LEADER 03757nam 2200577 a 450 001 9910960592903321 005 20250802110027.0 010 $a9780674726239 (ebook) 010 $a9780674724631 (hbk.) 010 $a9780674727304 010 $a0674727304 010 $a9780674726239 010 $a0674726235 024 7 $a10.4159/harvard.9780674726239 035 $a(MiAaPQ)EBC3301325 035 $a(Au-PeEL)EBL3301325 035 $a(CaPaEBR)ebr10759346 035 $a(OCoLC)858282141 035 $a(DE-B1597)209608 035 $a(OCoLC)979747466 035 $a(DE-B1597)9780674726239 035 $a(CKB)2670000000419409 035 $a(Perlego)1147682 035 $a(ODN)ODN0005574004 035 $a(EXLCZ)992670000000419409 100 $a20130422d2013 uy 0 101 0 $aeng 135 $aurcn|nnn||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aCheating lessons $elearning from academic dishonesty /$fJames M. Lang 210 $aCambridge, Mass. $cHarvard Univ. P.$d2013 215 $a1 online resource (viii, 256 p.) 311 08$a9780674724631 311 08$a0674724631 320 $aIncludes bibliographical references and index. 327 $aPart one Building a theory of cheating -- 1. Who cheats-and how much -- 2. Case studies in (the history of) cheating -- 3. "Fudging" learning environments -- Part two the (nearly) cheating-free classroom -- 4. Fostering intrinsic motivation -- 5. Learning for mastery -- 6. Lowering stakes -- 7. Instilling self-efficacy -- Part three Speaking about cheating -- 8. Cheating on campus -- 9. On original work -- 10. Responding to cheating -- 11. Cheating in your classroom -- Conclusion: the future of cheating -- Notes -- Index. 330 $aNearly 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. 606 $aCheating (Education)$xPrevention 615 0$aCheating (Education)$xPrevention. 676 $a371.58 686 $aEDU015000$aEDU029000$aEDU030000$2bisacsh 700 $aLang$b James M$0860075 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910960592903321 996 $aCheating lessons$93912727 997 $aUNINA