Cheating lessons: learning from academic dishonesty
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Cambridge, Massachusetts
Harvard University Press
2013
|
| Schlagworte: | |
| Online-Zugang: | TUM01 Volltext |
| Beschreibung: | 1 Online-Ressource (256 Seiten) |
| ISBN: | 9780674726239 0674726235 |
Internformat
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| 100 | 1 | |a Lang, James M. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Cheating lessons |b learning from academic dishonesty |c James M. Lang |
| 264 | 1 | |a Cambridge, Massachusetts |b Harvard University Press |c 2013 | |
| 300 | |a 1 Online-Ressource (256 Seiten) | ||
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| 505 | 8 | |a Includes bibliographical references and index | |
| 505 | 8 | |a Who cheats-and how much -- Case studies in (the history of) cheating -- "Fudging" learning environments -- Fostering intrinsic motivation -- Learning for mastery -- Lowering stakes -- Instilling self-efficacy -- Cheating on campus -- On original work (in which we do less guiding and more -- Philosophizing) -- Responding to cheating -- Cheating in your classroom | |
| 505 | 8 | |a Nearly three-quarters of college students cheat during their undergraduate careers, a startling number attributed variously to the laziness of today's students, their lack of a moral compass, or the demands of a hypercompetitive society. For James Lang, cultural or sociological explanations like these are red herrings. His provocative new research indicates that students often cheat because their learning environments give them ample incentives to try--and that strategies which make cheating less worthwhile also improve student learning. Cheating Lessons is a practical guide to tackling academic dishonesty at its roots. Drawing on an array of findings from cognitive theory, Lang analyzes the specific, often hidden features of course design and daily classroom practice that create opportunities for cheating. Courses that set the stakes of performance very high, that rely on single assessment mechanisms like multiple-choice tests, that have arbitrary grading criteria: these are the kinds of conditions that breed cheating. Lang seeks to empower teachers to create more effective learning environments that foster intrinsic motivation, promote mastery, and instill the sense of self-efficacy that students need for deep learning. Although cheating is a persistent problem, the prognosis is not dire. The good news is that strategies which reduce cheating also improve student performance overall. Instructors who learn to curb academic dishonesty will have done more than solve a course management problem--they will have become better educators all around | |
| 650 | 7 | |a EDUCATION / Administration / General |2 bisacsh | |
| 650 | 7 | |a EDUCATION / Organizations & Institutions |2 bisacsh | |
| 650 | 7 | |a EDUCATION / Testing & Measurement |2 bisacsh | |
| 650 | 4 | |a Cheating (Education) |x Prevention | |
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Datensatz im Suchindex
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| author | Lang, James M. |
| author_facet | Lang, James M. |
| author_role | aut |
| author_sort | Lang, James M. |
| author_variant | j m l jm jml |
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| bvnumber | BV042735780 |
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| contents | Includes bibliographical references and index Who cheats-and how much -- Case studies in (the history of) cheating -- "Fudging" learning environments -- Fostering intrinsic motivation -- Learning for mastery -- Lowering stakes -- Instilling self-efficacy -- Cheating on campus -- On original work (in which we do less guiding and more -- Philosophizing) -- Responding to cheating -- Cheating in your classroom Nearly three-quarters of college students cheat during their undergraduate careers, a startling number attributed variously to the laziness of today's students, their lack of a moral compass, or the demands of a hypercompetitive society. For James Lang, cultural or sociological explanations like these are red herrings. His provocative new research indicates that students often cheat because their learning environments give them ample incentives to try--and that strategies which make cheating less worthwhile also improve student learning. Cheating Lessons is a practical guide to tackling academic dishonesty at its roots. Drawing on an array of findings from cognitive theory, Lang analyzes the specific, often hidden features of course design and daily classroom practice that create opportunities for cheating. Courses that set the stakes of performance very high, that rely on single assessment mechanisms like multiple-choice tests, that have arbitrary grading criteria: these are the kinds of conditions that breed cheating. Lang seeks to empower teachers to create more effective learning environments that foster intrinsic motivation, promote mastery, and instill the sense of self-efficacy that students need for deep learning. Although cheating is a persistent problem, the prognosis is not dire. The good news is that strategies which reduce cheating also improve student performance overall. Instructors who learn to curb academic dishonesty will have done more than solve a course management problem--they will have become better educators all around |
| ctrlnum | (ZDB-4-NLEBK)575614 (OCoLC)858282141 (DE-599)BVBBV042735780 |
| dewey-full | 371.5/8 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.5/8 |
| dewey-search | 371.5/8 |
| dewey-sort | 3371.5 18 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| spelling | Lang, James M. Verfasser aut Cheating lessons learning from academic dishonesty James M. Lang Cambridge, Massachusetts Harvard University Press 2013 1 Online-Ressource (256 Seiten) txt rdacontent c rdamedia cr rdacarrier Includes bibliographical references and index Who cheats-and how much -- Case studies in (the history of) cheating -- "Fudging" learning environments -- Fostering intrinsic motivation -- Learning for mastery -- Lowering stakes -- Instilling self-efficacy -- Cheating on campus -- On original work (in which we do less guiding and more -- Philosophizing) -- Responding to cheating -- Cheating in your classroom Nearly three-quarters of college students cheat during their undergraduate careers, a startling number attributed variously to the laziness of today's students, their lack of a moral compass, or the demands of a hypercompetitive society. For James Lang, cultural or sociological explanations like these are red herrings. His provocative new research indicates that students often cheat because their learning environments give them ample incentives to try--and that strategies which make cheating less worthwhile also improve student learning. Cheating Lessons is a practical guide to tackling academic dishonesty at its roots. Drawing on an array of findings from cognitive theory, Lang analyzes the specific, often hidden features of course design and daily classroom practice that create opportunities for cheating. Courses that set the stakes of performance very high, that rely on single assessment mechanisms like multiple-choice tests, that have arbitrary grading criteria: these are the kinds of conditions that breed cheating. Lang seeks to empower teachers to create more effective learning environments that foster intrinsic motivation, promote mastery, and instill the sense of self-efficacy that students need for deep learning. Although cheating is a persistent problem, the prognosis is not dire. The good news is that strategies which reduce cheating also improve student performance overall. Instructors who learn to curb academic dishonesty will have done more than solve a course management problem--they will have become better educators all around EDUCATION / Administration / General bisacsh EDUCATION / Organizations & Institutions bisacsh EDUCATION / Testing & Measurement bisacsh Cheating (Education) Prevention Erscheint auch als Druck-Ausgabe, Hardcover 978-0-674-72463-1 Erscheint auch als Druck-Ausgabe, Hardcover 0-674-72463-1 http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=575614 Aggregator Volltext |
| spellingShingle | Lang, James M. Cheating lessons learning from academic dishonesty Includes bibliographical references and index Who cheats-and how much -- Case studies in (the history of) cheating -- "Fudging" learning environments -- Fostering intrinsic motivation -- Learning for mastery -- Lowering stakes -- Instilling self-efficacy -- Cheating on campus -- On original work (in which we do less guiding and more -- Philosophizing) -- Responding to cheating -- Cheating in your classroom Nearly three-quarters of college students cheat during their undergraduate careers, a startling number attributed variously to the laziness of today's students, their lack of a moral compass, or the demands of a hypercompetitive society. For James Lang, cultural or sociological explanations like these are red herrings. His provocative new research indicates that students often cheat because their learning environments give them ample incentives to try--and that strategies which make cheating less worthwhile also improve student learning. Cheating Lessons is a practical guide to tackling academic dishonesty at its roots. Drawing on an array of findings from cognitive theory, Lang analyzes the specific, often hidden features of course design and daily classroom practice that create opportunities for cheating. Courses that set the stakes of performance very high, that rely on single assessment mechanisms like multiple-choice tests, that have arbitrary grading criteria: these are the kinds of conditions that breed cheating. Lang seeks to empower teachers to create more effective learning environments that foster intrinsic motivation, promote mastery, and instill the sense of self-efficacy that students need for deep learning. Although cheating is a persistent problem, the prognosis is not dire. The good news is that strategies which reduce cheating also improve student performance overall. Instructors who learn to curb academic dishonesty will have done more than solve a course management problem--they will have become better educators all around EDUCATION / Administration / General bisacsh EDUCATION / Organizations & Institutions bisacsh EDUCATION / Testing & Measurement bisacsh Cheating (Education) Prevention |
| title | Cheating lessons learning from academic dishonesty |
| title_auth | Cheating lessons learning from academic dishonesty |
| title_exact_search | Cheating lessons learning from academic dishonesty |
| title_full | Cheating lessons learning from academic dishonesty James M. Lang |
| title_fullStr | Cheating lessons learning from academic dishonesty James M. Lang |
| title_full_unstemmed | Cheating lessons learning from academic dishonesty James M. Lang |
| title_short | Cheating lessons |
| title_sort | cheating lessons learning from academic dishonesty |
| title_sub | learning from academic dishonesty |
| topic | EDUCATION / Administration / General bisacsh EDUCATION / Organizations & Institutions bisacsh EDUCATION / Testing & Measurement bisacsh Cheating (Education) Prevention |
| topic_facet | EDUCATION / Administration / General EDUCATION / Organizations & Institutions EDUCATION / Testing & Measurement Cheating (Education) Prevention |
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