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Prof. DORIT ALT

 

“…it doesn’t matter what we cover, it matters what you discover.”

(Victor Weisskopf, MIT Physics Prof.)

 

This quote reflects my research work, epistemology, and pedagogical philosophy. My goal as an educator is to use updated instructional strategies enabling my students to pursue paths of lifelong learning. To achieve this goal, my research work is aimed at comprehensively assessing models for the purpose of explaining, describing and implementing constructivist learning environments in the era of information.

EDUCATION
 
PUBLICATIONS
 
BOOKS

2018 [Hebrew]

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Articles in Refereed Journals

2019

Alt, D., Alt, N., & Hadar-Frumer, M. (2019). Measuring Halliwick foundation course students' perceptions of case-based learning, assessment, and transfer of learning. Learning Environments Research. DOI: https://doi.org/10.1007/s1098

2019

Alt, D., & Boniel-Nissim, M. (2018). Using multidimensional scaling and PLS-SEM to assess the relationships between personality traits, problematic Internet use, and fear of missing out. Behaviour & Information Technology, 37(12), 1264-1276.

2018

Alt, D. (2018). Science teachers' conception of teaching, attitude towards testing and their use of contemporary educational activities and assessment tasks. Journal of Science Teacher Education. DOI: 10.1080/1046560X.2018.1485398

2018

Alt, D., & Itzkovich, Y. (2018). The connection between perceived constructivist learning environments and faculty uncivil authoritarian behaviors. Higher Education. DOI: 10.1007/s10734-018-0281-y

2018

Alt, D., & Boniel-Nissim, M. (2018). Parent-Adolescent Communication and Problematic Internet Use: The Mediating Role of Fear of Missing Out (FoMO). Journal of Family Issues. https://doi.org/10.1177/0192513X18783493

2018

Alt, D., & Boniel-Nissim, M. (2018). Links between adolescents' deep and surface learning approaches, problematic Internet use, and Fear of Missing Out (FoMO). Internet Interventions. https://doi.org/10.1016/j.invent.2018.05.002

2018

Alt, D. (2018). Science teachers' conceptions of teaching and learning, ICT efficacy, ICT professional development and ICT practices enacted in their classrooms. Teaching and Teacher Education, 73, 141-150.

2018

Alt, D. (2018). Teachers’ practices in science learning environments and their use of formative and summative assessment tasks. Learning Environments Research. DOI: https://doi.org/10.1007/s10984-018-9259-z.

2018

Alt, D. (2018). Students' wellbeing, fear of missing out, and social media engagement for leisure in higher education learning environments. Current Psychology. DOI 10.1007/s12144-016-9496-1.

2017

Alt, D., & Raichel, N. (accepted for publication). Game-based learning in higher education: Challenges and opportunities: A case study. Dapim – Journal of Theory and Research in Education. (Hebrew)

2017

Alt, D., & Itzkovich, Y. (2017). Cross-validation of the reactions to faculty incivility measurement through a multidimensional scaling approach. Journal of Academic Ethics.

2017

Alt, D. (2017). College students' perceived learning environment and their social media engagement in activities unrelated to class work.  Instructional Science.

2017

Alt, D. (2017). Students’ social media engagement and fear of missing out (FoMO) in a diverse classroom Journal of Computing in Higher Education, 29(2), 388-410. .

2017

Alt, D. (2017). Constructivist learning and openness to diversity and challenge in higher education environments. Learning Environments Research, 20, 99–119.

2016

Alt, D. (2016). Contemporary constructivist practices in higher education settings and academic motivational factors. Australian Journal of Adult Learning, 56(3), 374 - 399.  

2016

Alt, D. (2016). Students' perceived constructivist learning environment: Empirical examples of the comparison between Facet Theory with Smallest Space Analysis and Confirmatory Factor Analysis. European Journal of Psychological Assessment. DOI: 10.1027/1015-5759/a000358.  

2016

Alt, D., & Geiger, B. (2016). An academic program for Orthodox teachers a result of the 'New Horizon' reform': Barriers, strengths, and aspirations.  Dapim – Journal of Theory and Research in Education, 61, 151 - 173. (Hebrew)

2016

Alt, D., & Itzkovich, Y. (2016). Adjustment to college and perceptions of faculty incivility. Current Psychology. DOI 10.1007/s12144-015-9334-x

2016

Alt, D. (2016). Using structural equation modeling and multidimensional scaling to assess female college students' academic adjustment as a function of perceived parenting styles. Current Psychology, 35, 549 - 561.

2015

Alt, D. (2015). Literacy, media, and media instruction: The acquisition of media literacy skills through media instruction. Dapim – Journal of Theory and Research in Education, 60, 117 – 137. (Hebrew)

2015

Alt, D. (2015). Assessing the connection between self-efficacy for learning and justifying academic cheating in higher education learning environments. Journal of Academic Ethics, 13, 77–90.

2015

Alt, D. (2015). Assessing the contribution of constructivist based academic learning environment to academic self-efficacy in higher education. Learning Environments Research, 18, 47–67.

2015

Alt, D. (2015). College students' academic motivation, media engagement and fear of missing out. Computers in Human Behavior, 49, 111–119.​

2015

Alt, D., & Itzkovich, Y. (2015). Assessing the connection between students' justice experience and perceptions of faculty incivility in higher education. Journal of Academic Ethics, 13, 121–134.

2015

Itzkovich, Y., & Alt, D., & (2015). Development and validation of a measurement to assess college students' reactions to faculty incivility. Ethics & Behavior, 26(8), 621-637.

2014

Alt. D. (2014). The contribution of constructive learning environment on democratic processes involvement. Megamot: Journal of Behavioral Science, 49(4), 775 – 795. (Hebrew)

2014

Alt, D. (2014). First-year female college students' academic motivation as a function of perceived parenting styles: A contextual perspective. Journal of Adult Development, 22, 63-75.

2014

Alt, D. (2014). Using structural equation modeling and multidimensional scaling to assess students’ perceptions of the learning environment and justice experiences. International Journal of Educational Research, 69, 38–49.

2014

Alt, D. (2014). The construction and validation of a new scale for measuring features of constructivist learning environments in higher education. Frontline Learning Research, 2(3). DOI: http://dx.doi.org/10.14786/flr.v2i2.68

2014

Geiger, B., & Alt, D. (2014). Haredi -Chabad women’s strengths and aspirations and acculturation experience upon accessing a non-Haredi Institution of higher education in the Northern Galilee. Women in Judaism: A Multidisciplinary Journal, 11(1), 1 – 25.

2014

Alt, D. (2014). Assessing the connection between students' justice experience and attitudes toward academic cheating in higher education new learning environments. Journal of Academic Ethics, 12, 113-127.

2013

Alt, D. (2013). Media literacy instruction in the Mass-Communication curriculum for higher education in Israel. Eunim BeHinuch (Educational Studies), 7-8, 306 – 336.

2012

Alt, D., & Geiger, B. (2012). Goal orientations and tendency to neutralize academic cheating: An ecological perspective. Psychological Studies, 57(4), 404–416.

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Chapters in Books

2018

Itzkovich, Y., & Alt, D. (2018). The dark side of teachers' behavior and its impact on students' reactions: A comprehensive framework to assess college students' reactions to faculty incivility. In A. Weinberger (Ed.), Professionals ethos and education for responsibility (127 – 136). Rotterdam: Sense.

2012

​Alt, D. (2012). Constructivist learning environment and political-democratic participation among adolescents. In D. Alt & R. Reingold (Eds.), Changes in teachers’ moral role. From passive observers to moral and democratic leaders (pp. 121-131). Rotterdam: Sense.

2012

Alt, D., & Reingold, R. (2012). Current changes in teacher's role definition: From passive observer to moral and democratic leader. In D. Alt & R. Reingold (Eds.), Changes in teachers’ moral role. From passive observers to moral and democratic leaders (pp. 1-11). Rotterdam: Sense.

2010

Alt, D., Maslovaty, N., & Cohen, A. (2010). The relationship between media literacy studies and democratic and moral orientations among Israeli adolescents. In C. Klaassen & N. Maslovaty (Eds.), Moral courage and the normative professionalism of teachers (pp. 71-90). Rotterdam: Sense.

2010

Alt, D., Maslovaty, N., & Cohen, A. (2010). The effect of personal background on civic concepts, attitudes and activities among high school students. In C. Klaassen & N. Maslovaty (Eds.), Moral courage and the normative professionalism of teachers (pp. 175-198). Rotterdam: Sense.

2009

Alt, D., Cohen, A., & Maslovaty, N. (2009). The dimensionality of right-wing authoritarianism structured through structural equation modeling and smallest space analysis. In D. Elizur & E. Yaniv (Eds.), Theory construction and multivariate analysis: Applications of Facet Theory approach (pp. 279-290). Israel: FTA publications.

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PROJECTS

Coordinator: Prof. Dorit Alt

Kinneret Academic College

 

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Partners:

 

  1. Kinneret Academic College

  2. Hadassah Academic College

  3. Gordon Academic College

  4. The College of Sakhnin for Teacher Education

  5. Sokhumi State University

  6. Ilia State University

  7. Tbilisi State University

  8. Otto-Friedrich-Universitaet Bamberg

  9. Private Pädagogische Hochschule der Diözese Linz

  10. School of Digital Technologies, Tallinn University

  11. University College of Cork

  12. National Center for Teacher Professional Development

  13. Samtskhe-Javakheti State University

INTEREST GROUPS