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 better schooling, is meant to aid academics and directors comprehend and deal with difficulties of educational dishonesty. Chock-full of useful recommendation, the e-book is split into 3 elements. half I reports the present released literature approximately educational dishonesty between collage and collage scholars and the way school contributors reply to the matter. half II offers sensible 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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Additional resources for Academic Dishonesty: An Educator's Guide
Note. Adapted from Randall ( 1 998, p. 128). explanations can beeffective. 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.
2. 1illustrates the proposed proximalpotential causes ofcheating. Following the process postulated by the theory of planned behavior (Ajzen, 1991), themodel holds that academically dishonest behavior is basedon an intention to perform the behavior. However, the extent to which that intention actually results inbehavior is affected by the extent towhich the situation constrains the behavior. Examplesof such situational constraints in an exam situation (discussed in more detail in chap. 4) would be close proctoring (whichincreases the riskof detection), increasedphysical distance between students, and the useof alternate forms of the test.
In addition, they may see dishonesty as a way of getting even by showing disrespect for something the instructor values. Academic integrity maybe the target of choice. It may be especially difficult to be patient with students who actively misbehave in class, such as by talking to friends, reading newspapers, and so forth. However, KeithcSpiegel et al. (1993) found that students expect instructors to also deal with those kinds of situations in a polite manner. For example, 45% of students thought thatit was inappropriate for an instructor to “humiliate a student forfallingasleep in class” in many or all circumstances.