In the article, Instructing Students in Academic Integrity this issue is addressed and there has even been a survey conducted on this matter which show that some have issues in differentiating between cheating and not being academically dishonest. There perspectives have changed because cheating has increased dramatically and to some has become a normal thing to do. This can is problematic because what if they become so familiar with being academically honest that they become really at passing another person’s work as their own. This means detecting whether or not someone is being academically dishonest will be even more difficult making it more difficult for schools to find out who is
“I believe that some of this acting-out behavior is due to the pressure that is starting to be applied when the child starts in middle school and life-goals start to be identified.” (A Generation Struggling) In this example, this is not accurate because the rich kids actually can have standards to become successful, the Greasers do not set up expectations in education for themselves, they are rather expected to be drop out nobodies. This quote is reasonable because yes, Socs can be pressured ad not feel accepted or worth their parent’s expectations, which may be very difficult to deal with, but the Greasers don’t even possess standards of achievement in their lives. "Unfortunately, upon graduating from high school, a growing percentage of these affluent youth will discover the world is not circling around them. For those who enroll in college the message is “Work Hard and Party Hard” which may be their academic undoing as they fail to attend class or turn in assignments. Expectations for good grades may create stress on the student as they (or their parents) can no longer bully the professor into assigning a higher grade.” This opposing thesis is not valid because these kids which “struggle” with academic success, which is a struggle with some of heir lives, focus on the fact that they are so pressured to do well in school without their parents and have to be a exceeding well off person based off their success.. in which they should be grateful on of their greater problems.
Even if a student passes the remedial class, he or she is not any closer to his or her degree than before, which often discourages many students. According to Meredith Kolodner (2015), “The model that’s used now is a set of prerequisite courses in English and math that presumably will build up the skills of a student so that they can be successful in any college-level course, but that hasn’t been effective” (para. 7). While remedial classes are good in theory, in many cases, they are unnecessary for students if the standard class does not help the student achieve his or her degree. Remedial classes often push students further away from their degrees, and community colleges would benefit from only making students take remedial classes that are required for their degree.
Depending on who you ask, these classes could be either a dirty word or the only way to success (Reed). Among many faculty members, when you attack on a prerequisite class, you are making an attack on the structure of academic education (Reed). In other words, faculty members get offended by these comments. If these members consider prerequisite classes that essential, then why do so many people contradict it? A prerequisite class is a requirement that must be completed before
In the essay, “Helping First Year Students Help Themselves”, by Christine Whelan she explains how many college students today need extra help in order to feel like they can succeed in college. She goes on to explain that many of her first year students in college often felt like they had been, “baited and switched.” What she meant by this is that many of the students she teaches feel like they had been lied to by their parents or high school teachers and that they expected college to be easier than it really was. Whelan also felt that many of the college students were not taught earlier in life how to deal with difficult times or issues that occur in life. To help her students combat the difficulties of life Whelan feels that teachers, and staff of schools should help their students by giving them, “empowering exercises” such as them tracking how much money they spend on food and how much time they waste by watching television instead of doing their work. Whelan believes by giving out
), the teacher noted that the majority of the paper was copied verbatim. The teacher affirmed that she had found incriminating evidence of the plagiarism and thus, scheduled to meet with the student. When confronted, the student alleged that he was uncertain as to how cite the passage. By choosing to do so anyway, the student demonstrated poor judgment. Professor Thomas outlines this particular scenario to demonstrate the difficulties in discussing and teaching about academic integrity in school.
According to Alison Bell from Lexile Measure, she says “You begin to question not only your capabilities but how much you care.” Alison Bell has a good point, you can’t just force kids to take tests and be alright with it. They actually need to be motivated and that starts from home. “Some students cheat just for fun to see if they can get away with it, but most cheat because they do not have time to study and and are in time-crunch” says Christine Probett a managing professor at San Diego University. This shows how students cheat because they do not care about their grades. Their guardians or whoever they live with needs to help them be an educated person so that they could have a bright future.
The accountability of the scores is meant to encourage teachers to adopt better and more effective methods of teaching, as well as to urge students to work harder. However the effects are more detrimental. Because of testing, students are more likely to be frustrated and discouraged at having to move so fast to cover all the ground needed. If a student is having a bad day or just is not a good test taker, all anyone can say is “tough luck.” The teachers will only focus on the select subjects tested on, and then only the select aspects they believe will be covered in the testing. Depending on how desperate a teacher is for good test scores, inappropriate preparations can be made before testing, sometimes even to the point of cheating.
They don’t do not explain how the PBL model is implemented but describe how the experimental group and control group test scores are compared. It makes it difficult for the reader to recreate the study. They discuss some of the weaknesses of the study, such as how much time students are given during the stages of PBS. Many of the students were not advanced enough to mange their time successfully. Other students are just not interested and don’t want to participate and let the stronger students do all the work.
Therefore the professor could dig deeper and eventually find out your sources which can result into further consequences. A fourth source, Hani Morgan ,Relying on High-Stakes Standardized Test to Evaluate Schools and Teachers:A Bad Idea, states that college students do not understand the future life consequences that that occur from cheating. Students will create a mind set from high school cheating and make it think it is okay to cheat as well in
Plagiarism can be defined as submitting another person’s ideas, words, images, or data without giving that person credit or proper acknowledgement. Plagiarism, a form of academic dishonesty, is equivalent to stealing and will not be tolerated. Because of the increased prevalence and the ease of copying other people’s work, the teachers and administration of Westisle Composite High School feel the need to inform students how to maintain their integrity and academic standards. In order to clarify what constitutes plagiarism, you should be aware that you have committed plagiarism when you: Use phrases, quotes, or ideas not your own; Paraphrase the word of another, even though you may have changed the wording or sentence structure Submit a paper