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Journal articles on the topic 'Cheating (Education) Educators Education'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Munoz, Albert, and Jonathon Mackay. "An online testing design choice typology towards cheating threat minimisation." Journal of University Teaching and Learning Practice 16, no. 3 (July 1, 2019): 54–70. http://dx.doi.org/10.53761/1.16.3.5.

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Online testing is a popular practice for tertiary educators, largely owing to efficiency in automation, scalability, and capability to add depth and breadth to subject offerings. As with all assessments, designs need to consider whether student cheating may be inadvertently made easier and more difficult to detect. Cheating can jeopardise the validity of inference drawn from the measurements produced by online tests, leading to inaccurate signals and misperceptions about what students know and can do. This paper extends theoretical understanding about cheating behaviours to link online test design choices and their influence on a student’s capability and willingness to cheat. This research reviews the literature on cheating theories and a typology construction methodology to relate common online test design choices to their cheating threat consequence. In doing so, the typology offers educators designing online tests general normative guidance aimed at reducing threats to assessment inference validity, and academic integrity in general, brought about by student cheating. While we admit that cheating cannot be completely eliminated in online testing, the guidance provided by the typology can assist educators to structure online tests to minimise cheating.

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Amrein-Beardsley, Audrey, David C. Berliner, and Sharon Rideau. "Cheating in the first, second, and third degree: Educators' responses to high-stakes testing." education policy analysis archives 18 (June 29, 2010): 14. http://dx.doi.org/10.14507/epaa.v18n14.2010.

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Educators are under tremendous pressure to ensure that their students perform well on tests. Unfortunately, this pressure has caused some educators to cheat. The purpose of this study was to investigate the types of, and degrees to which, a sample of teachers in Arizona were aware of, or had themselves engaged in test-related cheating practices as a function of the high-stakes testing policies of No Child Left Behind. A near census sample of teachers was surveyed, with valid responses obtained from about 5 percent, totaling just over 3,000 teachers. In addition, one small convenience sample of teachers was interviewed, and another participated in a focus group. Data revealed that cheating occurs and that educators can be quite clever when doing so. But how one defines cheating makes it difficult to quantify the frequency with which educators engage in such practices. Our analysis thus required us to think about a taxonomy of cheating based on the definitions of 1st, 2nd, and 3rd degree offenses in the field of law. These categories were analyzed to help educators better define, and be more aware of others' and their own cheating practices, in an attempt to inform local testing policies and procedures.

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Hibel, Jacob, and Daphne M. Penn. "Bad Apples or Bad Orchards? An Organizational Analysis of Educator Cheating on Standardized Accountability Tests." Sociology of Education 93, no. 4 (June 1, 2020): 331–52. http://dx.doi.org/10.1177/0038040720927234.

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Using an explanatory sequential mixed-methods design, we analyze quantitative administrative and survey data and qualitative archival data to examine the organizational character of standardized test cheating among educators in Georgia elementary schools. Applying a theoretical typology that identifies distinct forms of rule breaking in bureaucratic organizations, we find that teacher-focused, individual-level explanations for cheating are inadequate, particularly in the context of large-scale cheating outbreaks. Our findings suggest cheating scandals tend to arise when rule-breaking decisions shift toward higher levels of the educational bureaucracy, and school and district leaders enact multiple strategies to motivate coordinated cheating efforts among lower-level educators. In these scenarios, a “bad apples” explanation focused on rogue teachers fails to account for the systematic organizational underpinnings of standardized test cheating. We describe the institutional and organizational predictors of organized adult cheating on standardized tests, and we conclude with a discussion of our findings’ implications for education policy and research.

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Royal, Camika, and Vanessa Dodo Seriki. "Overkill: Black Lives and the Spectacle of the Atlanta Cheating Scandal." Urban Education 53, no. 2 (December 20, 2017): 196–211. http://dx.doi.org/10.1177/0042085917747099.

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This article examines the 2015 Atlanta cheating scandal trials and sentencing. Using critical race theory, the authors argue that cheating is a natural outgrowth of market-based school reform and that racial realism will always lead to scrutiny of Black performance. The sentences of these Black educators is overkill, rooted in anti-Blackness, and can be best understood as a means of preserving Whiteness as property.

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Sileo, Jane M., and Thomas W. Sileo. "Academic Dishonesty and Online Classes: A Rural Education Perspective." Rural Special Education Quarterly 27, no. 1-2 (March 2008): 55–60. http://dx.doi.org/10.1177/8756870508027001-209.

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Rural educators must possess high standards of ethical behavior that inform professional practice and improve the communities in which they live and work. The purposes of this article are to discuss rural education and its intersection with online classes as vehicles to meet residents' educational needs; ethical issues that surround online class delivery; and suggestions to deter academic dishonesty in online classes. Key Words: rural education, distance education, academic dishonesty, academic integrity, cheating, ethics, instructional practices, Internet, online instruction, student behaviors/attitude, teacher preparation, World Wide Web.

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Asgari, Shadnaz, Jelena Trajkovic, Mehran Rahmani, Wenlu Zhang, Roger C. Lo, and Antonella Sciortino. "An observational study of engineering online education during the COVID-19 pandemic." PLOS ONE 16, no. 4 (April 15, 2021): e0250041. http://dx.doi.org/10.1371/journal.pone.0250041.

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The COVID-19 pandemic compelled the global and abrupt conversion of conventional face-to-face instruction to the online format in many educational institutions. Urgent and careful planning is needed to mitigate negative effects of pandemic on engineering education that has been traditionally content-centered, hands-on and design-oriented. To enhance engineering online education during the pandemic, we conducted an observational study at California State University, Long Beach (one of the largest and most diverse four-year university in the U.S.). A total of 110 faculty members and 627 students from six engineering departments participated in surveys and answered quantitative and qualitative questions to highlight the challenges they experienced during the online instruction in Spring 2020. Our results identified various issues that negatively influenced the online engineering education including logistical/technical problems, learning/teaching challenges, privacy and security concerns and lack of sufficient hands-on training. For example, more than half of the students indicated lack of engagement in class, difficulty in maintaining their focus and Zoom fatigue after attending multiple online sessions. A correlation analysis showed that while semi-online asynchronous exams were associated with an increase in the perceived cheating by the instructors, a fully online or open-book/open-note exams had an association with a decrease in instructor’s perception of cheating. To address various identified challenges, we recommended strategies for educational stakeholders (students, faculty and administration) to fill the tools and technology gap and improve online engineering education. These recommendations are practical approaches for many similar institutions around the world and would help improve the learning outcomes of online educations in various engineering subfields. As the pandemic continues, sharing the results of this study with other educators can help with more effective planning and choice of best practices to enhance the efficacy of online engineering education during COVID-19 and post-pandemic.

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7

Năznean, Adrian. "THE COVID-19 PANDEMIC AND THE ONLINIFICATION OF TEACHING AND LEARNING." Journal of Pedagogy - Revista de Pedagogie LXIX, no. 1 (June 2021): 93–109. http://dx.doi.org/10.26755/revped/2021.1/93.

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Online education is of various types and can be defined in numerous ways. Over the last few decades, online education has gained popularity, but has also been regarded with reluctance and scepticism as to the benefits it may have. The COVID- 19 pandemic was declared on the 11th of March 2020 and forced many countries to impose lockdowns and restrictions. As such, several activities were shut down, schools and universities were closed, thus, the need for rapid solutions arose. Since the online environment was there for the taking, physical classrooms were virtualised overnight, homes became learning and teaching spaces for students and educators, whereas the latter were faced with adapting content and transferring it in order to suit its delivery via online platforms. With little to no experience in online education, educators sought to find ways to continue their work bringing emergency modifications. Although digital transformation is not a new phenomenon, the transit from physical classrooms to online ones has been and still is a rough learning curve for many educators. Apart from optimising digital technology to apply to education, another difficult task of any online teacher is to keep students motivated and involved, which can be achieved in different ways. This article discusses methods of content and course delivery, the technology-induced problems that online teaching implies, assessment, ethical behaviour in a virtual setting, and the risk of cheating in online examinations, as well as ways of preventing cheating. Nevertheless, the abrupt onlinification of education may lie at the basis of future exploration and research.

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Oakley, Richelle L., and Rahul Singh. "Examining Ethical Decision Making Behavior in E-Learning Systems." International Journal of Cyber Ethics in Education 4, no. 2 (July 2016): 41–56. http://dx.doi.org/10.4018/ijcee.2016070103.

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E-Learning has proliferated throughout the education sector in recent years. Unfortunately, an unintended and undesirable aspect of e-Learning is centered on unethical behavior exhibited by students engaged in technology-facilitated cheating. Interestingly, cheating in e-Learning systems occurs in the social context of the class. Using results from a qualitative field study, the authors investigate the socio-technical dimensions of ethical decision-making in e-Learning systems focusing on individual and situational factors. They developed propositions and provide an in-depth discussion of identified factors. Their findings provide the basis for researchers to develop testable propositions for further empirical investigations and provide insight for educators dealing with the unique challenges of the socio-technical dimensions of ethical behavior in e-Learning systems.

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Deale, Cynthia S., Seung Hyun (Jenna) Lee, Jung-In (Stephanie) Bae, and Barbara Jo White. "An Exploratory study of educators’ and students’ perceptions of collaboration versus cheating in hospitality and tourism education." Journal of Teaching in Travel & Tourism 20, no. 2 (October 15, 2019): 89–104. http://dx.doi.org/10.1080/15313220.2019.1679695.

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Hammoudi, Abdelhak, and Samah Benzerroug. "Cheating on Exams: Dishonest or Justifiable Behaviour?" International Journal of English Language Studies 3, no. 4 (April 25, 2021): 79–88. http://dx.doi.org/10.32996/ijels.2021.3.3.7.

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Academic dishonesty has been a perennial issue in higher education for hundreds of years. The advent of technological devices has spurred much more concern regarding the so-called inappropriate use of these tools and their impact on the ethical behaviour of the students. The main aim of this study was to demonstrate to educators that cheating on exams is most of the time a justifiable and smart behaviour. To support this assumption, the study investigated (a) the reasons that often push students to resort to cheating and (b) the role of exam anxiety in engaging students’ survival intelligence to respond to examinations threat with whatever the means. The results, based on a sample of one 100 students from the English language department indicate that 90% of the students think that the way the examinations are designed constitutes the main cause of cheating: questions test memory rather than comprehension. Teachers themselves trigger cheating on exams because the content of their exams does not take into account students’ Multiple Intelligences, and preferred channels of learning. Consequently, students’ survival intelligence, feeling a threat causing exam anxiety, engages itself and automatically sets the learner to cheat ‘without actively thinking about it.’ The current results might be applicable to students in other academic disciplines.

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Florungco, Jastine Kent, and Dennis G. Caballes. "Narrative Study of Science Teaching Methods and Techniques in the New Normal." International Journal of Asian Education 2, no. 3 (August 9, 2021): 305–12. http://dx.doi.org/10.46966/ijae.v2i3.190.

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This study aims to discover the different techniques teachers use in delivering lessons in an online class. Teachers are still adjusting to the effects of the pandemic on the education system, particularly on the delivery of learning online. It was revealed that educators tend to test various techniques in teaching the learners' competencies. Assessments play a key role in dictating the success of these methods, which is why teachers are seemed to be very cautious in conducting quizzes and exams because these may be prone to cheating since it is online nature. On the other hand, the ongoing internet issues still hound the system here in the country.

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Iriany, Ieke Sartika, and Rostiena Paciana. "THE IMPROVEMENT OF HIGH EDUCATION QUALITY IN INDONESIA THROUGH THE CHARACTER EDUCATION." Journal Of Educational Experts (JEE) 2, no. 1 (March 30, 2019): 15. http://dx.doi.org/10.30740/jee.v2i1p15-26.

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Nowadays, moral education or character education; has become a relevant way to resolve moral crisis happens in Indonesia. When we said about moral crisis, it all refers to corruption, fornication, children and teen abuse, peer to peer violence, juvenile delinquency, the habit of cheating in exam, drugs abuse, pornography, and anarchy. All of it has become social problems that we still do not have the answer on how to resolve. Thus, based on the matter, character education obviously becomes an important thing to be implemented. Objective description that factually happen to the Indonesian nowadays, has show us that The Indonesian almost lost its true self (or identity). Many incidents happened in a last years, had threatened the nation existence. The spread of social conflict and terror had destroyed the social capital, which is important for the community moral integration. In other side, corruption, collusion and nepotism have turned this nation to become a low trust society. Based on the objective description above, I thought we need to improve the quality of higher educations, particularly through the character education; thus, they could result a diplomas with strong Indonesian identity. Nation Identity will be appears in the nation’s character as an implementation of the highest value of the nation. For the Indonesian, the highest values of the nation clearly written in the national principle, which is Pancasila. Pancasila itself, is the establishment of religious, humanity, nationalism, sovereignty, and sociality concepts. Revitalization of Indonesian identity mean, re-build and strengthen Indonesian identity to every citizens. In other words, an effort to build a person with strong Pancasila sense whom has moral and responsible. Higher education level, in this case, has responsibility to shape and strengthening the national identity, which nowadays seems to be weakened.

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Smale, William T., Ryan Hutcheson, and Charles J. Russo. "Cell Phones, Student Rights, and School Safety: Finding the Right Balance." Canadian Journal of Educational Administration and Policy, no. 195 (March 11, 2021): 49–64. http://dx.doi.org/10.7202/1075672ar.

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Despite the potential instructional benefits of integrating devices such as cell phones into schools and classrooms, research reveals that their improper use can negatively impact student behaviour, learning, and well-being. This paper reviews the literature and litigation on cell phone use in schools due to controversies over cheating, cyberbullying, sexting, and searches of student cell phones. Recent studies suggested that the presence of cell phones and related technologies in classrooms could detract from students’ academic performances while contributing to higher rates of academic dishonesty and cyberbullying. The growing prevalence of cyberbullying is especially concerning because it can have severely negative, even tragic, effects on student mental health and safety. However, given the relatively discreet nature of cell phone use, regulations about their use can be difficult to enforce. After reviewing literature and litigation on the potential risks associated with inappropriate cell phone use in schools, this paper offers suggestions for educators to consider when devising or revising policies balancing students’ individual rights with their safety and well-being before ending with a brief conclusion.

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Nawawi, Syu'aib. "Historia Dilemma Pendidikan Islam: Mengutamakan Kesalehan dan Moral atau Prestasi Akademik atau Integrasi Keduanya dalam Pembelajaran yang Berpusat pada Siswa." Progressa: Journal of Islamic Religious Instruction 3, no. 1 (May 27, 2019): 1–8. http://dx.doi.org/10.32616/pgr.v3.1.159.1-8.

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The purpose of this article is to examine historically the dilemma of Islamic Education in practice prioritizing piety and morals or academic achievement or the integration of both and whether student-centered learning comes from the concept of Islam. The results of the discussion concluded that the progress and decline of Islamic education along with political and other developments in each era of large-scale gradations began the attack of the orientalist era of Al Ghozali, external invasion had attacked the heart of Islam which began from the continuous 11th and 12th crusades and Mongol invasion during the 13th century, and afterwards, Islamic education underwent several transformations in its main characteristics even though it was slowed down by the issue of taqlid. The point is the combination of the deadly taqlid invasion and foreign attacks significantly dims the prominence of Islam in the artistic and scientific world. Between the emergence of the appearance of Islamic thinkers and their relationship with the rulers of their time, differences must be made between Madrasahs and Maktab because both are related to Islamic education. Islam regards science as another form of worship and that humans must be close to Allah. Science studies are expected to strengthen faith: "Muslim educators unanimously agree that the purpose of education is not to cram students' minds with facts alone, but more important is to prepare them for a pure and sincere life". In the Muslim world, regardless of differences in religious doctrine, the curriculum is ideally the same, regardless of the composition of race, language or school. The curriculum in the Maktab is centered on the Quran. Student piety and moral behavior are considered as important as student academic achievement in Islam. The consensus of Islamic education holds the idea that a teacher must persuade students to be brighter than dictate or force - the teacher assures students of the truth. Along with instilling students with his knowledge he must be an example of a model of behavior, because washing, cheating and corruption are not considered as professions in Islam. A teacher must be an example of the religious values expected by students. This opens the way for developing Students' intelligence and personality in the right direction. From this study, it has historically proven that Islamic education is student-centered education

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Brown, Ted, Stephen Isbel, Alexandra Logan, and Jamie Etherington. "Predictors of academic honesty and success in domestic and international occupational therapy students." Irish Journal of Occupational Therapy 47, no. 1 (May 7, 2019): 18–41. http://dx.doi.org/10.1108/ijot-12-2018-0022.

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PurposeAcademic integrity is the application of honest, ethical and responsible behaviours to all facets of students’ scholarly endeavours and is the moral code of academia. The international literature reports the prevalence of academic dishonesty in higher education across many disciplines (including the health sciences), and there is evidence linking academic dishonesty in health professional students with future unprofessional behaviour in the workplace. International students are reported to be a particularly vulnerable group. This paper aims to investigate the factors that may be predictive of academic honesty and performance in domestic and international occupational therapy students.Design/methodology/approachIn total, 701 participants (603 domestic students; 98 international students) were recruited from five Australian universities, and data were collected via a two-part self-report questionnaire. ANOVA and multi-linear regression analyses with bootstrapping were completed.FindingsTendency towards cheating and self-perception tendency towards dishonesty in research, gender, age and hours spent in indirect study were found to be statistically significant predictors of academic integrity and performance.Research limitations/implicationsLimitations of this study were the use of convenience sampling and self-report scales which can be prone to social desirability bias. Further studies are recommended to explore other potential predictors of academic honesty and performance in occupational therapy students.Originality/valueA range of predictors of academic honesty and success were found that will assist educators to target vulnerable domestic and international occupational therapy students as well as address deficiencies in academic integrity through proactive strategies.

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Missouri, Randitha, and Udik Budi Wibowo. "Dampak perubahan kebijakan kelulusan terhadap pendidikan menengah di Kota Bima-Nusa Tenggara Barat." Jurnal Akuntabilitas Manajemen Pendidikan 6, no. 2 (November 5, 2018): 170. http://dx.doi.org/10.21831/amp.v6i2.9666.

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Penelitian ini bertujuan untuk mengidentifikasi dampak perubahan kebijakan kelulusan dalam meningkatkan persiapan sumber daya manusia, sarana dan prasarana, biaya, kegiatan monitoring dan evaluasi, serta tindak lanjut hasil monitoring dan evaluasi persiapan pelaksanaan ujian nasional terhadap peningkatan persiapan SDM di Kota Bima. Penelitian ini menggunakan metode penelitian kualitatif dengan jenis research of policy. Data dikumpulkan melalui wawancara, observasi, dan studi dokumen. Keabsahan data diuji melalui trianggulasi data dan trianggulasi metode. Analisis data menggunakan model interactive. Hasil penelitian menunjukkan bahwa perubahan kebijakan kelulusan tidak berdampak pada perkembangan kegiatan persiapan peserta didik sekolah tingkat atas negeri dan swasta, tidak berdampak pada peningkatan jumlah sarana dan prasarana sekolah swasta, dan tidak berdampak pada peningkatan biaya persiapan ujian nasional sekolah negeri dan swasta. Orang tua, peserta didik, dan pendidik sekolah negeri dan swasta merasakan dampak negatif yang sama yaitu menurunnya motivasi orang tua memantau perkembangan anak, motivasi belajar peserta didik, dan motivasi mengajar pendidik. Dampak positif adalah menurunnya tingkat kecurangan saat pelaksanaan ujian nasional. Kepala sekolah sekolah negeri dan swasta dan dinas terkait melakukan kegiatan monitoring dan evaluasi sebelum, saat, dan setelah pelaksanaan ujian nasional, namun tindak lanjut hasil kegiatan monitoring dan evaluasi belum mempengaruhi perkembangan kegiatan persiapan sumber daya manusia, jumlah sarana dan prasarana, dan biaya persiapan ujian nasional. Perubahan kebijakan kelulusan tidak berdampak pada peningkatan mutu pendidikan menengah di Kota Bima.Kata kunci: kebijakan kelulusan, pendidikan menengah, mutu pendidikan THE IMPACT OF CHANGES IN THE POLICY OF GRADUATION TO THE SECONDARY EDUCATION IN BIMA-WEST NUSA TENGGARAAbstractThis study aims to identify the impact of changes in the policy of graduation to improve the preparation of human resources, facilities and infrastructures, budgeting, monitoring and evaluating, and following-up of monitoring and evaluating in implementation of national exam preparation towards improving the human resources preparation in Bima-West Nusa Tenggara. This is a qualitative research method and kind of the research is policy research. Data were collected through interviews, observation and document study. Data validation examined by data and method triangulation. The data analysis used by interactive. The results showed that the graduation policy changes had no impact on the progress of the preparation public and private senior high school, had no impact on increasing the number of facilities and infrastructures of private school, and had no impact on increasing the graduation exam preparation budgeting of national public and private secondary schools. The parents, students, and teachers of public and private school felt the same negative impact. The negative impact were declining motivation of parents to monitor child development, motivation of learners, and educators teach motivation. Positive impact was a decreased level of cheating during the implementation of the national exam. The principals and government did the monitoring and evaluating before, during, and after the implementation of the national exam, but following-up of the monitoring and evaluating had not affected for preparation of human resources, facilities and infrastructures, and the budgeting of national exam preparation.Keywords: policy of graduation, senior high school, and quality of education

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Bracey, Gerald W. "Cheating Update." Phi Delta Kappan 86, no. 8 (April 2005): 637–38. http://dx.doi.org/10.1177/003172170508600815.

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Harkins, Arthur M., and George H. Kubik. "“Ethical” cheating in formal education." On the Horizon 18, no. 2 (May 18, 2010): 138–46. http://dx.doi.org/10.1108/10748121011050487.

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Mark Chaput de Saintonge, D., and Alexander Pavlovic. "Cheating." Medical Education 38, no. 1 (January 2004): 8–9. http://dx.doi.org/10.1046/j.1365-2923.2004.01771.x.

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Marks, Joel. "Cheating 101." Teaching Philosophy 26, no. 2 (2003): 131–45. http://dx.doi.org/10.5840/teachphil200326230.

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Costley, Jamie. "The instructional factors that lead to cheating in a Korean cyber university context." Interactive Technology and Smart Education 14, no. 4 (November 20, 2017): 313–28. http://dx.doi.org/10.1108/itse-02-2017-0019.

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Purpose This paper looks at a particular type of cheating that occurs in an online university setting. That is, when students who have a connection from outside the online learning environment conspire to cheat together. It measures the correlations between student variables and cheating, instructional variables and cheating and learning outcomes and cheating. The purpose of this paper is to understand the relationships between these factors and cheating, in the hope that the multifaceted nature of academic dishonesty can be better understood. Design/methodology/approach This study surveyed a group of students (n = 88) who participated in cyber university classes in South Korea. The study investigates the correlations between student characteristics, student attitudes, instructional design, lecture quality and learning outcomes with cheating. Findings The research looks at correlations between stable demographic factors and student attitudes towards cheating and finds no strong relationships. On the other hand, this study finds statistically significant negative correlations between instructional design quality and cheating, and lecture quality and cheating. This shows that instructors can affect the amount their students cheat through improving the quality of their courses. Also, there was a significant relationship between students’ levels of learning, satisfaction, engagement and interest and cheating. Originality/value Looking at cheating from a variety of angles within a single research agenda gives a clear understanding to instructors as to how cheating in their class will manifest, and how it will negatively impact the quality of a student’s experience.

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AL-Dossary, Saeed Abdullah. "Why Do College Students Cheat? A Structural Equation Modeling Validation of the Theory of Planned Behavior." International Education Studies 10, no. 8 (July 30, 2017): 40. http://dx.doi.org/10.5539/ies.v10n8p40.

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Cheating on tests is a serious problem in education. The purpose of this study was to test the efficacy of a modified form of the theory of planned behavior (TPB) to predict cheating behavior among a sample of Saudi university students. This study also sought to test the influence of cheating in high school on cheating in college within the framework of the TPB. Analyses were conducted on a sample of 322 undergraduate students using structural equation modeling. The results were consistent with the TPB model’s predictions. The TPB model explained a modest variance in cheating in college. When cheating in high school added to the model, the proportion of explained variance increased and cheating in high school was the best predictor of cheating in college. Although not hypothesized by the TPB, subjective norm had a direct effect on attitude.

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Rahimi, Mehrak, and Atefeh Goli. "English Learning Achievement and EFL Learners’ Cheating Attitudes and Cheating Behaviors." International Education Studies 9, no. 2 (January 25, 2016): 81. http://dx.doi.org/10.5539/ies.v9n2p81.

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<p class="apa">The aim of the current study was investigating the role of achievement in learning English as a foreign language in EFL learners’ cheating attitudes and cheating behaviors. Eight hundred junior high-school students were selected based on random cluster sampling and participated in the study. Their attitudes towards academic dishonesty and their cheating behaviors in language classes were examined by two questionnaires. The result of data analysis revealed significant correlations between achievement in learning English and cheating attitudes and behaviors. Further, the result of regression revealed that achievement in learning English had weak power to predict cheating attitudes (.7%). However, the power of achievement in learning English to predict cheating behaviors of language learners in language classes was five times stronger (3.5%).</p>

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Jonah, Charles D. "Cheating Probabilities." Journal of Chemical Education 75, no. 9 (September 1998): 1089. http://dx.doi.org/10.1021/ed075p1089.3.

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Bisong, Nonso Ngozika, Felicia Akpama, and Pauline B. Edet. "Cheating Tendency in Examinations among Secondary School Students in Nigeria: A Case Study of Schools in the Odukpani Local Government Area, Cross River State." Policy Futures in Education 7, no. 4 (January 1, 2009): 410–15. http://dx.doi.org/10.2304/pfie.2009.7.4.410.

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This study is designed to examine cheating tendency among secondary school students in Nigeria, with evidence from schools in the Odukpani Local Government Area of Cross River State. A total of 331 respondents in Senior Secondary 3 classes were randomly selected from 10 post-primary schools in the area. A survey questionnaire was used to elicit information on cheating tendency, the level of supervision, forms of cheating behaviour, and gender influence on cheating tendency. The data were analysed using percentages and chi-square statistics to highlight mean differences with respect to the identified variables. The results revealed some levels of statistically significant differences in respect of cheating tendencies on the identified variables. Based on these findings, it is recommended that an ethical reorientation programme, combined with the implementation of a stiff penalty, will reduce cheating tendency in all levels of the Nigerian educational system.

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Murdock, Tamera B., Annes S. Beauchamp, and Amber M. Hinton. "Predictors of cheating and cheating attributions: Does classroom context influence cheating and blame for cheating?" European Journal of Psychology of Education 23, no. 4 (December 2008): 477–92. http://dx.doi.org/10.1007/bf03172754.

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Odongo, Douglas Attoh, Eric Agyemang, and John Boulard Forkuor. "Innovative Approaches to Cheating: An Exploration of Examination Cheating Techniques among Tertiary Students." Education Research International 2021 (March 13, 2021): 1–7. http://dx.doi.org/10.1155/2021/6639429.

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The prevalence and surge in academic cheating indicate that students are finding innovative techniques to cheat during examinations. This problem has left invigilators and academic stakeholders wondering how students manage to cheat during exams. With a qualitative approach, this study sought to explore the techniques used by students during examinations. Data were gathered from students of Kwame Nkrumah University of Science and Technology. The findings revealed that the innovative techniques used by students were sitting arrangements, use of body parts, entry of foreign materials, and the use of technology. Students devised these techniques due to their perception of cheating and also poor institutional mechanism, which provided a favourable ground for cheating. We, therefore, argue that, to curtail academic cheating, not only should educational authorities and academic stakeholders improve institutional mechanism to prevent cheating, as it is the case, but also, a conscious effort should be made to alter student’s perception of cheating.

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Aldridge, David. "Cheating Education and the Insertion of Knowledge." Educational Theory 68, no. 6 (December 2018): 609–24. http://dx.doi.org/10.1111/edth.12344.

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Bronars,, Joseph C. "Letters: Thoughtful Exams Prevent Cheating." Academe 88, no. 5 (2002): 7. http://dx.doi.org/10.2307/40252212.

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Diekhoff, George M., Emily E. LaBeff, Robert E. Clark, Larry E. Williams, Billy Francis, and Valerie J. Haines. "College cheating: Ten years later." Research in Higher Education 37, no. 4 (August 1996): 487–502. http://dx.doi.org/10.1007/bf01730111.

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Moore, Michael Grahame. "Editorial: Cheating." American Journal of Distance Education 19, no. 1 (March 2005): 1–3. http://dx.doi.org/10.1207/s15389286ajde1901_1.

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COWAN, JOHN. "Education for Engineering Educators?" European Journal of Engineering Education 15, no. 2 (January 1990): 95–100. http://dx.doi.org/10.1080/03043799008939464.

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Bouville, Mathieu. "Why is Cheating Wrong?" Studies in Philosophy and Education 29, no. 1 (August 11, 2009): 67–76. http://dx.doi.org/10.1007/s11217-009-9148-0.

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Harper, Mary G. "High tech cheating." Nurse Education Today 26, no. 8 (December 2006): 672–79. http://dx.doi.org/10.1016/j.nedt.2006.07.012.

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35

Anderson, R. E., and S. S. Obenshain. "Cheating by students." Academic Medicine 69, no. 5 (May 1994): 323–32. http://dx.doi.org/10.1097/00001888-199405000-00002.

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Bielska, Beata, and Mateusz Rutkowski. "Cheating in Higher Education: Between Habit, Resourcefulness and Pressure to Help." EDUKACJA 2020, no. 1 (March 25, 2021): 77–88. http://dx.doi.org/10.24131/3724.200106.

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The article analyses the phenomenon of cheating among Polish students. It is based on a research study using a survey conducted in 2019 at one of Poland’s universities. The study results confirm the findings of other researchers concerning the universality of cheating. The issues of interest include the learned breaking of the “do not cheat” norm that is reinforced at subsequent stages of education, the effectiveness of cheating as an educational strategy and the norm of friendship which could incline a person to help.

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Syaputra, Yogi Damai, Nur Hidayah, M. Ramli, and Alfaiz Alfaiz. "Metaanalisis karakter integritas siswa berbasis nilai Bundo Kanduang Era Revolusi Industri 4.0." Counsellia: Jurnal Bimbingan dan Konseling 9, no. 2 (November 20, 2019): 165. http://dx.doi.org/10.25273/counsellia.v9i2.5266.

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<p>Permasalahan integritas masih menjadi pekerjaan rumah oleh pendidikan kita seperti masih banyak kecurangan akademik yang dilakukan oleh peserta didik, kurang sadar akan posisi, kewajiban sebagai peserta didik yang sedang proses belajar. Tujuan dari penelitian ini adalah melakukan kajian literatur menemukan aspek integritas seperti apa yang menjadi bagian dari belajar siswa di era revolusi industri 4.0, menganalisa nilai “Bundo Kanduang” untuk keterkaitannya dengan aspek integritas siswa, melakukan metanalisis nilai budaya “Bundo Kanduang” untuk menjawab pembentukan karakter integritas siswa. Riset ini dilakukan dengan studi literatur budaya melalui metanalisa kritis yang melahirkan sintesis baru. Hasil temuan menjelaskan bahwa aspek integritas menjadi dasar utama yang perlu ditanamkan bagi siswa dalam proses belajar, mengingat persaingan di era revolusi industri 4.0, nilai bundo kanduang memiliki esensi karakter kebenaran, kejujuran, konsisten, takwa, cerdas, mandiri, optimis, tanggung jawab, kreatif, terbuka dan berani, semua ini merupakan bagian diri yang berintegritas, dari hasil metaanalisis nilai tersebut, ditemukan 8 dari 12 nilai tersebut bisa menjadi bagian penting membentuk integritas siswa.</p><p align="center"><strong><em>Abstract</em></strong></p><em>The problematica of integrity has been a home work of our education in the last 5 years. It can bee seen there are lot of students still cheating in their academic process, and lack of learning awareness and less of responsibility in their school tasks. This is concerning of educator and counselor, integrity as consistensy, self awareness and responsibilities of person in activities. The objectives of this research is to analyse of literature about integrity in this industrial revolution 4.0. then analyse a culture value of bundo kanduang to answer a students integrity in learning. Then conduct a metanalysis about value of bundo kanduang and synthesize this value to shaping an integrity character of students as synthesize concepts. The result found that integrity aspects has been a primery foundation in era industrial revolution 4.0, a value of bundo kanduang has an essential in honestly,truth, concistence, taqwa, cleverness, autonomous, optimists, responsibility, creative, opennes, brave. In metaanalysis found that in 12 of bundo kanduang value there are only 8 values that can bee synthesize as important part in shaping students integrity in learning.</em>

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Wang, Victor X., and Vivian W. Mott. "From Politicized Adult Education to Market Oriented Adult Higher Education." International Journal of Adult Vocational Education and Technology 1, no. 1 (January 2010): 49–71. http://dx.doi.org/10.4018/javet.2010100904.

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This study investigated the general instructional modes of adult educators in Southeast China and Northeast China. The study utilized Conti’s (1983, 2004) Principles of Adult Learning Scale (PALS) to measure instructional modes of adult educators. Data were collected from 112 randomly selected participants engaged in teaching Chinese adult learners in Southeast China and Northeast China. The results of the study showed that adult educators in Southeast China were andragogical in their instruction while their counterparts in Northeast China were pedagogical although the difference (p>0.05) between the means of adult educators in Southeast China and Northeast China was not statistically significant.

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Gruben, Kathleen H., Cathy Owens Swift, and Luther (Trey) Denton. "Cheating via online paper mills in logistics education." Journal of Transportation Management 12, no. 1 (April 1, 2000): 35–48. http://dx.doi.org/10.22237/jotm/954547440.

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The growth of e-business is providing businesses and entrepreneurs the opportunity to develop niches targeting one of the largest groups of Internet users: university students. Unfortunately, one of these niches is online term paper mills, where students can purchase university quality term papers and then submit them in class as their own work. The purpose of this paper is (1) to identify what online term paper services are available; (2) to determine how many logistics term papers are offered by these services; and, (3) to suggest strategies that can be used by logistics faculty to suppress use of these materials.

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Trushell, J., K. Byrne, and R. Simpson. "Cheating behaviours, the Internet and Education undergraduate students." Journal of Computer Assisted Learning 28, no. 2 (July 10, 2011): 136–45. http://dx.doi.org/10.1111/j.1365-2729.2011.00424.x.

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Miller, David J. "Cheating Probabilities? Probably Not." Journal of Chemical Education 76, no. 11 (November 1999): 1483. http://dx.doi.org/10.1021/ed076p1483.2.

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Baldwin, D. C., S. R. Daugherty, B. D. Rowley, and M. D. Schwarz. "Cheating in medical school." Academic Medicine 71, no. 3 (March 1996): 267–73. http://dx.doi.org/10.1097/00001888-199603000-00020.

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43

Selby, David. "Humane Education and Global Education." Australian Journal of Environmental Education 9 (1993): 115–33. http://dx.doi.org/10.1017/s0814062600003220.

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This paper is based on David Selby's workshop ‘Animal Rights and Global Education’ presented at the Touch 92 conference of European environmental educators, 29 March - 4 April 1992, Loutra Sidirokastrou, Serres, Greece. The conference was organised by the Department of Primary Education, Aristotle's University of Thessaloniki.

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Black, Carolyn. "Finance Education." Industry and Higher Education 14, no. 5 (October 2000): 305–16. http://dx.doi.org/10.5367/000000000101295219.

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The author proposes that finance educators should adopt an experiential approach to finance education in order to enhance finance graduates' interpersonal, problem-solving and critical thinking skills. The application of Kolb's experiential learning cycle to the finance discipline reveals the need for educators to consider different learning styles when designing papers. In order to incorporate multiple learning styles into the learning experience, a learning matrix is developed to match learning activities explicitly to a specified range of educational objectives for each major teaching concept. The experiential approach and the use of learning matrices are discussed in the context of a graduate-level open-learning finance paper at Massey University, New Zealand. The model is sufficiently generic to be used in a variety of disciplines, and offers educators a methodology for the design of experiential papers through which students can experience a wide range of learning skills and enhance their education.

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Penaluna, Kathryn, Andy Penaluna, Caroline Usei, and Dinah Griffiths. "Enterprise education needs enterprising educators." Education + Training 57, no. 8/9 (November 9, 2015): 948–63. http://dx.doi.org/10.1108/et-03-2015-0016.

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Dennington, Lloyd J., and Charles S. Elliott. "Continuing Education for Continuing Educators." Journal of Continuing Higher Education 36, no. 1 (January 1988): 15–17. http://dx.doi.org/10.1080/07377366.1988.10401128.

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McBride, James R. "Continuing Educators and International Education." Journal of Continuing Higher Education 36, no. 3 (July 1988): 35–37. http://dx.doi.org/10.1080/07377366.1988.10401154.

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O'Rourke, Thomas, and Nicholas Iammarino. "Health Educators and Nutrition Education." American Journal of Health Education 43, no. 5 (September 2012): 313–16. http://dx.doi.org/10.1080/19325037.2012.10599250.

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deBettencourt, Laurie U. "Preparing Special Education Teacher Educators." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 36, no. 1 (February 2013): 5–6. http://dx.doi.org/10.1177/0888406412475058.

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Bloodgood, Robert A. "Medical education without medical educators." Medical Education 44, no. 6 (April 28, 2010): 631–32. http://dx.doi.org/10.1111/j.1365-2923.2010.03629.x.

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