000			03096nam a2200313 i 4500
999			_c3167 _d3167
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003			WaSeSS
005			20230817235212.0
006			m d
007			cr n
008			130422s2013 mau sb 001 0 eng d
010			_a 2013008835
020			_a9780674724631 (hbk)
040			_cHarvard
100	1		_aLang, James M.
245	1	0	_aCheating Lessons : _bLearning from Academic Dishonesty / _cJames M. Lang.
260			_aCambridge, MA ; _aLondon, UK : _bHarvard University Press, _c2013.
300			_a256 p. : _bill. ; _c22 cm
504			_aIncludes bibliographical references (pages 231-247) and index.
505			_aPart One : Building A Theory of Cheating _t1. Who Cheats-and How Much ? _t2. Case Studies in (the History of) Cheating _t3. "Fudging" Learning Environments
505			_aPart Two : The (Nearly) Cheating-Free Classroom _t4. Fostering Intrinsic Motivation _t5. Learning for Mastery _t6. Lowering Stakes _t7. Instilling Self-Efficacy
505			_aPart Three : Speaking About Cheating _t8. Cheating on Campus _t9. On Original Work _t10. Responding to Cheating _t11. Cheating in Your Classroom
505			_aConclusion : The Future of Cheating
520			_a"Nearly three-quarters of college students cheat during their undergraduate careers, a startling number attributed variously to the laziness of today’s students, their lack of a moral compass, or the demands of a hypercompetitive society. For James Lang, cultural or sociological explanations like these are red herrings. His provocative new research indicates that students often cheat because their learning environments give them ample incentives to try — and that strategies which make cheating less worthwhile also improve student learning. Cheating Lessons is a practical guide to tackling academic dishonesty at its roots. Drawing on an array of findings from cognitive theory, Lang analyzes the specific, often hidden features of course design and daily classroom practice that create opportunities for cheating. Courses that set the stakes of performance very high, that rely on single assessment mechanisms like multiple-choice tests, that have arbitrary grading criteria: these are the kinds of conditions that breed cheating. Lang seeks to empower teachers to create more effective learning environments that foster intrinsic motivation, promote mastery, and instill the sense of self-efficacy that students need for deep learning. Although cheating is a persistent problem, the prognosis is not dire. The good news is that strategies which reduce cheating also improve student performance overall. Instructors who learn to curb academic dishonesty will have done more than solve a course management problem — they will have become better educators all around."
650		0	_aCheating (Education) _xPrevention.
856	4	0	_uhttps://www.hup.harvard.edu/catalog.php?isbn=9780674724631 _zPublisher's Website.
856	4	0	_uhttps://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/5lqjs2/alma991006560429705161 _zCheck the UO Library catalog.
942			_2z _cBK