By Bernard E. Whitley Jr., Visit Amazon's Patricia Keith-Spiegel Page, search results, Learn about Author Central, Patricia Keith-Spiegel,
This publication, written through nationally popular students within the sector of ethics in greater schooling, is meant to assist lecturers and directors comprehend and deal with difficulties of educational dishonesty. Chock-full of useful recommendation, the publication is split into 3 elements. half I reports the prevailing released literature approximately educational dishonesty between university and collage scholars and the way college participants reply to the matter. half II provides functional recommendation designed to assist university and collage 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 associations of upper schooling.
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Extra info for Academic Dishonesty: An Educator's Guide
When such pressure exists, it might be time to review the course content with an eye to pruning it back. It is important to take student ability into account when designing a course. A course designed forthe general student population should be less technical than one designed for students majoring in the field. , Erickson 6r Strommer, 1991). Tests. A s wesaw in the last chapter, students say that unfair tests motivate cheating. What makes a test appear fair to students? Three factors contribute to this perception.
Arrive early for classand stay alittletimeafterclass so that you can talk to students in the hall or in the classroom. Give studentsyour e-mail address and encourage comments and questions. Reply promptly to the student anddiscuss selected messages with the class (keepingthe sender anonymous,o f course). Useas many collaborativeand small-group exercisesand discussions asare feasible. Be proactive about inviting students to visit during office hours. Schedule help sessions in which you, notjust tutors or teachingassistants, participate.
Creating a “Campus Ethos” that values integrity is discussed in chapt. ) Other Factors Influencing Academic Dishonesty When we think of academic dishonesty, we usually focus on instances of intentional dishonesty: The student knows that a behavior is prohibited but nonetheless carries it out, using one of the reasons discussed earlier to justify the behavior. However, some students may unintentionally engage in what faculty members consider to be academically dishonest behaviors for two reasons:They do not know that thebehavior is prohibited or, as is often found in casesof plagiarism, they know the behavior is prohibited but don’t have the skills necessaryto avoid it.
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,
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