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Autor/inn/en | Eaton, Sarah Elaine; Conde, Cristina Fernández; Rothschuh, Stefan; Guglielmin, Melanie; Otoo, Benedict Kojo |
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Titel | Plagiarism: A Canadian Higher Education Case Study of Policy and Practice Gaps |
Quelle | In: Alberta Journal of Educational Research, 66 (2020) 4, S.471-488 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1923-1857 |
Schlagwörter | Foreign Countries; Plagiarism; Higher Education; Educational Practices; Disclosure; Integrity; College Faculty; College Students; Teacher Attitudes; Definitions; Teacher Response; Psychological Patterns; Documentation; Fear; Canada |
Abstract | This mixed methods case study investigated faculty perspectives and practice around plagiarism in a Western Canadian faculty of education. Data sources included interviews, focus groups, and a survey. Findings showed that participants (N = 36) were disinclined to follow established procedures. Instead, they tended to deal with plagiarism in informal ways without reporting cases to administration, which resulted in a disconnect between policy and practice. The emotional impact of reporting plagiarism included frustration with the time required to document a case, and fear that reporting could have a negative effect on one's employment. Recommendations include approaches that bridge the gap between policy and practice. (As Provided). |
Anmerkungen | University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: https://journalhosting.ucalgary.ca/index.php/ajer/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |