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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 zone of ethics in larger schooling, is meant to aid lecturers and directors comprehend and deal with difficulties of educational dishonesty. Chock-full of functional recommendation, the e-book is split into 3 elements. half I studies the present released literature approximately educational dishonesty between collage and college scholars and the way school participants 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 of associations of upper schooling.

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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.

Research has found that studentswho report heavier work loads are more likelyto report engaging in academic dishonesty (Whitley, 1998). , employment, involvement in extracurricular activities, low aptitude for the type of work done in the course) can lead students to perceive a work load astoo heavy when it is in fact reasonable, course work loadscan sometimes actually be too heavy. This problem may be especially likely to arise in fields where the knowledge base is rapidly expanding and teachers feel pressuredto include more and more material in the same 45 or so classroom hours in a term.

CHAPTER 2 1. 19 Behaviors that couldbeaccidental, such as marking more than one response on a multiple-choice question and not citing all the sources used in a paper in its bibliography. 2. Behaviors that could be due to ignorance ofproper behavior,such as using a direct quote without citing the source. 3. Behaviors that could be due to uncertainty over what is allowed, such as having someone check a paper for spelling and grammatical errors when those elements are graded. 4. Behaviorsthatapproximateproperbehavior, such as reading a condensed version of a work rather than the complete version that was assigned.

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