我们能控制课堂作弊吗

IF 1.7 4区经济学 Q2 ECONOMICS

Journal of Economic Education Pub Date : 1999-01-23 DOI:10.1080/00220489909596090

Joe Kerkvliet, Charles L. Sigmund

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引用次数: 193

摘要

大量的研究反映了对学术界日益严重的作弊问题的关注(marmark and Maline 1993;克里森1990)。证据表明，许多学生经常作弊，很少有学生从不作弊。大多数的研究对大学老师来说用处不大，因为它没有告诉老师课堂上作弊的程度;它考虑了学生在整个大学生涯中的作弊行为(Kerkvliet 1994)。教师使用不同的课堂程序，对学生提出不同的要求。由于这些差异，学生可能会在一些老师那里比在其他老师那里作弊更多。

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Can We Control Cheating in the Classroom

A great deal of research reflects concern for the large and growing problem of cheating in academe (Maramark and Maline 1993; Collison 1990). The evidence indicates that many students cheat regularly and few students never cheat. Most of this research is of little use to the university teacher because it does not inform a teacher about the extent of cheating in the class; it considers students' cheating over their entire university career (Kerkvliet 1994). Teachers use different classroom procedures and make varying demands on their students. Reacting to these differences, students may cheat more with some teachers than with others.

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来源期刊

Journal of Economic Education Multiple-

CiteScore

1.80

自引率

11.10%

发文量

审稿时长

24 weeks

期刊介绍： The Journal of Economic Education offers original articles on teaching economics. In its pages, leading scholars evaluate innovations in teaching techniques, materials, and programs. Instructors of introductory through graduate level economics will find the journal an indispensable resource for content and pedagogy in a variety of media. The Journal of Economic Education is published quarterly in cooperation with the National Council on Economic Education and the Advisory Committee on Economic Education of the American Economic Association.