Alle Publikationen
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2012
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(2012) : The honor system. Influences on attitudes, behaviors, and pedagogy In: Landrum, R. E.; McCarthy, M. A. (Hg.): Teaching ethically: Challenges and opportunities: Washington: American Psychological Association, S. 89-98
DOI: https://doi.org/10.1037/13496-008 Abstract: Academic integrity has received a great deal of attention as institutions of higher education look for ways to deal effectively with dishonest behaviors, including cheating and plagiarism, which some believe is the most critical issue facing academia today (Davis, Drinan, & Gallant, 2009). Given the prevalence of the problem, Davis and colleagues (2009) challenged educational institutions to determine ways to prevent cheating and suggested cultivating a culture in which academic dishonesty is clearly unacceptable. An honor system has been shown to effectively reduce dishonest behaviors such as cheating (e.g., McCabe & Treviño, 1993). There is a growing trend of revitalizing honor systems (e.g., Melgoza & Smith, 2008) or introducing new modified honor systems (e.g., McCabe & Pavela, 2000). Although there is a long history of honor codes at many institutions of higher learning, most researchers have focused on how an honor code affects the attitudes and behaviors of studen ts rathe r than on pedagogy. In this chapter, we provide a brief history of honor systems in higher education, explain how an honor code influences academic dishonesty, examine how an honor system can impact pedagogy, and offer practical advice for implementing an honor code in a classroom. (PsycINFO Database Record (c) 2016 APA, all rights reserved) zitiert von 5
1990
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(1990): Activities handbook for the teaching of psychology. Three tasks of adolescence: Cognitive, moral, social.. Washington, DC, US: American Psychological Association
Abstract: In this activity students should read the appropriate background materials before you engage them in this three-part discussion that is designed to bring the abstract theories they have read about to life. No materials are needed and any size class can participate. The cognitive theory of Piaget (1972), the moral theories of Kohlberg (1986) and Gilligan (1982), and the idea of social age-graded norms are key constructs for the study of adolescence. According to Erikson (1954), the formation of identity is aided by development in these areas. Piaget postulated that formal operational thought requires an ability for hypothetical thinking and the generation of logical rules for abstract problems. Both Kohlberg and Gilligan proposed that adolescents become capable of moral reasoning and look beyond simple rewards and punishments. Kohlberg's theory is based on considerations of justice and equity, and seems applicable to most men. Gilligan's theory describes moral decisions as being b ased on relationships and responsibilities, and seems to be more relevant to women. Adolescents are frequently caught between the norms for children and the norms for adults. These developments make the adolescent's search for his or her own identity a difficult, although not impossible, struggle. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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