Inoculating Against Pro-Plagiarism Justifications: Rational and Affective Strategies

Student plagiarism continues to threaten academic integrity. This investigation assessed whether an inoculation message strategy could combat university plagiarism by protecting student attitudes against pro-plagiarism justification arguments. Additionally, we sought theoretical confirmation of previous findings on involvement and accessibility in inoculation, examined the effects on vested interest, and evaluated matching and mismatching strategies in terms of affect- and rationality-based inoculation treatment messages and subsequent attack messages. A total of 225 students participated in three sessions spanning six weeks. Results indicated that none of the inoculation treatments conferred resistance as measured in attitude toward plagiarism, but all treatments enhanced involvement and attitude accessibility, and the fear- and rationality-based treatments enhanced vested interest. Additionally, fear-based treatments derogated the source of the message. Results also suggest that a matching strategy is superior with both affect- and rationality-based attack messages, such that inoculation treatments are most effective when using the same argument bases (e.g., affective or rational) as the attack message. These results offer guidance for crafting communication campaign strategies to reduce the occurrence of student plagiarism offenses.     

Moral Pluralism and Sex Education

How should common schools in a liberal pluralist society approach sex education in the face of deep disagreement about sexual morality? Should they eschew sex education altogether? Should they narrow its focus to facts about biology, reproduction, and disease prevention? Should they, in addition to providing a broad palette of information about sex, attempt to cover a range of alternative views about sexual morality in a “value‐neutral” manner? Should they seek to impart a “thick” conception of sexual morality, which precisely articulates how individuals should lead their sexual lives? In this essay, Josh Corngold cautions against the adoption of each of these various approaches. He argues that schools should instead adopt an “autonomy‐promoting” approach, which will aim to empower students, cognitively and emotionally, to exercise sovereignty over their own sexuality.     

A tool instead of a chore: Measuring student learning gains in order to improve instruction

Assessment is often treated as an unwelcome and time-consuming university or departmental requirement. This project proposes that assessment is actually an opportunity that communication faculty should embrace. Beginning with the end in mind, this study used stated course learning outcomes to construct a pre-/posttest instrument, administering those assessments in order to find out whether students were really learning what they were supposed to be learning. This article explains how the assessment instruments were constructed and administered, demonstrates clear and significant learning gains across three semesters, and identifies learning outcomes in need of instructional improvement. It also finds that by separating assessment from grading, pretests can identify concepts that need not be retaught, and posttests can reveal that an instructor’s perception of a successful instructional day does not necessarily match the reality of student learning for that day.     

Clinical appraisal of spelling ability and its relationship to phonemic awareness (blending,segmenting, elision,and reversal), phonological memory,and reading in reading disabled,ADHD, and normal children

Seventy-eight 8-to-12-year-old children (34 ReadingDisabled; 31 Attention-Deficit-Hyperactivity-Disordered; and 13diagnosed normal controls) were given a battery oftests including cognitive, linguistic, academic,phonemic awareness, and memory tests. As part of theacademic battery an 8-point spelling rating scale wasdeveloped (Rating Scale) that resulted in threedifferent scores which reliably discriminated amongthe three groups. Relationships between phonemicawareness, phonological memory, reading and spellingwere explored. Zero-order and second-ordercorrelations were completed with indications thatphonemic awareness tasks (elision, blending, reversal,and segmenting) and phonological memory (WISC-IIIDigit Span) are significantly correlated with readingdecoding and spelling measures with slightly highercorrelations with the Rating Scale. Regressionanalyses resulted in a large proportion of thevariance on reading and spelling tasks accounted forby phonemic awareness (particularly elision andreversal) and phonological memory. The ReadingDisabled group was found to produce more errors thatwere phonetically inaccurate than the other twogroups. The demand of spelling ten ``error' wordsbeyond the RD students' achievement level appeared toelicit greater weaknesses in their phonologicalrecoding abilities than in those of the ADHD ornormally achieving students.     

Editors’ Note

The notion that students come to science courses with misconceptions has become quite widely accepted by those who follow or participate in education research. DiSessa and his colleagues (diSessa, 1988, 1993; Smith, diSessa, &; Roschelle, 1993/1994) have challenged the theoretical and empirical validity of this perspective and offered an alternative account of cognitive structure in phenomenological primitives or p-prims. The purpose of this article is to further clarify and contrast the two accounts: in particular, to consider their utility and generativity as conceptual tools for teachers. How may each perspective influence instructional perceptions and intentions? The article recounts a discussion about forces and motion from a high-school physics class, analyzes how a teacher may perceive students' participation in that discussion from either perspective, and considers what, based on those perceptions, the teacher may see as tasks for instruction.     

A quest for Cinergy: The war metaphor and the construction of identity

As organizations struggle to present a consistent identity to multiple and overlapping publics, metaphor provides one unifying possibility. This essay examines the case of an unlikely winner in a corporate dispute over control of Indiana's PSI Resources, arguing that PSI's consistent portrayal of its “enemy” as a savage, using the war metaphor's victimage ritual, contributed to a successful defense. In addition to demonstrating how metaphor pervaded one organization's discourse to present a consistent identity to stakeholders, the essay offers questions and conclusions about the efficacy and ethics of the war metaphor as a weapon of corporate persuasion, with a focus on the consequences of its polarizing nature.     

Lawbreaking Jokers: Tricksters Using Outlaw Discourse

In an attempt to enrich Sloop and Ono's (1997 Sloop , J. M. , &; Ono , K. A. ( 1997 ). Out-law discourse: The critical politics of material judgment . Philosophy and Rhetoric , 30 , 50 – 69 .[Web of Science ®] , [Google Scholar]) theory of outlaw discourse, this article draws from the more extensive literature on the trickster to demonstrate how the two concepts have a shared heritage. First, the nature of outlaw discourse is reviewed, and then the myth of the trickster is discussed. Following these overviews, the similarities and differences between the two are explained by providing three brief examples of trickster-influenced outlaw discourse that demonstrate the potential for a trickster perspective to enrich the study of certain kinds of outlaw discourse.     

Online News Coverage of Preexposure Prophylaxis

Human immunodeficiency virus, or HIV continues to be a serious issue, especially for men who have sex with men (MSM). A new means of HIV prevention, called preexposure prophylaxis (PrEP), significantly reduces the chance of HIV infection. However, adoption of the drug has been slow. In this study, a content analysis of 234 online news articles about PrEP from popular U.S. news Web sites was conducted, focusing on how articles were framed in terms of benefits to PrEP, barriers to PrEP, the severity of HIV, and the susceptibility of MSM to HIV. Results showed that coverage contained conflicting information about PrEP and failed to cast HIV as a serious problem.