A discussion of relevant research and what to
                                   do with it.
 70%of students feel prepared to
 make ethical decisions in the
 workplace.

 39% of students feel that it is
 sometimes...
 Studentsranked themselves
 below Professional Athletes and
 Business leaders on Ethics.

 Theonly group that students
 ...
Disconnect between digital and normal life

   More than 57% said that it was unfair for
    employers to make decisions ...
   Nearly 25% of the students who admitted to
    lying to their parents say that lying is never
    acceptable.

   Nea...
   Students are more perceptive than teachers
    when cheating happens in their classrooms.

   Students and teachers o...
Who Cheats and
     Why?

Teacher       Student
Effects       Perceptions
              of Cheating
Recommendations… not
y...
Is there a difference between cheating in
  Secular and Religious schools?

Short answer… No.

Students are likely to chea...
Is there a difference between cheating in
  Secular and Religious schools?

Students who describe their home as religious
...
   Cheating is lower in the middle school.

   Cheating increases during the Freshman year
    and throughout high schoo...
High School students are more likely than
 Middle school students attribute cheating to
 personal responsibility.

Middle ...
Students who think cheating is serious cheat
  less often.

Students who think that cheating is not serious
  cheat more o...
Most students mix digital and conventional
 forms of cheating.

More students reported using „cut and paste‟
 plagiarism o...
Students are more likely to cheat when they:
 Work part time
 Have low academic self-concept
 Have friends that cheat
...
Overwhelmed to Succeed
Personal Desire to   Total   “Overwhelmed”
Succeed justifies…           Students

Cheating         ...
Pressures on Students
 Peers –exclusion from „Smart‟ group,
  competition for grades
 Parents – awareness of college pre...
Cheating on exams is seen as the most serious
 type of cheating.

Copying homework is often justified. In a
 „teaching‟ se...
Success is defined by the A, not by what was
 learned or mastered.

Students generally know that cheating is
  wrong.

Che...
Rational For Plagiarizing
Not enough time to do the assignment                 49%
Personal desire to succeed in school   ...
How do students justify Internet
 plagiarism?
I felt I had no time to do my own paper.           28.1%

I felt unprepared ...
How do students justify Internet
 plagiarism?
I think it is okay to use papers from the      8.8%
Internet.
If I wasn‟t al...
   A high performance goal structure lead to
    more cheating.

   A high mastery goal structure lead to less
    cheat...
Students are more likely to cheat when the
  teacher:

   Is a tough grader
   Is unfriendly, boring or dull
   Has hig...
Teachers fall into one of 4 groups, based on
 what they feel about plagiarism

   Given up – it is impossible to tell who...
Teacher developed strategies incorporate the
  following
 A Culture of honesty
 Observation of Students‟ continual work
...
Teachers who use CORD reduce the amount of
 cheating and plagiarism in their classes.

   A Culture of honesty

   Obser...
Examination of your own teaching practices to
 avoid unwittingly encouraging cheating
 behaviors.

Take a stand against ch...
   Technology and the Internet enable
    cheating, they are not the cause of cheating.

   So far teachers have been re...
   We should seek to prevent plagiarism.

    ◦ Create interesting assignments

    ◦ Require drafts, and intermediate pr...
Do Morals Go Offline
Do Morals Go Offline
Do Morals Go Offline
Do Morals Go Offline
Do Morals Go Offline
Do Morals Go Offline
Do Morals Go Offline
Do Morals Go Offline
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Do Morals Go Offline

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A presentation of the background research on cheating in schools, with particular attention paid to the differences between digital cheating and conventional forms of cheating.

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  • A little background on me. I teach Chemistry and Physics at Flandreau High School
  • Junior Achievement and Deloitte have done an annual. Here are some of the results from the latest.We have trouble ahead!
  • Do you think the majority of people in the following groups behave ethically or unethically? 39% unethical Business Leaders41% unethical Professional Athletes47% unethical High School Students64% unethical Politicians
  • We’ll see it later, but its not that students have two different sets of morals… it just that they aren’t able to connect these other situations to their moral structures.
  • Do as I say, not as I do.
  • Long answer… it depends on their own moral development and their family beliefs. Students from families that have religious home-lives are less likely to cheat.
  • A longitudinal study from 8th through 9th grade. Cheating stayed the same throughout 8th grade year. Was higher at the start of the 9th grade year.
  • DUH
  • It was very rare to find someone who is a ‘pure’ digital or conventional cheater.Found very little difference for most ‘cheating’ activities they looked at.
  • 46% Agreed that they were sometimes overwhelmed to succeed.These tendencies are more pronounced among teens who feel overwhelming pressure to succeed: of the teens who think cheating is acceptable on some level, 54 percent think a personal desire to succeed is justification — that number climbs to 66 percent among students who feel overwhelming pressure to succeed. Of teens who think plagiarism is acceptable, 37 percent cite a personal desire to succeed as justification – that number climbs to 51 percent among students who feel overwhelming pressure to succeed.
  • AP Students Cheat.
  • AP and IB Students
  • Only 17% said that it is sometimes acceptable to plagiarize.
  • A longitudinal study from 8th through 9th grade.
  • This is a student perception survey. It may or may not accurately represent what is happening.
  • Do Morals Go Offline

    1. 1. A discussion of relevant research and what to do with it.
    2. 2.  70%of students feel prepared to make ethical decisions in the workplace.  39% of students feel that it is sometimes necessary to break rules in order to succeed.
    3. 3.  Studentsranked themselves below Professional Athletes and Business leaders on Ethics.  Theonly group that students ranked lower was Politicians.
    4. 4. Disconnect between digital and normal life  More than 57% said that it was unfair for employers to make decisions based on students‟ MySpace or FaceBook pages.  47% said that it is ok on some level to download music, but only 5% are ok to steal from a store.
    5. 5.  Nearly 25% of the students who admitted to lying to their parents say that lying is never acceptable.  Nearly 25% of students who cheated on a test or plagiarized say that they know that it is not ok.
    6. 6.  Students are more perceptive than teachers when cheating happens in their classrooms.  Students and teachers often have different thresholds for cheating.
    7. 7. Who Cheats and Why? Teacher Student Effects Perceptions of Cheating Recommendations… not yet
    8. 8. Is there a difference between cheating in Secular and Religious schools? Short answer… No. Students are likely to cheat whenever they can get away with it, and have little regard for consequences.
    9. 9. Is there a difference between cheating in Secular and Religious schools? Students who describe their home as religious are less likely to cheat.
    10. 10.  Cheating is lower in the middle school.  Cheating increases during the Freshman year and throughout high school.  Cheating reduces during college years.
    11. 11. High School students are more likely than Middle school students attribute cheating to personal responsibility. Middle School students are more likely to attribute cheating to external, uncontrollable circumstances.
    12. 12. Students who think cheating is serious cheat less often. Students who think that cheating is not serious cheat more often.
    13. 13. Most students mix digital and conventional forms of cheating. More students reported using „cut and paste‟ plagiarism online, than from conventional sources. More students reported using digital cheat sheets than paper cheat sheets during tests and consider it less serious.
    14. 14. Students are more likely to cheat when they:  Work part time  Have low academic self-concept  Have friends that cheat  Have poor time-management skills  Fear failure  Avoid work
    15. 15. Overwhelmed to Succeed Personal Desire to Total “Overwhelmed” Succeed justifies… Students Cheating 54% 66% Plagiarism 37% 51%
    16. 16. Pressures on Students  Peers –exclusion from „Smart‟ group, competition for grades  Parents – awareness of college pressures, scholarships, unreal expectations  Teachers – mostly unaware of their influence, students don‟t want to disappoint.  Time – balancing activities, social life, work and school, not enough hours
    17. 17. Cheating on exams is seen as the most serious type of cheating. Copying homework is often justified. In a „teaching‟ setting, with one student helping the other understand, it is not considered cheating. While there is a perception that students with low GPA‟s frequently cheat, but there is frequent cheating among students with High GPA‟s.
    18. 18. Success is defined by the A, not by what was learned or mastered. Students generally know that cheating is wrong. Cheating is seen as sometimes necessary, due to the pressure to perform. Among AP/IB students, cheating students rarely develop a pattern of dishonesty.
    19. 19. Rational For Plagiarizing Not enough time to do the assignment 49% Personal desire to succeed in school 37% Pressure from parents to succeed in school 25% Everyone else does it 18% Thrill of possibly not getting caught plagiarizing 8% Peer pressure 6% Some other reason 16% I don‟t know 13%
    20. 20. How do students justify Internet plagiarism? I felt I had no time to do my own paper. 28.1% I felt unprepared to write the paper on my 26.3% own. I was not interested in the subject of my 21.1% paper. If I wasn‟t allowed to do it, the teacher should 14.0% have explicitly said so. I knew I would not get caught. 12.3%
    21. 21. How do students justify Internet plagiarism? I think it is okay to use papers from the 8.8% Internet. If I wasn‟t allowed to do it, someone should 7.0% make it impossible to do. I think it‟s fun to beat the system. 7.0% I felt like my teacher would not care. 7.0% Some of my friends or classmates do it. 5.3%
    22. 22.  A high performance goal structure lead to more cheating.  A high mastery goal structure lead to less cheating.
    23. 23. Students are more likely to cheat when the teacher:  Is a tough grader  Is unfriendly, boring or dull  Has high expectations of student performance  Cover a lot of material  Is disorganized
    24. 24. Teachers fall into one of 4 groups, based on what they feel about plagiarism  Given up – it is impossible to tell who did what  In retreat – use traditional methods to assure academic honesty  Needed guidance – are looking for solutions that incorporate Internet resources  Teachers who have developed a strategy
    25. 25. Teacher developed strategies incorporate the following  A Culture of honesty  Observation of Students‟ continual work  Review of intermediate drafts  Ongoing Discussion with the students CORD
    26. 26. Teachers who use CORD reduce the amount of cheating and plagiarism in their classes.  A Culture of honesty  Observation of Students‟ continual work  Review of intermediate drafts  Ongoing Discussion with the students
    27. 27. Examination of your own teaching practices to avoid unwittingly encouraging cheating behaviors. Take a stand against cheating early. Objectively discuss cheating with the goal of reconciling differing opinions about cheating, may reduce cheating in classrooms.
    28. 28.  Technology and the Internet enable cheating, they are not the cause of cheating.  So far teachers have been reactive, not proactive. ◦ Doccop, Turnitin, and other text checking websites don‟t prevent plagiarism only catch it after the fact
    29. 29.  We should seek to prevent plagiarism. ◦ Create interesting assignments ◦ Require drafts, and intermediate products ◦ Discuss throughout school the importance values such as honesty, trust, fairness, respect and responsibility

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