Judging plagiarism: a problem of morality and convention

This paper considers the problem of plagiarism as an issue of morality. Outrage about student plagiarism in universities positions it as dishonesty and a transgression of standards. Despite this, there has been little work analysing the implications of positioning plagiarism as a moral matter in the making of judgments about plagiarism and academic dishonesty. This paper sets the scene by reviewing research about the characteristics of students who cheat and analysing student and lecturer differences. It then discusses perspectives from moral behaviour, moral philosophy and moral reasoning. The paper concludes that emotion and reason are brought to moral judgments, and so makes a case for those who are making judgments about plagiarism to reflect on whether they are faced with a matter of morality or convention. Greater awareness of the domains of convention and morality, the issues of justice and care, the roles of emotion and reason and what is involved in making judgments, will open ways of understanding reactions to plagiarism so that better ways to deal with accusations and make judgments can be developed.     

Teacher inquiry into formative assessment practices in remedial reading classrooms

Six remedial reading teachers in a large, rural school district participated in a form of professional development called Teaching as Intentional Learning, based on an inquiry process. Their topic of inquiry was formative assessment. Professional development comprised both direct instruction and inquiry learning in teachers’ own classrooms. This study describes the strategies they experimented with, their professional growth in formative assessment, and effects on students. All six teachers showed important professional growth, as indicated by their own reflections and also by their supervisor’s observations. In First Grade, at‐risk students assigned to these project teachers had increased reading readiness scores on one measure (DIBELS PSF) compared with at‐risk students assigned to non‐project teachers.     

Telecommunications

Mitchell L. Moss, ed. Telecommunications and Productivity (Reading, Mass.: Addison-Wesley Advanced Book Program, 1981—price not given)

William C. House, ed. Electronic Communications Systems (Petrocelli Batks, 1101 State Rd–Bldg D, Princeton, N.J. 08540 —$25.00)     

An Integrative Approach to Portfolio Evaluation for Teacher Licensure

The purpose of our overall research agenda is to develop and evaluate a methodology for the assessment of teachers in which experienced teachers, serving as judges, engage in dialogue to integrate multiple sources of evidence about a candidate to reach a sound conclusion. The project that provides the venue for this research agenda is the Interstate New Teacher Assessment and Support Consortium (INTASC), which is developing a portfolio assessment system to assist participating states in making a decision about teacher licensure. To develop the theoretical foundation necessary to support and evaluate such dialogic and integrative assessment practices, we turn, in part, to the tradition of philosophical hermeneutics, as a complement to psychometrics. In this article, we characterize and assess the processes in which judges, trying out an integrative approach to portfolio evaluation for the first time, engage as they collaboratively construct and document their conclusions, and we locate this work in the larger research agenda. The premise of this project, which is being carefully evaluated in the course of inquiry, is that these integrative practices cannot only lead to an epistemologically sound evaluation of teaching but also promote an ongoing professional dialogue of critical reflection on teaching practice.     

A systematic approach to the design of secondary school lessons in Guyana

Selected physics and geography classes in Guyanan secondary schools received four different instructional treatments. Three experimental groups received (A) a systematically designed curriculum unit implemented by the designer of the unit (B) the same unit implemented by another teacher and (C) a lesson utilising the aims and objectives defined in the curriculum unit. A fourth (control) group received the conventional lesson for this aspect of the curriculum. Pre- and post-test data revealed significant learning gains in experimental groups. The implications of these results are considered for curriculum development and the training of teachers in Guyana.