Student and faculty perceptions of plagiarism in health sciences education     

Helen Ewing  Kathleen Mathieson  Ade Anast 《Journal of Further & Higher Education》2019,43(1):79-88

Academic misconduct is a problem encountered by many academic programmes, including programmes in the health sciences. The primary purpose of the present study was to assess doctoral student and graduate faculty perceptions of academic misconduct, specifically plagiarism. We used a cross-sectional survey design, and separate surveys were developed for students and faculty. The student survey measured student perceptions of the prevalence of plagiarism among students in general and assessed the occurrence of each student’s plagiaristic behaviours. The faculty survey measured faculty perceptions of the prevalence of plagiarism among students in general and among students in their courses specifically. Two hundred and thirty-eight students and 92 faculty completed the surveys. Students were doctoral health sciences students enrolled in a campus-based, online or hybrid programme. Compared with the self-reported behaviour of students, faculty believed more students were involved with plagiarism. Self-rated knowledge about plagiarism was significantly higher among online students and faculty than among campus-based students and faculty (p<0.001). Both students and faculty believed the most common plagiaristic activity was citing and referencing a full-text source when only the abstract was read, but only a few students reported personally doing this. Additionally, more campus-based students than online students reported working closely with another classmate on an assignment when they were not authorised to do so (p<0.001). In the present study, surveyed students and faculty believed plagiarism was prevalent among the general student population; however, few students self-reported this behaviour.  相似文献   

Inhibitory Control as a Contributor to Conscience in Childhood: From Toddler to Early School Age   总被引：10，自引：2，他引：10  

Grazyna Kochanska  Kathleen Murray  Katherinc C. Coy 《Child development》1997,68(2):263-277

In this article we report a longitudinal extension of previous findings about the critical role of temperamental inhibitory or effortful control as the contributor to developing conscience in young children. A comprehensive observational battery, highly internally consistent, was developed to measure inhibitory control in 83 children at early school age who had been followed since toddlerhood and had been assessed using similar batteries at toddler and preschool age. We again confirmed the findings of robust longitudinal stability of inhibitory or effortful control, now from toddler to early school age, the increase with age, and gender differences, with girls outperforming boys. We also reaffirmed strong links, both contemporaneous and in the longitudinal sense, between in hibitory control and multiple, diverse measures of children's conscience at early school age, including observations of moral conduct, moral cognition, and moral self. The findings are discussed in view of the increasingly appreciated importance of temperament for critical aspects of socialization.  相似文献   

Shifting Challenges in Teacher-Education Research and Accreditation: Lessons Learned from Limitations on Studying Program Impact     

Ellen Contopidis  Kathleen DaBoll-Lavoie  Kerry Dunn  Deana Darling  Kim Wieczorek 《The New Educator》2017,13(3):310-327

ABSTRACT

A critical issue in educator preparation is how to ascertain if program graduates are sufficiently prepared to be effective through the acquisition of meaningful evidence of graduates’ impact on their students. Challenges to proving specific impact of educator-preparation programs on student learning include identifying and following program completers as they move into diverse teaching environments. Barriers include lack of access to measures such as students’ achievement scores and work samples. This article puts the research on educator-preparation-program accountability into perspective and provides a discussion about whether or not we have the capacity at this moment in time to access meaningful data about and proof of teacher impact.  相似文献   

The Role and Functions of Public Examinations     

Kathleen Tattersall 《Assessment in Education: Principles, Policy & Practice》1994,1(3):293-304

For a brief time in the mid‐1970s Desmond Nuttall was Secretary to a Certificate in Secondary Education (CSE) Examining Board. Desmond Nuttall was already well known for his work with the National Foundation for Educational Research and his appointment caused quite a stir both among those who expected him to be a catalyst for change in the public examination system and those who thought his talents would be lost in a sea of bureaucracy. His sojourn at the Middlesex Board was to be brief, too brief to prove right either the expectations or the cynics. Within 2 years of his appointment, the Middlesex Board had been absorbed into the London Regional Examinations Board and Desmond Nuttall entered the world of academia from where he continued to play a very significant role in examination developments.  相似文献   

Reproduction: the role of cultural factors and educational mediators     

Kathleen Lynch 《British Journal of Sociology of Education》1990,11(1):3-20

To understand the processes of reproduction in education one must not only take account of the resistances of subordinated groups, but also of the counter‐resistance which develops in response to these. Proponents of resistance theory have tended to ignore the responses of powerful groups to emerging resistances. Two major reasons are suggested for this, one being the failure of reproduction theorists to take cognisance of unique cultural and political contexts within which reproduction takes place, and the other being the lack of attention given to educational mediators. Taking the case of Irish second‐level education, it is shown how unique cultural, historical and political forces contribute to the development of counter‐resistance. In particular, it is suggested that the post‐colonial status of the country is central to understanding the reproduction processes within it. The paper also highlights the inadequacy of defining the parameters of the reproduction debate in terms of an interplay of interests between social classes and the State alone. While the State and social classes are key actors in the educational site, so are educational mediators, viz. those who manage and administer educational services on a day‐to‐day basis. It is proposed that educational mediators (whose character varies from one society to another) are often powerful agents of counter‐resistance.  相似文献   

Extraordinary Animals and Expository Writing: Zoo in the Classroom     

Guy?TraininEmail author  Kathleen?Wilson  Mimi?Wickless  David?Brooks 《Journal of Science Education and Technology》2005,14(3):299-304

A zoo outreach program led to placing animals in classrooms where those animals became foci for numerous learning activities such as writing, observing, and care. Systematic debriefings suggested uniqueness to learning outcomes connected to zoo animals. Subsequent analysis of student writing indicated that students responded to situational interest by recording more observations, made use of more science facts, and used more science vocabulary when writing about unique animals (albino hedgehog, legless lizard) than ‘ordinary’ animals (rabbit, dove). The results are interpreted in terms of motivation, creating situational interest, and the familiarity of the schema available to the students. Policy implications are discussed.  相似文献   

Education for literacy     

Dr. Kathleen Densmore 《The Urban Review》1995,27(4):299-320

This paper begins by tracing the development of critical scholarship in the sociology of education, focusing on its attempts to explain academic failure for low-income youth. Next, it examines contemporary theoretical work in “critical” literacy—work that appears to have benefited from this sociological scholarship. Third, a brief account is offered of three historical instances of when critical literacy was practiced. Finally, the author concludes by arguing that the needs of culturally diverse and low-income students will be met to the extent that educators and students actively challenge the societal power structure within which they live.  相似文献   

Working toward transformational leadership in higher education     

Kathleen E. Allen 《About Campus》1996,1(3):11-15

Before colleges and universities can develop leaders, they must develop a coherent vision of what leadership is. A reflection on James MacGregor Burns's concepts of transformational leadership suggests where that discussion might begin.  相似文献   

A Tree-Based Approach to Proficiency Scaling and Diagnostic Assessment     

Kathleen M. Sheehan 《Journal of Educational Measurement》1997,34(4):333-352

A new procedure for generating instructionally relevant diagnostic feedback is proposed. The approach involves first constructing a strong model of student proficiency and then testing whether individual students' observed item response vectors are consistent with that model. Diagnoses are specified in terms of the combinations of skills needed to score at increasingly higher levels on a test's reported score scale. The approach is applied to the problem of developing diagnostic feedback for the SAT I Verbal Reasoning test. Using a variation of Wright's (1977) person-fit statistic, it is shown that the estimated proficiency mode accounts for 91% of the "explainable" variation in students' observed item response vectors.  相似文献   

Young children investigate science     

Susan Pearlman  Kathleen Pericak-Spector 《Early Childhood Education Journal》1995,22(4):4-8

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