Practices to Support Developing Academic Integrity in Secondary School Students

Wangaard, David B.

doi:10.1007/978-981-287-098-8_34

Cited by 9 publications

(1 citation statement)

References 40 publications

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“…Regardless of the goal structure of the learning environment, the likelihood of cheating increases when a teacher's pedagogy is perceived as poor (Murdock et al, 2004). Overwhelming quantities of content, grading on curves, having to complete just one or two assessments (Evans & Craig, 1990;Galloway, 2012;Galloway & Conner, 2015), and uncaring teachers (Curtis & Clare, 2017;Murdock et al, 2004;Wangaard, 2016) increase the likelihood of cheating in middle school and high school. If teachers are perceived as uncaring, unfair, and discriminatory, "adolescents decide to cheat because" (Thorkildsen et al, 2007, p. 174) cheating is viewed "as a rational choice in a culture of warped values" (Kohn, 2007, p. xiv).…”

Section: When Do Cheating Rates Spike?mentioning

confidence: 99%

Understanding Provincial and Territorial Academic Integrity Policies for Elementary and Secondary Education in Canada

Stoesz

2022

Academic Integrity in Canada

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Research on academic integrity and misconduct in higher education is not difficult to locate, as work in this area has increased dramatically over the past several decades. Overall, findings reveal that cheating is a serious problem plaguing higher education with many institutions documenting various approaches to address the relevant issues. A careful look at this literature, however, exposes significant gaps in our understanding of academic integrity and misconduct in Canadian elementary and secondary (or K-12) education, which is problematic as behaviours practiced in these settings during the formative years may influence behaviours in later life stages. Furthermore, school policies, which reinforce expectations for students and teachers in the workplace are of particular importance as K-12 teachers arguably impact students’ approaches to academic integrity. This chapter focuses on key questions related to K-12 education in Canada: Do provincial and territorial ministries of education address academic integrity through policy for K-12 education? If these policies exist, what evidence demonstrates their influence on the implementation of academic integrity education at the school level? To begin to examine these questions, I conducted an environmental scan of Canadian ministries of education websites to identify academic integrity and misconduct policies. I found that only a few education ministries outline student expectations for academic integrity and consequences for misconduct or describe teacher responsibilities for providing academic integrity education and responding to academic misconduct (i.e., Newfoundland and Labrador, Manitoba, and Saskatchewan). To conclude this chapter, I discuss the implications of the presence or absence of effective academic integrity and misconduct policies for K-12 education in Canada and beyond, the impact on higher education and advanced training, as well as avenues for future research in the field.

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