Articles

Kurland, H. Peretz, H. & Hertz-Lazarowitz, R. (2010). Leadership Style and Organizational Learning: The Mediate Effect of School Vision. Journal of Educational Administration, Vol.48 No.1 (2010). 

Khalil, M., Lazarowitz, M., & Hertz-Lazarowitz, R. (2009). A Conceptual Model; (The six mirrors of the classroom), and its' application to teaching and learning about microorganisms. Journal of Science Education and Technology, 18 (1), 85- 100. 

Amara, M., Azaiza, F., Hertz-Lazarowitz, R. & Mor-Sommerfeld, A. (2009) A New Bilingual Education in the Conflict-Ridden Israeli Reality: Language Practices. Language & Education, 23 (1), 15-35. 

Hertz-Lazarowitz, R., Mor-Sommerfeld, A., Zelniker, T. & Azaiza, F. (2008). From ethnic segregation to bilingual education: What can bilingual education do for the future of the Israeli Society? Journal for Critical Education Policy Studies, 6 (2). 

http://www.jceps.com/index.php?pageID=home&issueID=12 

Svirsky, M., Mor-Sommerfeld, A., Azaiza, F, and Hertz-Lazarowitz, R. (2007). Mapping familiarity across cultures: towards a nascent Arabic-Hebraic intercultural community in the Galilee: Work in progress. Discourse of Sociology Practice. (8),1 ,55-80. 

Mor-Sommerfeld, A., Azaiza, F., & Hertz-Lazarowitz, R. (2007). Into the Future: Towards Bilingual Education in Israel. Education, Citizenship and Social Justice, 2(1), 5-22. 

Hertz-Lazarowitz, R., & Kurland, H. (2006). Organizational Learning as a Lever for Realizing an Educational Vision. Dapim, 41, 230-271.( Hebrew). 

Schaedel, B. & Hertz-Lazarowitz, R. (2005/2006). Literacy Development in Multicultural City. The International Journal of Learning 12, 7, 45-52.

www.CommonGroundPublishing.com, www.Learning-Journal.com 

Shapira, A. & Hertz-Lazarowitz, R. (2005). Opening Windows on Arab and Jewish Children’s Strategies as Writers 72-90 . Language, Culture, and Curriculum, Special issue (ed.) Salim Abu-Rabia: Language Resources of Israel. 

Zelniker, T. & Hertz-Lazarowitz, R. (2005). School-Family Partnership for Coexistence (SFPC) in the City of Acre: Promoting Arab and Jewish Parents’ Role as Facilitators of Children’s Literacy Development and as Agents of Coexistence. Language, Culture, and Curriculum, 114-138. Special issue (Ed.) Salim Abu-Rabia: Language Resources of Israel. 

Hertz-Lazarowitz, R. & Shapira, T.(2005). Muslim Women life stories: Building leadership. Anthropology & Education Quarterly, 36, 2, 161-185. 

Gilat, A. & Hertz-Lazarowitz, R. (2004). Studying at the university as a way for personal empowerment .Gadish: The Adult Education Journal, 9, 138-154 (Hebrew). 

Shapira, T. & Hertz- Lazarowitz, R. (2004). The Life Story of Three Muslim Women in Leadership Positions. Gadish: The Adult Education Journal, 9, 180-200. (Hebrew). 

Hertz-Lazarowitz, R. & Zelniker, T. (2004). Can peace education be enhanced via participatory research? Three case studies at Haifa University 2001-2003. Peace Research, 36, 1, 119-134. 

Kurland, H., Ruvio, A., & Hertz-Lazarowitz, R. (2004). The elementary school as a learning Organization. Studies in Educational Administration and Organization, 28, 7-35 (Hebrew). 

Hertz-Lazarowitz, R. (2004). Storybook writing in Arabic and Hebrew in first grade. Reading and Writing: An International Journal, 17 ,267-299 

White-Stephan, C., Hertz-Lazarowitz, R., Zelniker, T., & Stephan, W. (2004). Improving Arab Jewish relations in Israel: Theory and Practice in coexistence educational programs. Journal of Social Issues, 60, 2, 237-252. 

Hertz-Lazarowitz, R. (2004). Existence and coexistence in Acre: The power of educational activism. Journal of Social Issues, 60, 2, 357-373. In a special issue on: Arab-Jewish coexistence programs. Edited by Hertz-Lazarowitz. R., Zelniker, T., White Stephan, C. & Stephan W. 

Hertz-Lazarowitz, R. (2003). Strengthening the concept of education. Academia, 12, 39-45. (Hebrew). 

Scharf, M. & Hertz-Lazarowitz, R. (2003). Social networks in the school context: Effects of culture and gender. Journal of Personal Relationships. 20, (6), 843-859. 

Hertz-Lazarowitz, R. (2003). Arab and Jewish Youth in Israel: Voicing national injustice on camps. Journal of Social Issues, 59, (1), 51-66. In a special issue on Youth Perspectives on Injustice and Violence. 

Marom, A. & Hertz-Lazarowitz, R. (2002). Profiles of use of strategies in the writing process . Script: Research Theory and Practice, 5-6, 101-127. 

Shapira, T. & Hertz-Lazarowitz, T. (2002). Muslim Women at the Forefront of Change in Schools. Studies in Educational Administration and Organization, 26: 35-67. (Hebrew). 

Hertz-Lazarowitz, R. & Bar Natan, I. (2002). Writing development of Arab and Jewish students using cooperative learning (CL) and computer mediating communication (CMC). Computers and Education, 39, 19-36. 

Eden, D. & Hertz-Lazarowitz, R. (2002). The political power of school principals in Israel: A case study. Studies in Educational Administration and Organization, 40 (3), 211-230 . 

Hertz-Lazarowitz, R., Marbach, A., & Strahovski, R. (2002). The beginner Teacher: Stages and hedgerows in the first year of teaching. Studies in Educational Administration and Organization, 26, 123-158.( Hebrew). 

Hertz-Lazarowitz, R. (2001). School, Community and District: The Power of The Three to Facilitate Long-Term Change. Studies in Educational Administration & Organization. 25, 55-84. (Hebrew). 

Hertz-Lazarowitz, R. (2001). Critical and innovative pedagogues in Israeli schools. Studies in Education, 5(1), 89-133. (Hebrew). 

Hertz‑Lazarowitz, R. (1999). Cooperative learning and group-investigation in Israels’ Jewish and Arabs schools: A community approach. Theory Into Practice, 38 (2), 105-113. 

Calderon, M., Hertz‑Lazarowitz, R., & Slavin, R. (1998). Effects of Bilingual Cooperative Integrated Reading and Composition on students transitioning from Spanish to English teaching. Elementary School Journal, 99 (2), 153-165. 

Ilatov, Z., Shamai, S., Hertz‑Lazarowitz, R., & Mayer‑Young, S. (1998). Teacher‑students classroom interactions: The influence of gender academic dominance and the teacher style of communication. Adolescence, 33, 130, 269-277. 

Hertz‑Lazarowitz, R. & Kupermintz, H. (1996). Arab and Jewish youth encounter in the shadow of the Intifada. Studies in Education: A special issue dedicated to the late Prof. J. Hofman. 1(2), 31-75. (Hebrew). 

Lazarowitz, R., Baird, H., Bowlden, V., & Hertz‑Lazarowitz, R. (1996). Teaching biology in a group‑mastery learning mode: High school students' academic achievement and affective outcomes. International Journal of Science Education, 18 (4), 447‑462. 

Fuchs, I. & Hertz‑Lazarowitz, R. (1996). Transition from teacher to principle: An Israeli women's perspective. Megamot, 37 (3), 292‑314. (Hebrew). 

Shamai, S., Ilatov, Z., Hertz‑Lazarowitz, R., & Ben‑Zvi‑Mayer, S. (1995). Developing a model: Classroom interaction between teacher and students. Curriculum and Teaching, 10 (2), 45-55. 

Hertz‑Lazarowitz, R. & Zelniker, T. (1995). Cooperative learning in the Israeli context: Historical, educational and cultural perspectives. International Journal of Educational Research, 23, 267‑285. 

Shechtman, Z., Vurenbrand, N., & Hertz‑Lazarowitz, R. (1994). A dyadic and gender‑specific analysis of close friendship receiving group psychotherapy. Journal of Social and Personal Relationships, 11 (3), 443‑449. 

Lazarowitz, R., Hertz‑Lazarowitz, R., & Baird, H. (1994). Learning science in a cooperative setting: Academic achievement and affective outcomes. Journal of Research in Science Teaching, 31(10), 1121-1131. 

Safir, M., Hertz‑Lazarowitz, R., & Ben Tsvi‑Mayer, S. (1993). Prominence of girls and boys in the classroom: Schoolchildren's perceptions. Psychologia, 3 (2), 153‑165. (Hebrew). 

Safir, P.M., Hertz‑Lazarowitz, R., Ben Tsvi‑Mayer, S., & Kupermintz, H. (1992). Prominence of girls and boys in the classroom: Schoolchildren perceptions. Sex Roles, 27 (9/10), 439‑453. 

Hertz‑Lazarowitz, R. & Od‑Cohen, M. (1992). The school psychologist as a facilitator of a community‑wide project to enhance positive learning climate in elementary schools. Psychology in the Schools, 29, 348‑358. 

Eisenberg, N., Hertz‑Lazarowitz, R., & Fuchs, I. (1990). Prosocial moral judgment in Israeli kibbutz and city children: A longitudinal study. Merrill Palmer Quarterly, 36, (2), 273‑287. 

Ben‑Tzvi‑Mayer, S., Hertz‑Lazarowitz, R., & Safir, M. (1990). Teachers' selections of boys and girls as prominent pupils. Studies in Education, 53/54, 71‑88. (Hebrew). 

Maskit, D. & Hertz‑Lazarowitz, R. (1989). Cooperative Learning: What is in the black box. Studies in Education, 51/52, 189‑207. (Hebrew). 

Hertz‑Lazarowitz, R., Rosenberg, M., & Guttman, J. (1989) Children of divorce and their intimate relationships with parents and peers. Youth and Society, 21 (1), 85‑104. 

Hertz‑Lazarowitz, R., Fuchs, I., Sharabany, R., & Eisenberg, N. (1989). Students' interactive and noninteractive behaviors in the classroom: A comparison between two types of classroom in the city and the kibbutz in Israel. Contemporary Educational Psychology, 14, 22‑32. 

Hertz‑Lazarowitz, R. (1989). Cooperation and helping in the classroom: A contextual approach. International Journal of Educational Research, 13 (1), 113‑119. 

Ben‑Tzvi‑Mayer, S., Hertz‑Lazarowitz, R., & Safir, M. (1989). Teachers selection of boys and girls as prominent pupils. Sex Roles, 21, 231‑247. 

Lazarowitz, R., Hertz‑Lazarowitz, R., Baird, J.H., & Bowlden, V. (1988). Academic achievement and on‑task behavior of high school biology students instructed in a cooperative small‑investigative group. Science Education, 72 (4), 475‑487. 

Hertz‑Lazarowitz, R., Fuchs, I., Eisenberg, N., & Sharabany, R. (1987) Prosocial reasoning of kibbutz & city children in Israel. Megamot, 30, 131‑46. (Hebrew). 

Fuchs, I., Eisenberg, N., Hertz‑Lazarowitz, R., & Sharabany, R. (1986). Kibbutz, Israeli city and American children's moral reasoning about prosocial conflicts. Merrill Palmer Quarterly, 32 (1), 37‑49. 

Hertz‑Lazarowitz, R., Fuchs, I., Sharabany, R., & Eisenberg, N. (1985) Student‑student interaction: Kibbutz & city children in traditional and active (Pealtani) classrooms. Studies in Education, 42, 91‑110. (Hebrew). 

Hertz‑Lazarowitz, R. & Shachar, H. (1984). Teachers' verbal interaction with their students in two instructional methods: Whole‑class direct instruction (W‑C) and group investigation (G‑I). Studies in Education, 39, 49‑72. (Hebrew). 

Hertz‑Lazarowitz, R., Baird, H., Webb, C., & Lazarowitz, R.(1984). Student‑student interaction in science classroom: A naturalistic study. Science Education, 68 (5), 603‑619. 

Hertz‑Lazarowitz, R. (1983). Prosocial behavior in the classroom. Academic Psychology Bulletin, 5, 319‑339. 

Hertz‑Lazarowitz, R., Sharabany, R., & Tal, M. (1983). Peers discuss a moral dilemma: Effect of friendship level on changes in moral reasoning. Studies in Education, 37‑38, 41‑66. (Hebrew). 

Hofman, J., Beit‑Hallahmi, B., & Hertz‑Lazarowitz, R. (1982). Self‑concept of Jewish and Arab adolescents in Israel. Journal of Personality and Social Psychology, 43 (4), 786‑792. 

Sharan, S. & Hertz‑Lazarowitz, R. (1982). Effects of an instructional change program on teachers’ behavior, attitudes and perceptions. The Journal of Applied Behavioral Science, 18 (2), 185‑201. 

Sharabany, R. & Hertz‑Lazarowitz, R. (1981). Do friends share and communicate more than non‑friends? International Journal of Behavioral Development, 4 (1), 45‑59. 

Hertz‑Lazarowitz, R., Feitelson, D., Zahavi, S., & Hartup, W. (1981). Social interaction and social organization of Israeli five to seven year olds. International Journal of Behavioral Development, 4, 143‑155. 

Sharan, S., Ackerman, Z., & Hertz‑Lazarowitz, R. (1980). Academic achievement of elementary school children in small‑group vs. whole class instruction. Journal of Experimental Education, 48 (2), 125‑129. 

Reiner, T., Sharan, S., & Hertz‑Lazarowitz, R. (1980). An analysis of the small group teaching project in light of general model of planned change in education, Studies in Education, 25, 85‑100. (Hebrew). 

Hertz‑Lazarowitz, R., Sharan, S., & Steinberg, R. (1980). Classroom learning style and cooperative behavior of elementary school children. Journal of Educational Psychology, 72 (1), 99‑106. Published also in Megamot, 26(4), 414-432. 

Sharan, S., Darom, E., & Hertz‑Lazarowitz, R. (1979). What teachers think about small group teaching. British Journal of Teacher Education, 5 (1), 49‑63. Published also in Megamot, 26(1), 71-81. 

Lazarowitz, R. & Hertz‑Lazarowitz, R. (1979). Choices and preferences of science subjects by junior high school students in Israel. Journal of Research in Science Teaching, 16 (4), 317‑323. 

Hertz‑Lazarowitz, R. & Sharan,.(1979). Self‑esteem, locus of control and children's perception of classroom social climate: A developmental perspective. Contemporary Educational Psychology, 4, 154‑161. 

Hertz‑Lazarowitz, R., Feitelson, D., Zahavi, S., & Hartup, W. (1979) Social behavior and social organization in freeplay. Megamot, 25, 239‑257. (Hebrew). 

Sharan, S., Hertz‑Lazarowitz, R., & Reiner, T. (1979). Television for changing teacher behavior. Journal of Educational Technology System, 7, 119‑131. Published also in Megamot 25, 239-257 

Hertz‑Lazarowitz, R., Rouhana, N., Hofman, J.E., & Beit‑Hallahmi, B. (1978). Curricular influence on identity among Jewish and Arab school students in Israel. Studies in Education, 19, 153‑169. (Hebrew). 

Darom, E., Sharan, S., & Hertz‑Lazarowitz, R. (1978). The development and validation of multidimensional scale for assessment of teachers' attitudes toward small group teaching. Educational & Psychological Measurement, 38, 1233‑1238. 

Hertz‑Lazarowitz, R., Stephan, W.G., & Friedman, S.T. (1976). Moral reasoning and helping behavior in a matrix game. Studies in Education, 12, 37‑48. (Hebrew). 

Hertz‑Lazarowitz, R., Stephan, W.G., & Friedman, S.T. (1976). Effects of moral justification and moral reasoning on altruism. Developmental Psychology, 12 (4), 353‑354.