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Literatura académica sobre el tema "Cheating (Education) Educators Education"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 1 de febrero de 2022

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Artículos de revistas sobre el tema "Cheating (Education) Educators Education"

Munoz, Albert y Jonathon Mackay. "An online testing design choice typology towards cheating threat minimisation". Journal of University Teaching and Learning Practice 16, n.º 3 (1 de julio de 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 y Sharon Rideau. "Cheating in the first, second, and third degree: Educators' responses to high-stakes testing". education policy analysis archives 18 (29 de junio de 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 y Daphne M. Penn. "Bad Apples or Bad Orchards? An Organizational Analysis of Educator Cheating on Standardized Accountability Tests". Sociology of Education 93, n.º 4 (1 de junio de 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 y Vanessa Dodo Seriki. "Overkill: Black Lives and the Spectacle of the Atlanta Cheating Scandal". Urban Education 53, n.º 2 (20 de diciembre de 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. y Thomas W. Sileo. "Academic Dishonesty and Online Classes: A Rural Education Perspective". Rural Special Education Quarterly 27, n.º 1-2 (marzo de 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 y Antonella Sciortino. "An observational study of engineering online education during the COVID-19 pandemic". PLOS ONE 16, n.º 4 (15 de abril de 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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Năznean, Adrian. "THE COVID-19 PANDEMIC AND THE ONLINIFICATION OF TEACHING AND LEARNING". Journal of Pedagogy - Revista de Pedagogie LXIX, n.º 1 (junio de 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. y Rahul Singh. "Examining Ethical Decision Making Behavior in E-Learning Systems". International Journal of Cyber Ethics in Education 4, n.º 2 (julio de 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 y 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, n.º 2 (15 de octubre de 2019): 89–104. http://dx.doi.org/10.1080/15313220.2019.1679695.

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Hammoudi, Abdelhak y Samah Benzerroug. "Cheating on Exams: Dishonest or Justifiable Behaviour?" International Journal of English Language Studies 3, n.º 4 (25 de abril de 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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Tesis sobre el tema "Cheating (Education) Educators Education"

Lang, Dennis James Palm Richard L. "Faculty perceptions, attitudes, and experiences with academic integrity at a small, private, technological university". Diss., UMK access, 2005.

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Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2005.
"A dissertation in urban leadership and policy studies in education and education." Advisor: Richard Palm. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed March 12, 2007. Includes bibliographical references (leaves 404-419). Online version of the print edition.

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Cole, Cathryn Ann. "Academic dishonesty among college students : themes of the professional literature, 1950-1997 /". Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2002. http://wwwlib.umi.com/cr/utexas/fullcit?p3077625.

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Martin, Amy. "Does religion buffer cheating?" Thesis, Northern Illinois University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3611371.

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Given the current amount of cheating in our society and more specifically in our schools, the focus of this dissertation was to examine the impact of religiosity on cheating behavior in an academic arena. Additionally social norms and the individual difference variable of self-monitoring were also investigated to determine their impact on cheating behavior. Furthermore, self-regulation was examined to determine if non-cheating high self-monitors deplete more self-regulatory resources than those non-cheating low self-monitors in a cheating situation.

Participants completed a religiosity and self-monitoring measure prior to coming into the laboratory. At a date of their choosing, participants completed the laboratory portion of the study. In the laboratory, participants were given a job-competency measure to complete, at which time they were given an opportunity to cheat. The participants completed the job-competency measure alone or in the presence of a confederate. Four different conditions were formed: a control condition, a cheating condition, a passive condition, and an active noncheating condition. It was also in the laboratory that their grip strength was measured.

Contrary to expectations, religiosity was not a significant predictor of cheating behavior. However, norms did impact cheating behavior; there was more cheating when the confederate cheated and less cheating when the confederate discouraged cheating behavior. Additionally, there was an impact of self-monitoring in response to the created norms, such that high self-monitors tended to follow the behaviors of the confederates more so than low self-monitors. Contrary to expectations, self-regulatory resources were not significantly impacted for noncheating high self-monitors in a confederate-induced cheating condition.

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Baker, Bemmel Mirella G. "Cheating in Online Classes: A Preliminary Investigation". Thesis, NSUWorks, 2014. https://nsuworks.nova.edu/fse_etd/37.

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Cheating in Online Classes: A Preliminary Investigation, Mirella Baker Bemmel, 2014: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of Education. ERIC Descriptors: Cheating, Online, Academic Integrity, Community College, Safeguards This applied dissertation was an inquiry into the phenomenon of cheating among students who take their classes online. There is a common perception that cheating is rampant in online classes and the Southern Association of Colleges and Schools, the accreditation association in the South, implemented policies, which mandate stricter monitoring of students. In turn, colleges have reevaluated or implemented integrity policies, but there is inconsistent enforcement of said policies. Online faculty at three Florida community colleges were invited to complete a modified version of the Academic Integrity Survey, which provided insights into their perception of cheating, their awareness and enforcement of institutional policies regarding cheating and safeguards used or desired. The survey was followed up with an eight-member focus group discussion, and the results were triangulated. An analysis of the data revealed that faculty is uncertain about the extent of cheating at their college, but most take action once they discover an instance of cheating. Their reaction to cheating may not necessarily be in line with the institutional policy although they are aware of the required steps. Different safeguards are used to protect the integrity of their courses, but there is an apparent lack of knowledge about available safeguards and their use.

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Gillespie, Kisten Ann. "The frequency and perceptions of academic dishonesty among graduate students a literature review and critical anaylsis [sic] /". Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003gillespiek.pdf.

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Boysen, Colby James. "Teachers and Cheating: The Relationship Between the Classroom Environment and High School Student Cheating". Digital Commons at Loyola Marymount University and Loyola Law School, 2007. https://digitalcommons.lmu.edu/etd/250.

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Academically dishonest behaviors pose a major threat to education. High rates of cheating have been reported at all levels of education, and by most accounts seem to be on the rise. Classroom environment research has demonstrated that environments created by classroom teachers have a significant impact on many aspects of education. Using a mixed methods approach, the current study investigated the relationship between cheating and the high school classroom environment. Quantitative data were collected from two surveys. The Academic Integrity Survey (AIS) asked students to self report cheating behaviors, and the Classroom Environment Scale (CES) asked students about their perceptions of the classroom environment. Qualitative data were collected from classroom observations and student interviews. The results of this study indicate that the classroom environment is significantly related to student cheating; the more positive the environment, the less students will cheat. Regression analyses indicated that 2 CES subscales, order and organization and involvement, were negatively related to student cheating and explained 40% and 23% of the variance respectively. The regression analyses also indicated that 3 other study variables, school sports participation, after school employment, and grade level were positively related to student cheating and explained 15%, 12%, and 11% of the variance, respectively. Qualitative analyses yielded 5 major findings. It was found that students cheat more in environments where students are not involved, that lack order and organization, and that lack teacher control. Students cheat more when their teachers are oblivious and are not respected, and larger systemic issues are related to student cheating behaviors. This study represents rare attempts to access the student perspective on cheating as well as to understand teachers’ role in student cheating. This study concludes that teachers can reduce the rates of cheating in their classes by improving their classroom environments, especially in the areas of order and organization and student involvement, and by increasing their use of authentic standards based assessments. However, most of these improvements will only impact students’ opportunity to cheat. Educators will have a difficult time affecting students’ desire to cheat until larger systemic problems with the current educational system are addressed.

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Higgins, Vic D. "Faculty and Students' Perceptions of Cheating Behavior; A journey into moral development". Cleveland State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1282141367.

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Workman, David. "Lying and cheating behavior in school children /". View online, 1995. http://repository.eiu.edu/theses/docs/32211998757516.pdf.

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Rogers, Audrey Green. "Understanding preservice educators' multicultural identity development". Thesis, Rivier University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3624573.

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This study explored undergraduate teacher candidates' multicultural identity development. Forty-three participants were in two sections of the course Introduction to Education. The research questions investigated the ways in which candidates examine their cultural awareness, knowledge of diverse learners, and effective practices for 21st century classrooms. Participants in Group 1 experienced face-to-face instruction on issues of diversity. Group 2 engaged in a blended format with an educational online social networking site that extended class discussions on issues of diversity.

Quantitative and qualitative approaches were used to collect and analyze data. The findings revealed that instruction on multicultural awareness, knowledge, and skills in a one semester course had an effect on participants. Both groups demonstrated increased cultural self-awareness, appreciation of cultural differences, and knowledge of diverse cultures. There is evidence to suggest that the use of an online social network made a significant difference in the changes in Group 2 participants who evidenced greater changes in attitudes and beliefs in both the quantitative and qualitative data and analyses.

Understanding how candidates learn about and develop cultural competence extends research literature on educator preparation for diverse classrooms. The implications for teacher educators suggest a focus on the identity transformation process of teacher candidates and reexamination of the ways candidates are prepared for the multicultural realities of schools and society.

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Arnold, Rodney A. "The relationship between honor code systems and academic dishonesty /". free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137676.

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Libros sobre el tema "Cheating (Education) Educators Education"

Cannell, John Jacob. How public educators cheat on standardized achievement tests: The "Lake Wobegon" report. Albuquerque, NM (600 Girard Blvd. NE, Albuquerque, NM 81706): Friends for Education, 1989.

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Patricia, Keith-Spiegel, ed. Academic dishonesty: An educator's guide. Mahwah, NJ: L. Erlbaum, 2002.

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Sally, Brown. Assessing students: Cheating and plagiarism. Newcastle upon Tyne: MARCET, University of Northumbria at Newcastle, 2003.

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Brown, Sally. Assessing students: Cheating and plagiarism. Newcastle upon Tyne: MARCET, University of Northumbria at Newcastle, 1998.

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Currie, Stephen. Cheating. Yankton, S.D: Erickson Press, 2007.

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David, Schiller, ed. And the cheat goes on: An exposé on how students are cheating in school. Salem, Or: Forum Press International, 1989.

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Mukras, M. S. Examination cheating and credibility of university degrees: Won't continued cheating ultimately undermine the credibility of university degrees? [Nairobi]: M.S. Mukras, 2013.

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La fabrique des tricheurs: La fraude aux examens expliquée au ministre, aux parents et aux professeurs. Paris: Jean-Claude Gawsewitch, 2012.

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Falīyah, Fārūq ʻAbduh. Ẓāhirat al-ghishsh fī al-imtiḥānāt: Al-tashkhīṣ wa-al-ʻilāj. al-Qāhirah: Maktabat al-Naḥdah al-Miṣrīyah, 1988.

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Ragazzi, si copia: A lezione di imbroglio nelle scuole italiane. Bologna: Il mulino, 2011.

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Capítulos de libros sobre el tema "Cheating (Education) Educators Education"

Fehring, Heather y Susan Rodrigues. "Teacher Education". En Handbook for Teacher Educators, 121–32. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-695-0_9.

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Steinert, Yvonne. "Developing medical educators". En Understanding Medical Education, 455–71. Chichester, UK: John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118472361.ch32.

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Steinert, Yvonne. "Developing Medical Educators". En Understanding Medical Education, 531–48. Chichester, UK: John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781119373780.ch36.

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Booth, David. "Literacy Education and Gender". En Literacy Teacher Educators, 21–34. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-200-6_3.

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Manimala, Mathew J. "Promoting Entrepreneurship: The Role of Educators". En Entrepreneurship Education, 393–407. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3319-3_21.

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Even, Ruhama. "Education of Teacher Educators". En Encyclopedia of the Sciences of Learning, 1073–75. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_679.

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Bernardi, Richard A., Samantha A. Bilinsky, Callie H. Chase, Lisa D. Giannini y Samantha A. MacWhinnie. "Decreasing Cheating and Increasing Whistle-Blowing in the Classroom". En Accounting Ethics Education, 3–24. New York, NY : Routledge, 2021. | Series: Routledge studies in accounting: Routledge, 2021. http://dx.doi.org/10.4324/9781003017509-2.

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Davey, Ronnie. "Identity of Teacher Educators". En Encyclopedia of Science Education, 479–80. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_221.

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Davey, Ronnie. "Identity of Teacher Educators". En Encyclopedia of Science Education, 1–2. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_221-5.

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Bartholomaeus, Clare y Damien W. Riggs. "Transgender Parents and Educators". En Transgender People and Education, 107–25. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-349-95309-7_5.

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Actas de conferencias sobre el tema "Cheating (Education) Educators Education"

Parokha, Anastasia. "NEW AGE ACADEMIC CHEATING". En International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.2310.

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McMenemy, Karen y Stuart Ferguson. "Fashionable education". En ACM SIGGRAPH 2005 Educators program. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1187358.1187371.

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Mendoza, Adrian. "Developing 3d design education for continuing education and professional students". En ACM SIGGRAPH 2004 Educators program. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1186107.1186116.

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Mason, Tony, Ada Gavrilovska y David A. Joyner. "Collaboration Versus Cheating". En SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3287324.3287443.

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Kilmer, Lisa y Stephanie Schields. "Incorporating higher education computer animation principles into primary education math systems". En ACM SIGGRAPH 2006 Educators program. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1179295.1179350.

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Sangalli, Vicenzo Abichequer, Gonzalo Martinez-Munoz y Estrella Pulido Canabate. "Identifying Cheating Users in Online Courses". En 2020 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2020. http://dx.doi.org/10.1109/educon45650.2020.9125252.

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Escolano-Pérez, Elena, Celia Peco Benito y Irma Inaz-Monterde. "PROCRASTINATION AND CHEATING IN SECONDARY SCHOOL STUDENTS". En International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.2045.

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Bendis, Jared E. y Leonard Steinbach. "Virtual reality and art education". En ACM SIGGRAPH 2006 Educators program. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1179295.1179320.

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McCracken, C. R. "Issues in computer graphics education". En ACM SIGGRAPH 2006 Educators program. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1179295.1179325.

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Naude, Elsa y Tertia Horne. "Cheating or ‘Collaborative Work’: Does it Pay?" En InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2996.

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Being a distance education institution, our current infrastructure does not allow group or collaborative work on undergraduate level. Although students are allowed to work together and assist each other, each student is required to submit individual attempts for assignments and/or projects. Assignments that are so similar that we could not accept them as individual attempts are considered cheating. According to the literature, cheating in assignments and projects is a problem in educational institutions at all levels. Students often use ingenious ways to disguise dishonesty. It is not always possible to determine the extent of the problem due to the inability to identify all instances, especially in modules with large student numbers. We investigated this problem in a second-level computing module. The examination results of students suspected of cheating were analysed and compared with the results of the rest of the students (the control group). This was done for 2004 and 2005. In this paper we report on our findings in this regard.

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Informes sobre el tema "Cheating (Education) Educators Education"

DuBois, Elizabeth. The Voices of Special Educators: How Do Special Educators Teach English Language Learners Who are Receiving Special Education Services? Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.5522.

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Byron, Amanda. Storytelling as Loving Praxis in Critical Peace Education: A Grounded Theory Study of Postsecondary Social Justice Educators. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.245.

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Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, octubre de 2020. http://dx.doi.org/10.18296/rep.0006.

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How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action. Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus. Most interviewees said that climate change needs to be a more visible priority across the education system. The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees’ experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets. Interviewee recommendations for schools, kura, and other learning settings include: Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future. Involving children and young people in collective and local approaches, and community-wide responses to climate change. Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking. Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future. Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.

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Nagahi, Morteza, Raed Jaradat, Mohammad Nagahisarchoghaei, Ghodsieh Ghanbari, Sujan Poudyal y Simon Goerger. Effect of individual differences in predicting engineering students' performance : a case of education for sustainable development. Engineer Research and Development Center (U.S.), mayo de 2021. http://dx.doi.org/10.21079/11681/40700.

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The academic performance of engineering students continues to receive attention in the literature. Despite that, there is a lack of studies in the literature investigating the simultaneous relationship between students' systems thinking (ST) skills, Five-Factor Model (FFM) personality traits, proactive personality scale, academic, demographic, family background factors, and their potential impact on academic performance. Three established instruments, namely, ST skills instrument with seven dimensions, FFM traits with five dimensions, and proactive personality with one dimension, along with a demographic survey, have been administrated for data collection. A cross-sectional web-based study applying Qualtrics has been developed to gather data from engineering students. To demonstrate the prediction power of the ST skills, FFM traits, proactive personality, academic, demographics, and family background factors on the academic performance of engineering students, two unsupervised learning algorithms applied. The study results identify that these unsupervised algorithms succeeded to cluster engineering students' performance regarding primary skills and characteristics. In other words, the variables used in this study are able to predict the academic performance of engineering students. This study also has provided significant implications and contributions to engineering education and education sustainable development bodies of knowledge. First, the study presents a better perception of engineering students' academic performance. The aim is to assist educators, teachers, mentors, college authorities, and other involved parties to discover students' individual differences for a more efficient education and guidance environment. Second, by a closer examination at the level of systemic thinking and its connection with FFM traits, proactive personality, academic, and demographic characteristics, understanding engineering students' skillset would be assisted better in the domain of sustainable education.

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Johnson, Mark y John Wachen. Examining Equity in Remote Learning Plans: A Content Analysis of State Responses to COVID-19. The Learning Partnership, noviembre de 2020. http://dx.doi.org/10.51420/report.2020.2.

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In this technical report, the authors present a content analysis of state guidance on remote learning from the 2019-20 school year. As schools across the country closed in response to COVID-19, state education agencies (SEAs) developed guidance for use by districts on how to ensure the continuation of education during the pandemic. The described analysis applied an equity framework that was developed based on concepts drawn from a literature review to examine the extent to which SEAs addressed issues of equity in their remote learning recommendations. The analysis revealed variation in the extent to which states explicitly focused on equity in their guidance. The analysis also identified exemplar states that encouraged local educators to keep equity at the forefront of their planning.

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Thomson, Sue. PISA 2018: Australia in Focus Number 1: Academic resilience among Australian students. Australian Council for Educational Research, marzo de 2021. http://dx.doi.org/10.37517/978-1-74286-624-6.

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Socioeconomically disadvantaged students (i.e. those whose scores on a constructed measure of social and cultural capital are below a specified cut-off, usually the 25th percentile) have been found to be more likely to drop out of school, repeat a grade, achieve lower levels at senior secondary school, and score lower on tests such as the Programme for International Student Assessment (PISA). Despite this association between socioeconomic disadvantage and poorer outcomes related to education, a percentage of students who come from disadvantaged backgrounds enjoy success at school. This apparent success despite the odds is of interest to researchers and educators alike – what, if any, characteristics do these academically resilient students share, why might this be and what can we learn from this group of students, however small, that might assist in improving outcomes for all students, regardless of their socioeconomic background?

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Tare, Medha y Alison Shell. Designing for Learner Variability: Examining the Impact of Research-based Edtech in the Classroom. Digital Promise, agosto de 2019. http://dx.doi.org/10.51388/20.500.12265/81.

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While research shows that learners differ in many ways, this work must be translated into actionable strategies to benefit students. We describe the results of our partnership with ReadWorks, a widely-used literacy edtech platform, to help them implement research-based pedagogical features that support learners with diverse needs. In a national survey of over 11,000 educators, 89 percent said they were likely to assign more articles on ReadWorks and 82 percent said they were likely to assign higher-level articles as a result of the features available to students. We also examined K-6 students’ (N=1857) use of these optional features when completing digital assignments and found that 92% of students tried at least one new feature and engaged with harder assignments when they used the features than when they did not. Feature use did not differ by student characteristics such as reading proficiency or special education status, suggesting that these features could potentially benefit all students when they need extra support.

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Roschelle, Jeremy, James Lester y Judi Fusco. AI and the Future of Learning: Expert Panel Report. Digital Promise, noviembre de 2020. http://dx.doi.org/10.51388/20.500.12265/106.

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This report is based on the discussion that emerged from a convening of a panel of 22 experts in artificial intelligence (AI) and in learning. It introduces three layers that can frame the meaning of AI for educators. First, AI can be seen as “computational intelligence” and capability can be brought to bear on educational challenges as an additional resource to an educator’s abilities and strengths. Second, AI brings specific, exciting new capabilities to computing, including sensing, recognizing patterns, representing knowledge, making and acting on plans, and supporting naturalistic interactions with people. Third, AI can be used as a toolkit to enable us to imagine, study, and discuss futures for learning that don’t exist today. Experts voiced the opinion that the most impactful uses of AI in education have not yet been invented. The report enumerates important strengths and weaknesses of AI, as well as the respective opportunities and barriers to applying AI to learning. Through discussions among experts about these layers, we observed new design concepts for using AI in learning. The panel also made seven recommendations for future research priorities.

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Johnson, Mark, John Wachen y Steven McGee. Entrepreneurship, Federalism, and Chicago: Setting the Computer Science Agenda at the Local and National Levels. The Learning Partnership, abril de 2020. http://dx.doi.org/10.51420/conf.2020.1.

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From 2012-13 to 2018-19, the number of Chicago Public Schools (CPS) high school students taking an introductory computer science course rose from three thousand per year to twelve thousand per year. Our analysis examines the policy entrepreneurship that helped drive the rapid expansion of computer science education in CPS, within the broader context of the development of computer science at the national level. We describe how actions at the national level (e.g., federal policy action and advocacy work by national organizations) created opportunities in Chicago and, likewise, how actions at the local level (e.g., district policy action and advocacy by local educators and stakeholders) influenced agenda setting at the national level. Data from interviews with prominent computer science advocates are used to document and explain the multidirectional (vertical and horizontal) flow of advocacy efforts and how these efforts influenced policy decisions in the area of computer science. These interviews with subsystem actors––which include district leaders, National Science Foundation program officers, academic researchers, and leaders from advocacy organizations––provide an insider’s perspective on the unfolding of events and highlight how advocates from various organizations worked to achieve their policy objectives.

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Quail, Stephanie y Sarah Coysh. Inside Out: A Curriculum for Making Grant Outputs into OER. York University Libraries, octubre de 2020. http://dx.doi.org/10.25071/10315/38016.

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Catalyzed by the passing of the York University Open Access Policy last year, a recognition has been growing at York University, like most other institutions, about the value of Open Educational Resources (OER) and more broadly, open education. This heightened awareness led to the formation of a campus-wide Open Education Working Group in January 2020. The group advocated that faculty members who receive internal funding for teaching innovation projects through York’s Academic Innovation Fund (AIF) should include a Creative Commons license on their grant outputs to facilitate the re-use, and potentially re-mixing, of the content by educators inside and outside of York University. A copy and/or link to their grant output would also be deposited into York’s institutional repository, YorkSpace. To support the 71 funded projects in achieving these lofty goals, an open education and open licensing curriculum was developed by two of the librarian members of the Open Education Working Group. This session describes how the librarians created the training program and participants will leave the session better understanding: How to develop learning modules for adult learners and apply these best practices when teaching faculty online (synchronously & asynchronously); How to access York’s open education training program and learn how they can remix the content for their own institution’s training purposes; The common types of questions and misconceptions that arise when teaching an open education and Creative Commons licensing program for faculty. Originally the program was conceived as an in-person workshop series; however, with the COVID-19 campus closure, it was redesigned into a four module synchronous and asynchronous educational program delivered via Moodle, H5P and Zoom. Modeled after the SUNY OER Community Course and materials from Abbey Elder’s OER Starter Kit, the program gave grant recipients a grounding in open educational resources, searching open course material repositories, copyright/Creative Commons licensing, and content deposit in York’s institutional repository, including OER metadata creation and accessibility considerations. The librarians modeled best practices in the use and creation of Creative Commons licensed resources throughout the program. Qualitative feedback was gathered at the end of each module in both the synchronous and asynchronous offerings of the program and will be shared with participants. The presenters will also discuss lessons learned, next steps, and some of the challenges they encountered. https://youtu.be/n6dT8UNLtJo

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