By Bernard E. Whitley Jr., Visit Amazon's Patricia Keith-Spiegel Page, search results, Learn about Author Central, Patricia Keith-Spiegel,
This ebook, written via nationally popular students within the zone of ethics in greater schooling, is meant to assist academics and directors comprehend and deal with difficulties of educational dishonesty. Chock-full of useful suggestion, the booklet is split into 3 components. half I studies the present released literature approximately educational dishonesty between collage and collage scholars and the way college individuals reply to the matter. half II offers functional suggestion designed to aid 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 associations of upper schooling.
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Extra info for Academic Dishonesty: An Educator's Guide
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). Outcome Fairness Like it or not, grades are an important part of higher education and an important component of student perceptions of fairness and thus of their academic integrity.
A s we saw in the discussion of definitions of academic dishonesty, students do not always agree with faculty members on the behaviors that constitute academic dishonesty. 2 Reasons Students Givefor Not Engaging in Academic Dishonesty Internal Reasons Believe that it is wrong It makes success meaningless Too proud to do it Can succeed without it Never thought of it Don’t know howto do it without getting caught Respect for the teacher Exteml Reasons High cost of getting caught High likelihood of getting caught Embarrassment over getting caught Teacher would lose respectfor me Friends disapprove It’s unfair to other students Note.
3 (continued) Type of Characteristic Degree of Relationship Behavioral Have cheated in the past Party more frequently Show a generally pattern of mildly deviant behavior Miss class often Are more involved in extracumcular activities Are members of fraternities or sororities Procrastinate more Time spent studying Strong Strong Moderate Small Small Small Small None Note. Adapted from Whitley (1998), Table 6. 29 (Cohen, 1992). 2). Although these differences might be attributed to smaller enrollments or more selectivityin admitting students among honor code schools, McCabe and Trevino matched schools on these factors and so eliminated them as possiblecauses of the difference.