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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 ebook, written through nationally well known students within the quarter 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 components. half I experiences the prevailing released literature approximately educational dishonesty between collage and college scholars and the way college participants reply to the matter. half II offers functional recommendation 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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Extra resources for Academic Dishonesty: An Educator's Guide

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A positiverisk-benefitanalysis accompanied by a positive attitude toward academic dishonesty, perception of a normative structure that allows academic dishonesty, and lack of a felt moral obligation to avoid academic dishonesty lead to the formation of an intention to perform a dishonest behavior. The model does not address whether these factors combine additively to contribute to an intention to engage in academic dishonesty or whether the variables interact with one anotherbecause the existing research literature has not addressed that question.

Research m Higher Education,vol. 39, no. 3, pp. 235-274. Adapted with permission. grade pressure, grade orientation, and high competition for grades. A s Houston (1978) found, uncertainty about whether one will succeed or fail increases the perceived benefit of academic dishonesty. Performance expectations are based on past performance, quality of one's study habits, and, for examinations, test anxiety. The quality of study is probably positively related to industriousness and inversely related to factors such as partying, involvement in extracurricular activities, procrastination, and academic workload.

Students compare their grades with those of their peers and are likely to feel cheated if their grades are low compared with other students in similar courses beingtaught by other instructors. A student who feelscheated may reciprocate by cheating. 2. Useaccuratemsessrnentinstruments. Assessment instruments-tests, term papers,homework, presentations, and other assignments-should yield accurate information about student performance. For example, the questions in test banks supplied by textbook publishers are often written by someone other than the textbook authors.

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