03803nam 22005535 450 991030062250332120200704095018.03-319-99435-210.1007/978-3-319-99435-2(CKB)4100000007127505(MiAaPQ)EBC5596940(DE-He213)978-3-319-99435-2(EXLCZ)99410000000712750520181109d2018 u| 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierCorrecting the Scholarly Record for Research Integrity In the Aftermath of Plagiarism /by M. V. Dougherty1st ed. 2018.Cham :Springer International Publishing :Imprint: Springer,2018.1 online resource (255 pages)Research Ethics Forum,2212-9529 ;63-319-99434-4 Includes bibliographical references and index.Preface -- Introduction -- 1. Defining the Scholarly Record -- 2. What is Academic Plagiarism? -- 3. A Test Case for Published Corrections: The Discipline of Philosophy -- 4. Academic Whistleblowing -- 5. Publishing Corrections of the Scholarly Record: Some Test Cases -- 6. Contested Authorship, Self-Plagiarism, and the Scholarly Record -- Conclusion: Beyond the Published Retraction -- Index.This volume is the first book-length study on post-publication responses to academic plagiarism in humanities disciplines. It demonstrates that the correction of the scholarly literature for plagiarism is not a task for editors and publishers alone; each member of the research community has an indispensable role in maintaining the integrity of the published literature in the aftermath of plagiarism. If untreated, academic plagiarism damages the integrity of the scholarly record, corrupts the surrounding academic enterprise, and creates inefficiencies across all levels of knowledge production. By providing case studies from the field of philosophy and related disciplines, the volume exhibits that current post-publication responses to academic plagiarism are insufficient. It catalogues how humanities disciplines fall short in comparison with the natural and biomedical sciences for ensuring the integrity of the body of published research. This volume provides clarity about how to conceptualize the scholarly record, surveys the traditional methods for correcting it, and argues for new interventions to improve the reliability of the body of published research. The book is valuable not only to those in the field of philosophy and other humanities disciplines, but also to those interested in research ethics, meta-science, and the sociology of research.Research Ethics Forum,2212-9529 ;6Research—Moral and ethical aspectsStudy skillsPrintingPublishers and publishingResearch Ethicshttps://scigraph.springernature.com/ontologies/product-market-codes/E14040Research Skillshttps://scigraph.springernature.com/ontologies/product-market-codes/O53060Printing and Publishinghttps://scigraph.springernature.com/ontologies/product-market-codes/421000Research—Moral and ethical aspects.Study skills.Printing.Publishers and publishing.Research Ethics.Research Skills.Printing and Publishing.808.025Dougherty M. Vauthttp://id.loc.gov/vocabulary/relators/aut972608BOOK9910300622503321Correcting the Scholarly Record for Research Integrity2225305UNINA04864nam 22005655 450 991058663370332120251204102256.09789811942266981194226910.1007/978-981-19-4226-6(MiAaPQ)EBC7073385(Au-PeEL)EBL7073385(CKB)24429527200041(DE-He213)978-981-19-4226-6(EXLCZ)992442952720004120220813d2022 u| 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierPerspectives on Teacher Education in the Digital Age /edited by Jako Olivier, Avinash Oojorah, Waaiza Udhin1st ed. 2022.Singapore :Springer Nature Singapore :Imprint: Springer,2022.1 online resource (240 pages)Future Education and Learning Spaces, ICT & Education in Uncertain Times,2731-7722Print version: Olivier, Jako Perspectives on Teacher Education in the Digital Age Singapore : Springer,c2022 9789811942259 Includes bibliographical references.Chapter 1. Empowering educators to use tablet technologies under the Early Digital Learning Programme -- Chapter 2. Primary school teachers’ awareness of game-based pedagogy in Malawi -- Chapter 3. Teaching In-service primary school teachers through webinars -- Chapter 4. Learning beyond a grade: student teachers as innovative digital learning environment (app) developers -- Chapter 5. Robotics simulations: Developing essential teachers' skills for the digital age -- Chapter 6. Transitioning from emergence remote teaching to virtual learning: Experiences with digital and innovative pedagogies and competencies in teacher education in a university setting -- Chapter 7. Teacher Education in the Digital era: experiences from a Zimbabwean ODeL Institution -- Chapter 8. Digital migration from paper-based textbooks to e-textbooks for online pedagogy in Accounting Education -- Chapter 9. The contribution of Collaborative Learning Approach to Education for Sustainable Development in Teacher Education in the Digital Age -- Chapter 10. Digital and Innovative Pedagogies: History Teachers’ Perceptions, Readiness and Practices in Zimbabwe -- Chapter 11. Assessment in preparing in-service teachers to teach in the digital age -- Chapter 12. A multimodal approach to language learning: Wikipedia as a tool for language translation in a bilingual environment -- Chapter 13. Special Needs Education Teachers' Experiences of the use of e-portfolios in the ‘new normal’ in an Open Distance eLearning institution in Southern Africa -- Chapter 14. Educating French Teachers in the Digital Era -- Chapter 15. Teacher Education, technologisation and the curriculum challenges of the 21st Century Southern African Context: Towards a techno-posthumanist pedagogy -- Chapter 16. Digital Pedagogy for Mathematics and Technology Education: Exploring the initiatives at one South African Teacher Education Institution -- Chapter 17. Teacher Education in the Digital Age: Possibilities and Challenges -- Chapter 18. Wikifying the Sociological Imagination: A Model of Techno-Pedagogy in Teacher Education.This book relates to the experiences and initiatives of teacher education institutions in the Southern Africa region to empower teachers to cope with teaching and learning in the digital age. The book covers the impacts of digital technologies on the teaching and learning process. Online and blended learning, digital pedagogies, the design of curricula and learning experiences to address the learning needs and profile of learners are considered in this book. Furthermore, the way in which pre- and in-service teachers learn about alternative modes of assessment will also be considered. In this regard, innovative concepts such as renewable and situated assessments, multimodal assessments, digital storytelling and e-portfolios, amongst others, were explored. .Future Education and Learning Spaces, ICT & Education in Uncertain Times,2731-7722TeachersTraining ofEducational technologyTeaching and Teacher EducationDigital Education and Educational TechnologyTeachersTraining of.Educational technology.Teaching and Teacher Education.Digital Education and Educational Technology.370.710968Olivier JakoOojorah AvinashUdhin WaaizaMiAaPQMiAaPQMiAaPQBOOK9910586633703321Perspectives on teacher education in the digital age3362622UNINA