By Bernard E. Whitley Jr., Visit Amazon's Patricia Keith-Spiegel Page, search results, Learn about Author Central, Patricia Keith-Spiegel,
This e-book, written by means of nationally popular students within the quarter of ethics in larger schooling, is meant to aid academics and directors comprehend and deal with difficulties of educational dishonesty. Chock-full of sensible recommendation, the ebook is split into 3 elements. half I reports the prevailing released literature approximately educational dishonesty between university and collage scholars and the way school individuals reply to the matter. half II offers sensible recommendation designed to assist collage and college 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 info for Academic Dishonesty: An Educator's Guide
Although the theory holds that both over- and underreward produce feelings of inequity, it is underreward that has been most studied, and it is in that sense that we use the term inequity here. Inequity is an aversive state, so people are motivated to reduce it by reestablishing equity; that is, by making their inputs and outputs proportional. Equity theory proposes a number of mechanisms for reducing feelings of inequity, the most studied of which is reducing one’s inputs to CHAPTER 3 45 match one’s rewards (Mowday, 1991).
Degreeof religious belief was unrelated to amount of self-reported cheating. Although members of fraternities and sororities are slightly more likely to report having cheated than are nonmembers, they are no more likelyto doso than other students heavily involved inextracurricular activities. Institutional Characteristics Research on institutional characteristics associated with student academic dishonesty is almost nonexistent. The only factor to receive attention has been the presence or absence of an honor code at theinstitution.
Ideas, words, and phrases are now (in what is surely a curious phrase) “intellectual property,” to be trespassed upon only with permission of the owner. (McLeod, 1992, p. 12). may be alien to some international students: “Some cultures feel it disrespectful to the author to alter the original words [of a source document]’’ (Robinson, 1992, p. 15). The American emphasis on originality inacademic work can also cause problemsfor students from cultures in which the emphasis is on selfeffacement as well aslearning and adhering to theideas found in accepted authoritative works (Deckert, 1993; Robinson, 1992).