‘Thou shalt not plagiarise’: from self-reported views to recognition and avoidance of plagiarism     

Angelica Risquez  Michele O’Dwyer  Ann Ledwith 《Assessment & Evaluation in Higher Education》2013,38(1):34-43

Throughout much of the literature on plagiarism in higher education, there is an implicit assumption that students who understand plagiarism, who have high ethical views and declare not to engage in plagiaristic behaviour are able to recognise it and avoid it in practice. Challenging this supposition, this paper contrasts students’ self-reported data with their ability to recognise and avoid plagiarism in a proposed case scenario. A questionnaire was adapted from previous literature and administered to a sample of undergraduate first- and second-year students in an Irish university. Results show that self-reported measures are not a powerful predictor of the students’ ability to recognise the practical case as an academic breach, nor to avoid the breach through referencing. This suggests that students’ understanding and awareness of academic breaches would benefit from experiential learning and that higher education institutions should not merely rely on providing statements and definitions of academic misconduct. Also, the results highlight the potential unsuitability of using self-reported measures to study plagiarism, despite their widespread use.  相似文献   

Comment: A Response to Steve Adams     

Michele Elliott 《Pastoral Care in Education》2013,31(3):7-9

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Historical Perspectives     

Deron R. Boyles    Timothy Reagan  Thomas Baker  Michele Brenner  Karen Buchanan 《Educational Studies A Journal of the American Educational Studies Association》2013,49(3-4):260-274

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ALPSP Seminar report     

Michele Benjamin 《Learned Publishing》1999,12(1):51-56

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Science and Mathematics Instruction of Beginning Elementary Teachers     

McDevitt  Teresa M.  Gardner  April L.  Shaklee  Janie M.  Bertholf  Michele M.  Troyer  Rod 《Journal of Science Teacher Education》1999,10(3):217-233

Journal of Science Teacher Education -  相似文献   

Assessing Clients' Level of Hope: A Preliminary Study at a College Counseling Center     

Nancy G. Westburg  Michele C. Boyer 《Journal of College Counseling》1999,2(1):25-32

Assessing clients' hopefulness may provide documentation of counseling effectiveness. Results of this outcome study involving 22 students who presented for help at a college counseling center indicated that individual counseling elevated their hope levels, thereby increasing their sense of goal-directed planning (pathways) and determination (agency). Findings and implications are discussed.  相似文献   

Training load and schedule are important determinants of sleep behaviours in youth-soccer players     

Craig M. Whitworth-Turner  Rocco Di Michele  Ian Muir  Warren Gregson  Barry Drust 《European Journal of Sport Science》2019,19(5):576-584

The current study examined how sleep may be influenced by the scheduling of training and match load within 10 youth-soccer players. Sleep was measured over a 14-day in-season period using a commercially available wireless sleep monitor. Each collected sleep variable; lights out, sleep latency, total sleep time wake after sleep onset and final awakening, was compared for the specific day within the training schedule (e.g. match day [MD], day after match [MD?+?1]) and to training/match load (high-speed distance (>5.5 m/s) [HSD] and rating of perceived exertion. The data were analysed using mixed models and effect sizes, to describe the magnitude of effects that training schedule and training load may have on sleep. A reduction of sleep duration was observed on the day after the match (MD?+?1) in relation to the training days preceding the match (MD-2: ?65 min, ES: 0.89?±?0.79; MD-1 ?61 min, ES: 0.82?±?0.64) and reduction on match day (+45 min; ES: 1.91?±?1.69). This may suggest youth-soccer players actively change their sleep scheduling behaviours in relation to the imposed soccer schedule. Increased high-speed running (for every 100 m) showed a small increase to total sleep time (+9 min; ES: 0.48?±?0.31). This may suggest that increases in training load may be associated with small increases in sleep quantity. Such observations may highlight that the type of day and the associated load within the training microcycle may have important consequences for sleep within youth-soccer players.  相似文献   

Argumentation Surrounding Argument-Based Validation: A Systematic Review of Validation Methodology in Peer-Reviewed Articles     

Matthew Ryan Lavery  Jonathan D. Bostic  Lance Kruse  Erin E. Krupa  Michele B. Carney 《Educational Measurement》2020,39(4):116-130

Since it was formalized by Kane, the argument-based approach to validation has been promoted as the preferred method for validating interpretations and uses of test scores. Because validation is discussed in terms of arguments, and arguments are both interactive and social, the present review systematically examines the scholarly arguments which appear in 83 papers on argument-based validation methods published in peer-reviewed journals. Findings suggest that scholars generally agree on the nature and importance of argument-based validation but disagree on whether validation should be structured or unstructured, formal or informal. Implications are discussed, including promotion of the Standards for Educational and Psychological Testing (AERA, APA, and NCME) as a foundation for consensus in the field.  相似文献   

Editorial     

Michele Schweisfurth 《比较教育学》2014,50(4):379-380

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Software review     

Michele Benjamin 《Learned Publishing》1989,2(3):163-165

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