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      Handbook of Research on Academic Misconduct in Higher Education 

      Plagiarism vs. Pedagogy

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      IGI Global

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          There is no author summary for this book yet. Authors can add summaries to their books on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          Plagiarism research has demonstrated the prevalence of this practice as well as its relationship to various individual and contextual factors. This research has been conducted in traditional educational contexts emphasizing teacher authority and knowledge acquisition with limited student autonomy, voice and choice. In this chapter, the authors explore the possibility of changing the educational context in order to diminish plagiarism. Project-Based Learning (PBL) is suggested as a way not only to reduce plagiarism, but to also teach for deep understanding and promote students' acquisition of 21st Century Skills. PBL emphasizes building a team-centered learning culture, using authentic and creative projects presented to an audience, and changing classroom norms to encourage positive student behavior. We discuss the implications for the classroom roles of staff and students, and the need for preparing teachers to use PBL instructional methodologies in their classrooms.

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          Most cited references 66

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          Impulsive versus reflective influences on health behavior: a theoretical framework and empirical review

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            Effectiveness of problem-based learning curricula: theory, practice and paper darts.

            In a recent review article, Colliver concluded that there was no convincing evidence that problem-based learning was more effective than conventional methods. He then went on to lay part of the blame on cognitive psychology, claiming that 'the theory is weak, its theoretical concepts are imprecise. the basic research is contrived and ad hoc'. This paper challenges these claims and presents evidence that (a) cognitive research is not contrived and irrelevant, (b) curriculum level interventions are doomed to fail and (c) education needs more theory-based research.
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              Academic Dishonesty: Honor Codes and Other Contextual Influences

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                Author and book information

                Book
                9781522516101
                9781522516118
                2017
                10.4018/978-1-5225-1610-1
                Book Chapter
                2017
                : 247-266
                10.4018/978-1-5225-1610-1.ch011

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