By Bernard E. Whitley Jr., Visit Amazon's Patricia Keith-Spiegel Page, search results, Learn about Author Central, Patricia Keith-Spiegel,
This ebook, written through nationally well known students within the sector of ethics in larger schooling, is meant to assist lecturers and directors comprehend and deal with difficulties of educational dishonesty. Chock-full of functional recommendation, the publication is split into 3 elements. half I stories the present released literature approximately educational dishonesty between collage and collage scholars and the way college individuals reply to the matter. half II offers useful suggestion designed to aid 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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Additional info for Academic Dishonesty: An Educator's Guide
Houston found that students who had the opportunity to copy answers from the “carelessly left exposed” answer key performed less well than students who had no such opportunity, suggesting that cheating may actually impair test performance. The results of field research also suggest that cheating is not effective in improving test performance. 5 x 1lcinch page written with notes on both sides. These results seem counterintuitive, but they are explainable in the context of a timed test. Some students may usethe notes as a substitute for studying, but during the test find they cannot look up all the answers and complete the test within the time allocated.
Feedback should include not only telling students what questions they got right and what questions they got wrong, but also explaining why the wrong answersare incorrect, especially foritems that are missed by a substantial proportion of students. A s Rodabaugh noted, this process takes up relatively little time even in large classes while providing largedividends in terms of student good will. BeingResponsiwe to Students. Not only should instructors provide feed- back to students, but they should also solicitand be responsiveto feedback from students.
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.