By Bernard E. Whitley Jr., Visit Amazon's Patricia Keith-Spiegel Page, search results, Learn about Author Central, Patricia Keith-Spiegel,
This e-book, written through nationally well known students within the sector of ethics in larger schooling, is meant to assist academics and directors comprehend and deal with difficulties of educational dishonesty. Chock-full of sensible recommendation, the booklet is split into 3 elements. half I studies the present released literature approximately educational dishonesty between university and college scholars and the way school contributors reply to the matter. half II provides useful suggestion designed to assist university and college teachers and directors deal proactively and successfully with educational dishonesty. half III considers the wider query of educational integrity as a system-wide factor inside of associations of upper schooling.
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Additional resources for Academic Dishonesty: An Educator's Guide
Risk of detection is a function of one’s perceived ability to perform the intended behavior successfully, whichis derived from priorexperience and one’s expectations of the constraints to be found in the situation. The attitudinal variables derive from a number of sources. Variables such as a learning orientation toward college and variables classifiedby Diekhoff et al. (1996) as maturity (such as age, being married, being self-supporting) and investment in education (such as working to pay for college) have the opposite effect.
For example, instructors should give seriousconsideration to student complaints that a test question was ambiguous or might have more than onecorrect answer, and they should take remedial action when such complaints are valid. Instructors should also ensure that students understand assignments, solicitingand answering questions about requirements, procedures, deadlines, and so forth when distributing the assignment. In general, students should feel they have a reasonable level of control over their outcomes in the class rather than feel they are mere pawns being manipulated by the instructor (Whitley & Kite, 1998).
In fact, the Uniadministration did not accept the Jaxar students’ explanation because the university’s code of conduct explicitly definedcheating andplagiarism. (See chapt. 6 for ways to inform 22 WHAT IS DISHONESTY? ) In addition, instructors can consult staff members at their institution’s international student office for advice concerning the academic norms of specific cultures. What about America’s varied ethnic groups? In a study of sixth, seventh, andeight graders, Anderman, Griesinger, and Westerfeld (1998) found no difference in self-reported cheating rates between African-American and White students, and neither Roig and Ballew (1994) nor Sutton and Huba (1995) found differences between African-American and White students’ attitudes towardacac demic dishonesty.
Academic Dishonesty: An Educator's Guide by Bernard E. Whitley Jr., Visit Amazon's Patricia Keith-Spiegel Page, search results, Learn about Author Central, Patricia Keith-Spiegel,