Comparative Analysis of Institutional Policy Definitions of Plagiarism: A Pan-Canadian University Study

This article shares the findings of a study investigating institutional policy definitions of plagiarism at twenty English-speaking Canadian universities. The types of primary sources consulted for this study included: (1) university academic calendars for 2016–2017, (2) institutional policies on academic misconduct, and (3) student academic codes of conduct. Sources were analyzed in comparative tabular and narrative form. Results show wide variation in institutional definitions of plagiarism as a specific subset of academic misconduct. The conclusions call for a coordinated effort among Canadian universities to develop a common framework of academic integrity that includes clear and explicit definitions for plagiarism, as well as other forms of academic dishonesty, that are consistent across provinces.     

Experiencing Shame

Shame is a painful self-conscious emotion that is closely associated with psychological distress. This article presents the results of a qualitative analysis of the spontaneous shame narratives of 40 young adults (mean age = 25.2). The main themes that were identified in the participants’ shame narratives are explored and described, and the authors also explore the connection between feeling shame and having a traumatic experience.     

The effects of virtual human gesture frequency and reduced video speed on satisfaction and learning outcomes

Educational technology research and development - Educators use various strategies to increase listening comprehension for nonnative English speakers in the classroom and multimedia environments....     

Accountability,evaluation of teaching and expertise in higher education

Increasingly universities are being asked to demonstrate accountability through implementation of quality improvement procedures that include student evaluation questionnaires and peer observation. However, a review of research suggests that these procedures, in themselves, do not necessarily lead to improvement. Excellence in modern universities may be more effectively promoted by focusing on facilitating academics' growth in teaching expertise, perhaps first by encouraging staff to demonstrate accountability as part of a systematic programme of teacher education. Academic or staff developers can play an important role in implementing a teacher education programme, and encouraging and supporting a culture of academic leadership.     

Pendleton—Plus

Delinquency and Child Guidance: Selected Papers. August Aichhorn. Edited by Otto Fleischmann, and others. (New York: International Universities Press, 1965. Pp. 244. $5.00.)

Elementary School Organization and Administration, fourth edition. Henry J. Otto and David C. Sanders. (New York: Appleton‐Century‐Crofts, 1964. Pp. 409. $6.50.)

The German Historical School in American Scholarship: A Study in the Transfer of Culture. Jurgen Herbst. (Ithaca, N. Y.: Cornell University Press, 1965. Pp. 262. $5.75.)

Helping High School Students to Read Better. Will J. Massey and Virginia D. Moore. (New York: Holt, Rinehart and Winston, 1965. Pp. 102. $1.95, paper.)

Linguistics and English Grammar. Henry Allan Gleason, Jr. (New York: Holt, Rinehart and Winston, 1965. Pp.519. $7.95.)

Social Studies in Secondary Education. Jonathon C. McLendon. (New York: Macmillan, 1965. Pp. 556. $7.50.)

The Wonderful World of Ellwood Patterson Cubberley: An Essay on the Historiography of American Education. Lawrence A. Cremin. (New York: Bureau of Publication, Teachers College, Columbia University, 1965. Pp. 81. 95¢, paper.)

Writing and Literature in the Secondary School. Edward J. Gordon, editor. (New York: Holt, Rinehart and Winston, 1965. Pp. 295. $3.95, paper.)     

A Descriptive Survey of the Educational Preparation and Practices of Antenatal Educators in Ireland

Antenatal education is recommended to prospective parents, yet little is known about the educational preparation of the facilitators of this education, or of the educational practices they use. The aim of this study was to investigate the educational preparation and practices of antenatal educators in Ireland. Data were collected using a questionnaire structured on the three components (abilities, opportunities, and means) of Stamler’s theoretical framework of enablement. Eighty-four of the 120 antenatal educators responded (70%), and this included midwives, public health nurses, physiotherapists, and private antenatal educators. Findings describe a picture of varied educational preparation for the antenatal educator with a range of educational practices being used. Within public antenatal classes, large class size was a barrier to providing a participatory educational approach.     

Discriminative vs motivational interpretations of avoidance extinction: Extensions to learned helplessness

Resistance to extinction of discriminated barpress avoidance in rats was assessed through the use of three procedures, each of which served to break the response-reinforcement contingency, classical extinction (CE), operant extinction (OE), and a variable-ratio shock schedule (VR). Greatest resistance to extinction was found for the VR group, followed by OE and then by CE Ss. thus supporting a discriminative rather than a motivational analysis. Reacquisition rates following extinction suggested evidence of “learned helplessness” in some Ss exposed to noncontingent CS-US presentations.