Read e-book online Academic Dishonesty: An Educator's Guide PDF

By Bernard E. Whitley Jr., Visit Amazon's Patricia Keith-Spiegel Page, search results, Learn about Author Central, Patricia Keith-Spiegel,

ISBN-10: 058539945X

ISBN-13: 9780585399454

ISBN-10: 0805840192

ISBN-13: 9780805840193

ISBN-10: 0805840206

ISBN-13: 9780805840209

This booklet, written by way of nationally well known students within the sector of ethics in larger schooling, is meant to aid lecturers and directors comprehend and deal with difficulties of educational dishonesty. Chock-full of useful suggestion, the e-book is split into 3 elements. half I stories the present released literature approximately educational dishonesty between collage and college scholars and the way school contributors reply to the matter. half II offers useful 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 of associations of upper schooling.

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Extra resources for Academic Dishonesty: An Educator's Guide

Example text

Another justification is that a specific act of dishonesty is trivial because it does not affect one’s grade an in important assignment or course. Some students claim that academic dishonesty is justifiable on the grounds that professors do not care about students, so why should students care about what is important to professors? Finally,students may see academic dishonesty as justified because society’s leaders model unethical behavior, academic dishonesty is the norm at their institution, or faculty members and administrators tolerate it.

Greenberg (1990) found that complete explanation of what people initially perceive as unfair policies and practices can lead to acceptance of them. Propriety. Propriety means acting in a socially acceptable manner, obeying the rules of proper behavior, and avoiding offending students’ sensibilities. Students expect their instructor to follow the rules when interacting with them even if the instructor believes there mightbe pedagogical value in breaking the rules. Thus, KeithcSpiegel et al. (1993) found that 53% of their student respondents thought that it was inappropric ate for an instructor to tell an offccolorstory or jokeinmost or all circumstances, and 80% thought the same about showing an emotionally upsetting film without warning students about it in advance.

This problem may be especially likely to arise in fields where the knowledge base is rapidly expanding and teachers feel pressuredto include more and more material in the same 45 or so classroom hours in a term. If instructors feel pressed to cover everything they want to cover in a course, the students may feel overloaded as well. 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.

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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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