Appropriate use of information at the secondary school level: Understanding and avoiding plagiarism

This study explores students' understanding of plagiarism and their information use practices. Based on earlier findings regarding students' orientation toward processes and the degree of plagiarism exhibited, it analyses four cases in a new Australian study of Year 11 students. The two students who plagiarized least are compared with the two who plagiarized most in an ancient history assignment. Those who plagiarized most were less engaged with their topics; remembered less about them a month later; demonstrated less interest in processes such as learning, seeking meaning, or understanding; and were less able to recognize plagiarism than did those who plagiarized least. Those who plagiarized least incorporated direct quotations more effectively, used fewer quotations, and synthesized information and ideas better than did the others. Learning experiences that emphasize student engagement and construction of knowledge through appropriate and effective information use should take precedence over attempts to detect plagiarism without providing alternatives.     

Recursive Depth in Generative Spaces: Democratization in Three Dimensions of Technosocial Self-Organization

Kelty's “recursive public” is defined as a binary: whether or not ownership of intellectual property is legally in the public domain. We propose a broader continuum of recursive depth, which spans the range from shallow constrained generative spaces (e.g., photo memes) to the deeply open collaborations of “critical making” communities. Recursive depth is assessed by the capacity for transformation across three distinct continuums: public/proprietary, virtual/material, and high/low social power. Transformations across all three continuums is not always necessary for deep recursion (as Kelty and others note for many cases of open source), but we argue that paying attention to all three, and treating them as continuums rather than binaries, allows a better evaluation of the capacity for democratizing the technosocial landscape.     

Supporting mathematics vocabulary instruction through mathematics curricula

Abstract

This study examines four of the most commonly-used core mathematics curricula in the USA for evidence of support for research-based instructional strategies for mathematics vocabulary in first and second grade. Content analyses of the teachers’ editions of two units for each grade level were analyzed per curriculum (n?=?16). Statistically significant differences among curricula were found for number of target words (range 6–51 per unit), level of difficulty of terms (basic to technical), and number of support strategies per word. Multiple means of representation varied in terms of verbal and non-verbal strategies for target terms. These differences indicate children are experiencing substantially different mathematics vocabulary learning opportunities, which may impact later mathematics achievement. Implications for practice, curriculum development, and future research are addressed.