Cheating Behaviors among Undergraduate College Students: Results from a Factorial Survey     

Tina L. Freiburger  Danielle M. Romain  Blake M. Randol  Catherine D. Marcum 《Journal of Criminal Justice Education》2017,28(2):222-247

Using a factorial survey administered to college students at two Universities, this study examines students’ tendencies to engage in academic misconduct. The relation of strain, self-control, and deterrence theories to likelihood of cheating are further explored. The results suggest that increasing the severity of the punishment for cheating does not deter academic misconduct; however, several variables indicating an increased certainty of being caught did decrease the likelihood of cheating behaviors. Only the strain variables that indicated a student had an ill family member or that the student found the course difficult significantly increased academic misconduct. Although self-control did not have a direct effect on cheating it indirectly affected cheating behaviors through students’ perceptions of getting caught and their perception of wrongfulness of the cheating behavior. Policy and future research implications of the findings are further discussed.  相似文献   

2007年度金牌培训师30强揭晓——第二届国际职业培训师节日庆典圆满落幕     

Tina 《职业技能培训教学》2008,(1):72-72

锣鼓声声迎节日,人才济济风云会。讲坛新锐今揭晓,江湖代有人才出。 2007年12月1日-12月2日,由国际职业培训师行业协会、劳动保障部《职业》杂志主办,国师管理咨询（上海）有限公司承办的第二届国际职业培训师节日庆典在上海科学会堂隆重举行,三百多人参加了盛会。  相似文献   

Analyzing student thinking reflected in self-constructed cognitive maps and its influence on inquiry task performance     

Chen  Juanjuan  Wang  Minhong  Dede  Chris  Grotzer  Tina A. 《Instructional Science》2021,49(3):287-312

Instructional Science - Higher-order thinking is crucial to inquiry learning. It is important to investigate how students think in inquiry contexts. Given the tacit nature of higher-order thinking,...  相似文献   

All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement     

Schnitzler  Katharina  Holzberger  Doris  Seidel  Tina 《European Journal of Psychology of Education - EJPE》2021,36(3):627-652

European Journal of Psychology of Education - Student participation and cognitive and emotional engagement in learning activities play a key role in student academic achievement and are driven by...  相似文献   

The Adoption of Competency‐based Regulations for Teacher Certification in Massachusetts     

Stephen S. Winter 《Compare》1982,12(2):153-165

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The Academic Work Environment in Australian Universities: A motivating place to work?     

Richard Winter  James Sarros 《高等教育研究与发展》2002,21(3):241-258

This paper identifies positive (motivating) and negative (demotivating) sources of academic work motivation in Australian universities. In 1998, the Academic Work Environment Survey (Winter, Taylor, & Sarros, 2000) was administered to a stratified sample (five positions, five disciplines) of 2,609 academics in four types of university (research, metropolitan, regional, university of technology). A total of 1,041 usable surveys were returned (response rate of 40 per cent). Across the sample, academics reported moderate levels of work motivation. Work motivation was found to be relatively strong at professorial levels but weak at lecturer levels. Quantitative and qualitative findings indicated the work environment in academe is motivating when roles are clear, job tasks are challenging, and supervisors exhibit a supportive leadership style. The work environment is demotivating where there is role overload, low job feedback, low participation, and poor recognition and rewards practices. The paper concludes by discussing the implications of study findings for university leadership.  相似文献   

Intra-individual differences in developing professional vision: preservice teachers’ changes in the course of an innovative teacher education program     

Kathleen Stürmer  Tina Seidel  Doris Holzberger 《Instructional Science》2016,44(3):293-309

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Social Policy,Pedagogy, Educational Psychology and the Curriculum of Comprehensive Secondary Schools     

Stephen S. Winter 《Compare》1980,10(2):199-208

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Learning and knowing songs: a study of children as music teachers     

Tina Kullenberg  Niklas Pramling 《Instructional Science》2016,44(1):1-23

In this study we analyze how learners constitute what it means to learn and know a song. This is investigated in the context of four 9- to 10-year-old children in dyads teaching each other to sing a song of their own choosing. How the children take on this task is studied in terms of how they dialogically co-construct pedagogical and musical values throughout the collaborative tasks. The empirical data consist of video observations of the children engaged in dyads. Informed by a sociocultural perspective, with an emphasis on mediational means, scaffolding and appropriation, the study seeks to examine how young people’s instructional methods are facilitated and constrained by communicative resources of different kinds. The empirical data is analyzed as interactively unfolding activity. The study shows that the children make a distinction between learning and knowing a song, in terms of tool use. In teaching, learning is communicated as supported by mediational means in the form of external visualization tools, while knowing the song, from the participants’ point of view means to be able to sing the song without any such mediational means. From a sociocultural theoretical perspective, this difference is conceptualized as the gradual learning process of moving from a materialized practice, based on external artifacts, to an embodied practice, that is, a change in mediational means rather than developing musical knowing without tools.  相似文献   

Fictional‐critical writing: an approach to case study research by practitioners     

Richard Winter 《Cambridge Journal of Education》1986,16(3):175-182

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