Patterns and predictors of academic dishonesty in Romanian university students

Academic dishonesty in higher education is an increasingly visible problem throughout the world and in Romania in particular. A total of 1127 university students from six public Romanian universities were surveyed for their experiences and beliefs with 22 behaviors that might be considered academically dishonest. A five-factor solution to the frequencies of these behaviors was interpretable and accounted for more than half of the total variance. How acceptable students believed the behaviors were and how often students witnessed other students engage in these behaviors were consistent predictors of the frequency of the behaviors, with small to medium effect sizes. Demographic predictors of these behaviors, including gender, academic specialty, year in school, institution, grade average, and scholarship status, predicted very little variance in the behaviors. Implications and limitations of the study, as well as limitations of research in the field, are discussed.     

Responsiveness and Affective Processes in the Interactive Construction of Understanding in Mathematics

This paper reports on important learning processes emerging during adult mathematics classes that used a teaching approach compatible with a social constructivist theory of knowing. A cyclical teaching model encouraged much discussion about the mathematical problems presented to paired groups. Whole-class student-led sharing sessions allowed students to continue their interactive constitution of meaning and solutions.Comparisons of pre- and post-course scores on attitude and belief questionnaires indicated significant increases in positive attitudes and beliefs about mathematics and about themselves doing mathematics.The overall positive changes in scores on questionnaires are explained in terms of recurrent patterns in thinking inferred from data obtained by observation, interview, and reflective comments. Changes are explained in terms of the interactive effects of affective and heuristic processing during problem solving. Affective processes precipitated students' responsiveness, modifying the immediate learning context which, in turn, influenced the students' thinking, creating a snowballing effect on learning and affect. Changes were clearly facilitated by the interaction between students and by their shared understandings.     

Orality and Literacy,Intimacy and Alienation: The eternal,internal, contradictions of teaching composition

This is a personal account of a college English teacher's continual examination of the sacrifices demanded of his students when they enter writing classes. It is an attempt to encourage students to maintain a critical awareness of the loss of their oral culture and see the limitations of the gain from the literary culture that they immersed themselves in when they began their school career. Literary resources are examined, specifically the writings of Franz Kafka, to illustrate the nature of oral and literate cultures and the demands of each. There is an account of the author's first day at public school as an illustration that helps him to devise teaching methods that acknowledge the validity of students' rebellion against school (literacy) while at the same time developing ways for students to be more accomplished writers.     

Introduction

This paper conceptualises think tanks and edu-businesses in relation to education policy work in the Australian polity. It situates the enhanced influence of both in relation to the restructured state, which has lost some key capacities in relation to the generation of research and ideas for policy. This restructuring has been strongly influenced by the techniques of new public management, the auditing of education through national and international testing and new forms of network governance, which have opened up spaces for the increased influence of think tanks and edu-businesses across the policy cycle in education. We see here the workings of a ‘polycentric state’. The paper also considers changing concepts of ‘evidence’, ‘expertise’ and ‘influence’ in respect of the involvement of think tanks and edu-businesses in circulating policy ideas and affecting policy development in Australian education. This introduction to this special issue of The Australian Educational Researcher serves as a provocation to further research on this new policy scenario.     

Feeling Deprofessionalised: the social construction of emotions during an OFSTED inspection

In a qualitative study of a primary school, it was found that the technicist approach of an OFSTED inspection impacted against the holistic and humanistic values of the teachers, producing a high degree of trauma among them. This trauma was not a simple emotional response of the moment, nor was it a product of school failure or lack of leadership, for neither of these applied. It was, rather, socially and politically constructed. The teachers’ reactions have to be seen against the background of government reforms over the last decade. In this context, the particular emotions released suggest that the inspection examined here had a latent function of deprofessionalisation. Professional uncertainty was induced, with teachers experiencing confusion, anomie, anxiety and doubt about their competence. They also suffered an assault on their personal selves, closely associated among primary teachers with their professional roles. This took the form of mortification, dehumanisation, the loss of pedagogic values and of harmony and changed and weakened commitment. One of the ways for teachers to avoid such negative trauma is by shifting identity and status from professional to technician.     

Urban student affairs data exchange

Urban institutions of higher education have need of a peer group for comparison purposes. This article describes a student affairs database developed specifically for urban institutions of higher education. Such a database enables urban institutions to refer to comparison groups having similar characteristics. Specific examples of how the data can be utilized by chief student affairs officers and others are provided.     

The effect of neighborhood racial composition on black and white attitudes

The impact of the racial composition of neighborhoods, rather than race per se, is examined in this study. The sample includes 1027 families with children attending 5 of the 11 former school districts in New Castle County, Delaware. Questionnaires were sent to these families in the spring of 1978, prior to school desegregation, and again in the spring of 1979, at the end of the first year of desegregation. Scales were developed to measure attitudinal variables for both parents and students. These included racial attitudes, attitudes toward school desegregation, and attitudes about education. Results show that attitudes both before and after desegregation varied according to the neighborhood racial composition. Thus it is important in future studies of racial attitudes to examine neighborhood racial characteristics as well as the race of the individual.This research has been supported by a grant from the Rockefeller Foundation, Division of Social Sciences.     

Restructuring Teacher Education in Australia

Debate on teacher quality and quality in teaching and teacher education has been as vigorous in Australia as it has been in the UK and the USA. In Australia, however, reform in teacher education has been subsumed within a national metapolicy of corporate federalism which is an amalgam of beliefs or discourses including neo‐corporatism, economic rationalism, corporate managerialism and human capital. The paper analyses the most recent document on reform of teacher education in Australia (the Ebbeck Report) and shows how its policy formulation is influenced by the discourse of corporate federalism. It also shows how micro‐economic reform in this sector is related to reforms in other sectors of education.