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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 booklet, written via nationally well known students within the zone of ethics in greater schooling, is meant to assist 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 studies the prevailing released literature approximately educational dishonesty between university and college scholars and the way college individuals reply to the matter. half II provides useful suggestion designed to aid 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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Some of the characteristics that strongly distinguish between cheatersandnoncheaters include having moderate (vs. high or low) expectations of success in a course, positive attitudes toward cheating, perception that the student culture supports cheating, expecting high rewards for success,and having successfully cheated in the past. We concluded by presenting a theoretical model of academic dishonesty and noting that cheating is often not as useful as manystudents think. In the next chapter we discuss some strategies instructors can use to foster academic integrity in their classrooms.

Differences in liking are aptto lead to differences in interacting with students, such as callingon some students to answer questions more frequently than others or allowing somestudents to dominate discussions. 1 Inequities Illustrated Based on student interviews, we offer three accounts that illustrate interactional, procedural,and outcome fairness, respectively. Inallthreecases, the students reported that cheating was so rampant that they succumbed justto pass the course. A high school English teacher oftenyelled at theentire class.

What makes a test appear fair to students? Three factors contribute to this perception. One is that all the material on the test is relevant to thecourse and was covered inlectures, readings, or both. If one reuses test questions, it is easy to forget to double-check them to ensure their currency when revising lectures or changing textbooks. A second factor is that thetest is at anappropriate level of difficulty for the course. A s with work load, the proper level of test difficulty can vary as a function of CHAPTER 3 51 thestudent population to which the course is directed.

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