Educ 5470 discussion unit 14

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Nov 24, 2024

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Annotated Bibliography: The Role of Teachers in Preventing Students from Cheating During Exams Cizek, G. J. (2003). Detecting and preventing classroom cheating: Promoting integrity in assessment. Corwin Press. In "Detecting and Preventing Classroom Cheating," Cizek provides a comprehensive examination of various methods and strategies aimed at promoting academic integrity and preventing cheating during assessments in educational settings. The book explores the role of teachers in maintaining honesty and integrity within their classrooms. Cizek argues that educators play a crucial role in preventing cheating by implementing proactive measures, fostering a culture of academic honesty, and utilizing effective assessment techniques that deter dishonest behavior. As an established expert in the field of educational assessment, Cizek's work is highly regarded for its depth of research and practical insights. This book is often cited in academic literature and is considered a reliable source due to its evidence- based approach and extensive references. Compared to other sources in the annotated bibliography, Cizek's work stands out for its detailed examination of cheating prevention strategies and its focus on the role of teachers in promoting integrity.This source is highly relevant to the study of preventing cheating during exams, as it offers practical advice and actionable strategies for educators to implement in their classrooms. By emphasizing the importance of teacher involvement and proactive measures, Cizek's work aligns well with the goal of understanding and addressing cheating behavior in academic settings. Additionally, the book's comprehensive coverage of detection methods and prevention strategies makes it a valuable resource for researchers and practitioners seeking to tackle this issue effectively. Putarek, V., & Pavlin-Bernardić, N. (2020). The role of self-efficacy for self-regulated learning, achievement goals, and engagement in academic cheating. European Journal of Psychology of Education, 35(3), 647–671, 673–674. [Link] ( https://www.jstor.org/stable/48707329 ) This article explores the relationship between self-efficacy, self-regulated learning (SRL), achievement goals, and engagement in academic cheating among university students. It posits that self-efficacy, particularly in the academic context, can significantly influence students' engagement in self-regulated learning processes and their pursuit of achievement goals, which in turn may affect their likelihood of engaging in academic dishonesty. The European Journal of Psychology of Education is a reputable peer-reviewed journal, indicating that this article has likely undergone rigorous scrutiny by experts in the field. Additionally, the authors are affiliated with universities in Croatia, suggesting a scholarly background in the subject matter. The research methods employed in the study, such as survey questionnaires and statistical analyses, contribute to its credibility. Compared to other sources in the annotated bibliography, this article provides a focused investigation into the specific relationship between self-efficacy, self-regulated learning, achievement goals, and academic cheating, offering valuable insights into these interconnections.For a study investigating factors influencing academic dishonesty among university students, this source is highly relevant. It delves into the psychological aspects, particularly self-efficacy, which could significantly impact students' propensity to engage in cheating behaviors.

Understanding the mechanisms underlying academic dishonesty is crucial for developing effective interventions and strategies to mitigate its occurrence. By exploring the role of self- efficacy alongside other variables like self-regulated learning and achievement goals, this article offers nuanced insights that can inform educational practices aimed at promoting academic integrity. Therefore, it is a valuable addition to the study's literature review, providing theoretical frameworks and empirical evidence to support its arguments. Pulfrey, C., Durussel, K., & Butera, F. (2018). The Good Cheat: Benevolence and the Justification of Collective Cheating. Journal of Educational Psychology, 110, 764– 784. https://doi.org/10.1037/edu0000247 . In this study, Pulfrey, Durussel, and Butera explore the phenomenon of collective cheating in educational settings, particularly focusing on how students justify such behaviors. They argue that students often engage in collective cheating not out of malicious intent, but rather due to benevolent motivations, such as helping others or promoting group cohesion. The authors delve into the psychological mechanisms underlying the justification of cheating within a group context, shedding light on the complex interplay between individual moral values and group dynamics. Pulfrey, Durussel, and Butera's research is published in the reputable Journal of Educational Psychology, indicating a high level of scholarly rigor and peer review. The study contributes to the existing literature on academic dishonesty by offering novel insights into the motives behind collective cheating, which enriches our understanding of this pervasive issue. While the study provides valuable empirical evidence and theoretical frameworks, it is essential to consider other sources that offer complementary perspectives, such as those focusing on the role of institutional policies and teacher interventions in curbing cheating behaviors. This source is highly relevant to the topic of the role of teachers in preventing students from cheating during exams. By illuminating the underlying motivations driving collective cheating, educators gain a deeper understanding of the factors influencing students' ethical decision-making processes. The findings underscore the importance of fostering a classroom environment that promotes academic integrity while addressing the social and psychological dynamics that may contribute to cheating behaviors. Additionally, the study highlights the need for educators to implement proactive strategies aimed at cultivating a culture of honesty and accountability among students, thereby mitigating the prevalence of cheating in academic settings. Wade, B. K., & Stinson, R. F. (1993). Student Cheating: Understanding And Prevention. NACTA Journal, 37(2), 13–20. [Link]( http://www.jstor.org/stable/43765153 ) This article delves into the phenomenon of student cheating, aiming to understand its underlying causes and propose strategies for prevention. Wade and Stinson argue that cheating is a complex issue influenced by various factors such as societal attitudes, academic pressures, and individual ethics. They emphasize the importance of addressing these root causes and implementing proactive measures to deter cheating. The reliability of this source can be assessed positively due to its publication in a peer-reviewed academic journal, the NACTA Journal. Being published in a reputable journal suggests that the research and arguments presented in the article have undergone scrutiny by experts in the field. However, as this article was published in 1993, it may lack some of the more

contemporary perspectives and data available in newer sources. Nonetheless, it provides valuable foundational insights into the understanding and prevention of student cheating, which can complement more recent research. This source is highly relevant to the study of the role of teachers in preventing students from cheating during exams. By examining the underlying causes and proposing prevention strategies, the article offers valuable guidance for educators seeking to address cheating in their classrooms. Understanding the multifaceted nature of cheating and implementing proactive measures aligns with the broader goal of promoting academic integrity and ethical behavior among students. Therefore, this article serves as a foundational piece for exploring the teacher's role in preventing cheating and provides insights that can inform practical interventions in educational settings. Chankova, M. (2020). Teaching academic integrity: The missing link. Journal of Academic Ethics, 18(2), 155-173. Chankova's article focuses on the critical role of teaching academic integrity in higher education settings, particularly in addressing the issue of student cheating during exams. The author argues that traditional methods of addressing academic dishonesty often focus on punitive measures rather than proactive strategies to instill ethical behavior. Chankova suggests that a shift towards emphasizing the importance of academic integrity through education and support mechanisms can be more effective in preventing cheating among students. The main thesis of Chankova's article is that teaching academic integrity is essential in combating student cheating during exams. Rather than solely relying on punitive measures, educators should prioritize proactive strategies that educate students about the significance of ethical conduct and provide them with the necessary support to adhere to academic integrity standards. Chankova's article is published in the *Journal of Academic Ethics*, a peer-reviewed academic journal specializing in ethical issues in education. The credibility of the source is reinforced by its publication in a reputable academic journal, indicating that the content has undergone rigorous peer review. Additionally, Chankova supports her arguments with relevant literature and provides practical suggestions for implementing strategies to promote academic integrity. Compared to other sources in the annotated bibliography, Chankova's article offers a comprehensive examination of the role of teaching academic integrity in preventing student cheating during exams, making it a valuable contribution to the discussion on this topic. Chankova's article is highly relevant to the study of preventing student cheating during exams as it offers insights into the importance of proactive measures, such as teaching academic integrity, in addressing this issue. By emphasizing the significance of ethical conduct and providing educators with practical strategies for promoting academic integrity, Chankova's work offers valuable guidance for mitigating cheating behaviors among students. Therefore, this source provides essential theoretical and practical perspectives that can inform efforts to prevent cheating during exams in educational settings. Zhao, L., Mao, H., Compton, B. J., Peng, J., Fu, G., Fang, F., ... & Lee, K. (2022). Academic dishonesty and its relations to peer cheating and culture: A meta-analysis of the perceived peer cheating effect. Educational Research Review, 36, 100455. This meta-analysis by Zhao et al. explores the intricate relationship between academic

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dishonesty, peer cheating, and cultural influences. The study delves into the perceived peer cheating effect through a comprehensive analysis of existing literature. The main thesis suggests that academic dishonesty is not only an individual act but is also influenced by the behavior of peers, and cultural factors play a crucial role in shaping these dynamics. The source appears to be reliable as it is published in a peer-reviewed journal, Educational Research Review. The inclusion of a meta-analysis adds a level of rigor to the study. To compare its reliability, further examination of the methodologies used in similar studies is needed. This will help assess the consistency and validity of findings across different research works.This source is highly relevant to the study of preventing student cheating during exams as it addresses the broader context of academic dishonesty. Understanding how peer influences and cultural factors contribute to cheating can provide valuable insights for educators aiming to implement effective prevention strategies. However, it's essential to consider other aspects of cheating prevention, such as the role of teachers, which may not be the primary focus of this meta-analysis. Further research is needed to incorporate these aspects into a comprehensive understanding of cheating prevention strategies.

Educ 5470 discussion unit 14

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