classrooms towards adolescent value content areas. 11th International Congress on the role & place of the humanistics in education for the world of the 21st Century, WAER, Jerusalem.

הקונגרס הבינלאומי ה11 של האגודה העולמית למחקר חינוכי - the contribution of the learning environment in israeli high schools towards adolescent value stractures 1993

– Maslovaty, (1993c, July). Formative evaluation as part of a new program for in-service teacher training: Development of socio-moral reasoning and behavior. The Fourth Conference of the IACE, Ginossar.

– Maslovaty, N. (1995a, January). The ideal junior high and high school student as perceived by prospective teachers. Paper presented at the 11th Conference of the Israeli Association of Educational Research, the Hebrew University, Jerusalem, Israel (Hebrew).

– Miron, M. & Maslovaty, N. (1995b, August). The ideal high-school student as perceived by prospective teachers. Paper presented at the sixth European Conference for Research on Learning and Instruction. Neimichen, The Netherlands.

– Maslovaty, N. & Gaziel H. (1997a, February). The school context as perceived by religious-state schoolteachers: Questionnaire reliability and validity. Paper presented at the 28th Annual Conference of the Israeli Sociological Association. The Tel Aviv-Jaffa Academic College, Tel Aviv, Israel (Hebrew).

– Maslovaty, N. (1997b, August). Indicators explaining the traits of the desirable student as perceived by religious-state junior high and high school teachers. Paper presented at the scientific conference of the 12th World Congress for Jewish Studies. The Hebrew University, Jerusalem, Israel (Hebrew).

– Maslovaty, N. & Gaziel, H. (1997c, August). Factors affecting teachers’ job satisfaction. Paper presented at the seventh European Conference for Research on Learning and Instruction. Athens, Greece.

– Maslovaty, N. (1997d, August). The perception of the “ideal student” by teachers in the religious high schools sub-system in Israel. Paper presented at the seventh European Conference for Research on Learning and Instruction. Athens, Greece.

– Maslovaty, N. & Marzam, I. (1997e, October). Development of a questionnaire for measuring the social cognition development of hearing and hearing-impaired children. Paper presented at the 26th Scientific Conference of the Israel Psychologists Association. Tel Aviv University, Tel Aviv, Israel (Hebrew).

– Maslovaty, N. (1998a, February). Explanatory factors in choosing pedagogical ways of coping with the social-moral dilemmas of elementary school teachers. Paper presented at the 29th Annual Conference of the Israeli Sociological Organization. Haifa University, Haifa, Israel (Hebrew).

– Maslovaty, N. & Gaziel, H. (1998b, April). Intensity and structure of the value system among the population of elementary religious state school teachers. Paper presented at the conference: Judaism, Jewish identity and Jewish religious education. Bar-Ilan University, Ramat-Gan, Israel (Hebrew).

– Eisenhamer, N. & Maslovaty, N. (1998c, July). The relationship between teachers’ value systems and their beliefs with regard to literacy. Paper presented at the Script conference, Ma’aleh Ha’hamisha, Israel (Hebrew).

– Maslovaty, N. (1998d, July). Factors explaining the choosing of pedagogical coping methods by teachers with socio-moral dilemmas in the elementary school. Paper presented in the sixth International Conference on work values and behavior. Istanbul, Turkey.

ISSWOV'98 - factors explaining the choosing pedagogial coping methods by teachers with socio-moral dilemmas in the elementary school 1998

– Maslovaty, N. & Sitton, S. (1998e, August). Thinking patterns related to pedagogical and social concepts as perceived by prospective teachers in Israeli universities. Paper presented at a joint meeting of the EARLI-sigs’ “Higher education” and “Teaching and teacher education”. Leiden, The Netherlands.

– Maslovaty, N. & Marzam, I. (1999, April). The development of cognition, social cognition and sociomoral reasoning in fourth, fifth and sixth grade hearing impaired and hearing pupils. Paper presented at the American Educational Research Association 1999 Annual meeting. Montreal, Canada.

– Maslovaty, N. & Shitreet, A (2000a, February). Intensity and structure of adolescent value systems: A comparison between Ethiopian-born emigrants and Israeli-born high school students. Paper presented at The 31st Israeli Sociological Organization conference, Tel Aviv University, Tel-Aviv, Israel (Hebrew).

– Maslovaty, N. & Marshall, A.E. (2000b, April). Confirming the construction of a theory by facet theory and factor analysis; A comparison with examples. Paper presented at the American Educational Research Association 2000 annual meeting, New Orleans, U.S.A.

– Maslovaty, N. (2000c, June). Similarities and differences in perceptions of prospective and practicing teachers of the “ideal student” trait systems and value systems. Paper presented at the seventh bi-annual conference of the International Society for the Study of Work and Organizational Values. Jerusalem, Israel.

– Shitreet, E. & Maslovaty, N. (2000d, October). Similarities and differences in the value and behavior systems of Ethiopian – born and Israeli-born adolescents. The 12th Conference of the Israeli Educational Research Organization. Tel Aviv: Tel Aviv University (Hebrew).

– Maslovaty, N. & Putterman, E. (2000e, October). Learning achievements and motivation in elementary schools: A comparison between conventional and alternative assessments. The 12th Conference of the Israeli Educational Research Organization. Tel Aviv: Tel Aviv University (Hebrew).

– Maslovaty, N. & Bar-On, N. (2001a, February). The involvement of different interest-holders in evaluation and its results, and ethical dilemmas. The Israeli Program Evaluation Organization (IPEO) Conference. Arad (Hebrew).

– Maslovaty, N. & Gaziel, H. (2001b, April) Teachers’ attitudes toward autonomy and satisfaction in teaching. School-based management – from inquiry to system policy conference. The Ministry of Education, Ramat-Gan (Hebrew).

– Eizenhamer, M. & Maslovaty, N. (2001c, July). The relationships between values and reading’s orientation of high school teachers. Paper presented at the eighth International Facet Theory Conference. Czech Republic: Prague.

– Kuzi, E. & Maslovaty, N. (2001d, July). Motivational goals theory and assessment methods. Paper presented at The 8th International Facet Theory Conference. Czech Republic: Prague.

– Maslovaty, N. & Levy, S. (2001e, July). A comparative approach in developing a structural value theory. Paper presented at the eighth International Facet Theory Conference (FTA). Czech Republic: Prague.

– Maslovaty, N. & Kuzi, E. (2001f, August). The relationship between assessment processes and motivational goals. Paper presented at the ninth European Conference, for Research on Learning and Instruction (EARLI). Switzerland: Fribourg.

– Maslovaty, N., Natan, S. & Cohen, A. (2002a April). Narrowing the gap in levels of moral reasoning: Moral dilemmas and cultural beliefs. Paper presented at the American Educational Research Association 2002 annual meeting. New Orleans, USA.

– Levi, R. & Maslovaty, N. (2002b, June). The considerations guiding high school teachers in choosing alternative assessment tools. Paper presented at The Fourth International Conference on Teacher Education, Israel (Hebrew).

– Maslovaty, N. & Iram, Y. (2002c, June). The roles of the teacher in developing social competencies and levels of socio-moral reasoning. A Symposium presented at The Fourth International Conference on Teacher Education, Israel (Hebrew).

– Maslovaty, N. (2002d, June). Developing a professional ethos of teachers by coping with incidents of theft in the classroom. Paper presented at The Fourth International Conference on Teacher Education. Israel (Hebrew).

– Iram, Y. & Maslovaty, N. (2002e, October). Values education in an uncertainty era, would we and how? The 13th Conference of the Israeli Educational Research Organization. 2-3 October 2002. Bar-Ilan University, Ramat-Gan (Hebrew).

– Maslovaty, N. & Zuckerman, D. (2002f, October). The perception of the “desirable high school student”: A comparison among BA and MA students of Education and prospective students. The 13th Conference of the Israeli Educational Research Organization. Bar-Ilan University, Ramat-Gan (Hebrew).

– Maslovaty, N. & Zuckerman, D. (2003a, July). Teachers’ and prospective teachers’ perception of the ideal student trait systems and Blooms’ et al., taxonomies. FTA Conference, Lubliana, Slovenia (Hebrew).

– Maslovaty, N. & Natan, S. (2003b August). Teachers’ & parents choices of teaching strategies for dealing with socio-moral dilemmas in elementary schools. EARLI Conference, Padua, Italy 26-30 August 2003.

– Maslovaty, N. (2004a April) teaching strategies dealing with socio-moral dilemmas in elementary school: A comparison between Jewish and Arab teachers in Israel. AERA, San Diego, April 2004.

– Maslovaty, N. and Raviv, A. (2004b June). The contribution of professional background, school context and alternative assessment to the satisfaction of high school teachers. EARLI Second Biannual Assessment Conference in Bergen, Norway,

– Azem, A. and Maslovaty, N. A (2004c July) comparison among Arab teachers; Moslems –Bedouin and non-Bedouin, Christens and Druze on their perceptions of school context and teaching attitudes. Ben Gurion University, Israel.

– Maslovaty, N. (2005). Negotiations in school. Youth and Politics – Worlds Apart. University of Fribourg. Switzerland.

Nagotiation in school 2005

– Zadik, Y. and Maslovaty, N. (2004e October). The contribution of the high school teachers' professional background, their perception of the desirable student and the school context to the explanation of innovative teaching strategies .The Israeli Educational Research Organization. Ben Gurion University, Israel.

– Maslovaty, N. (2004f November). Developing prospective teachers' professional ethics by reflections when preparing an assignment. The Association of Moral Education Conference. Orange, Chapman University, California.

– Maslovaty, N. Azem, A. and Zadik, Y.( 2005a April). The relationship between the teaching context and the democratic attitudes and behaviors of teachers. AERA conference, Montréal.

– Maslovaty, N. (2005b August). Teachers' modes of coping with students' cheating on exams and assignments. EARLI conference Nicosia, Cyprus. August .

– Maslovaty, N. and Zadik, Y. (2005c August). The contribution of professional background, perceived ideal student and school context in explaining teachers' innovative and democratic teaching strategies. Paper presented at the 11th conference of EARLI, Nicosia, Cyprus 23- 27 August 2005.

– Maslovaty, N. and Smith, K. (2005d August ).(Organizers of a symposium) Cheating: An educational and moral challenge for schools and universities. A symposium, EARLI 11th conference Nicosia, Cyprus 23-27 August 2005.

– Maslovaty, N. (2005e August). ( Discussant in a symposium ) Moral competence and teacher's behavior .A symposium, EARLI 11th conference Nicosia, Cyprus 23-27 August 2005.

– Maslovaty, N. (2005f August ). ( Organizer of a symposium) Teaching and learning in citizenship education. A symposium, EARLI 11th conference Nicosia, Cyprus 23-27 August 2005.

– Maslovaty, N. ( 2006a February ). Professional dilemmas of religious teachers. Accepted to the 37th Israeli sociological society. February 2006. Bar Ilan university.

– Azam, A . & Maslovaty, N. ( 2006b June). The structure of the school context questionnaire in the elementary Arab teachers in Israel. A conference in SSA theory and research in the Social studies. Ramat Gan : The Biasness school , Bar Ilan University.

– Cohen , A., Amrani, N. & Maslovaty, N. (2006c June). Knowledge and considerations of prospective teachers' teachers in choosing the means for assessing students achievements. A conference in SSA theory and research in the Social studies. Ramat Gan: The Social Faculty.

– Maslovaty, N., Cohen, A. & Furman. S. (2006d July ). The perceived traits of the " ideal student" among prospective teachers. An invited symposium: Getting involved : Citizenship development and moral development. AME conference, University of Fribourg, Switzerland.

The perceived traits of the odeal student among students of education and prospective teachers 2006