By Bernard E. Whitley Jr., Visit Amazon's Patricia Keith-Spiegel Page, search results, Learn about Author Central, Patricia Keith-Spiegel,
This booklet, written via nationally popular 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 suggestion, the ebook is split into 3 components. half I stories the present released literature approximately educational dishonesty between collage and college scholars and the way college contributors reply to the matter. half II provides sensible recommendation designed to assist collage 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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It is the fact that they hold these beliefs, or see them as reasonable justifications for dishonesty, that affects their behavior. Why Do Some Students Not Cheat? Although fewer studies have investigated students’ reasons fornot engaging in academic dishonesty than have investigated their explanations for engaging in academic dishonesty, such 26 WHAT I S ACADEMIC DISHONESTY? explanations are nonetheless informative. 2 summarizes these explanations and groups them into two broad categories: internal reasons relating to students’ attitudes, beliefs, and value system; and external factors relating to situational constraints on dishonesty.
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. One is that all the material on the test is relevant to thecourse and was covered inlectures, readings, or both.
4. Behaviorsthatapproximateproperbehavior, such as reading a condensed version of a work rather than the complete version that was assigned. ComparingFacultyMembers’andStudents’Views. , 1994; Roig6r Ballew, 1994). However, faculty members to overestimate students’ leniency. , 1994; Roig 6r Ballew, 1994). In addition, students’ attitudes tend to move closer to faculty members’ attitudes as they move through college from their first year to their senior year (Sims, 1995). Therefore, faculty members may perceive more experienced students to be more lenient on academic dishonesty than theyreally are.