This study examined instructor views of what constitutes plagiarism. The authors collected questionnaire data from 158 participants recruited through three teaching-related electronic listservs. Results showed that most participants agreed that behaviors that claim credit for someone else’s work constituted plagiarism. Instructors differed in their perceptions of whether “recycling” one’s work was plagiarism. Exploratory analyses showed that being likely to “do nothing” in response to plagiarism was related to perceiving recycling as appropriate, whereas being likely to consult the appropriate university committee when faced with plagiarism was related to perceiving recycling as inappropriate. Thus, common ground is emerging in definitions of plagiarism, though instructors should discuss among themselves, and clarify to students, the appropriateness of recycling one’s work.
ABSTRACT. Social and cultural changes in the 21st century have impacted the task of parenting, and in response to these challenges, the role of parent education has taken on increased importance. The National Extension has defined skills for effective parenting titled Parent Education Model of Critical Parenting Practices, which provide guidelines for educators. Search Institute has identified 40 developmental assets that all children and youth need to aid them in successfully navigating to adulthood. The theoretical question addressed in this paper is whether the Parent Education Model and Asset Development used together would enhance parent education. A review of the Parent Education Model and Asset Development, as well as results from two focus groups, informed the theoretical question. Implications for practice include curriculum suggestions for use in a variety of parent education, social service, and youth settings.
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