Academic Dishonesty: An Educator's Guide by Bernard E. Whitley Jr., Visit Amazon's Patricia

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

This ebook, written by means of nationally well known students within the sector of ethics in larger schooling, is meant to aid academics and directors comprehend and deal with difficulties of educational dishonesty. Chock-full of sensible suggestion, the booklet is split into 3 components. half I stories the prevailing released literature approximately educational dishonesty between university and college scholars and the way college individuals reply to the matter. half II offers functional suggestion 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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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.

Hence, the campus culture associated with an honor code makes a contribution to academic dishonesty. For example, Sierles, Kushner, and Krause (1988) examined the effect of the presence or absence of proctors on self-reported cheating onmedical school examinations after the school had adopted an honor code. They found more self-reported cheating on theunproctored examinations. Thus, as McCabe and Trevino (1993) noted, theestablishment of an honor code is probably not sufficient 32 W H A T IS 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. DataarefromDiekhoff et a!. (1996), Franklyn-StokesandNewstead (1999, Graham et al.

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