Choosing Not to Cheat: A Framework to Assess Students’ Rationales for Abiding by Academic Integrity Policies

Writing intensive first-year seminars are well situated within the curriculum to teach about issues like cheating and plagiarism. Although most research on academic integrity focuses on how—and how much—students cheat, we take a different approach. We assess whether participation in writing intensive first-year seminars produces measurable changes in students’ rationales for choosing not to cheat. Relying upon data collected via pre and post-test in-depth interviews, we propose a framework to measure these changes that is grounded in students’ accounts of how they negotiated real-life opportunities to cheat on campus. In general, we find that writing intensive first-year seminars produce no positive qualitative changes in students’ rationales for choosing not to cheat. In the conclusion, we offer a new perspective on the possible consequences of creating “cheat proof” tests and assignments on students’ ethical development

Project-Based Learning (Pjbl) in Three Southeastern Public Schools: Academic, Behavioral, and Social-Emotional Outcomes

Project-based learning (PjBL) as a PK–12 instructional model is growing nationwide. PjBL is seen as a mechanism to deliver academic content in a more engaging way for students and in a way that stresses the development of skills critical to success in the 21st-century workforce. Because of its increasing popularity and the disparate breadth of research around the model, a study of PjBL in three southeastern public schools was conducted during academic years 2015–2016 and 2016–2017. This study attempted to better understand how PjBL was implemented in schools and to explore the impact of PjBL on schools, teachers, and students. Data collection included classroom observations, educator surveys, student surveys, and an analysis of academic and behavioral outcomes and a subset of social-emotional skills. Findings did not reveal consistent significant differences in the performances of PjBL and non-PjBL demographically matched students on academic and behavioral outcomes. PjBL students did, however, perform better on inventories of social-emotional skills. In addition, while PjBL implementation challenges are apparent, perceptions of students and educators of the impact and possibilities of PjBL are quite positive

Religious Identity, Religious Attendance, and Parental Control

Using a national sample of adolescents aged 10–18 years and their parents (N = 5,117), this article examines whether parental religious identity and religious participation are associated with the ways in which parents control their children. We hypothesize that both religious orthodoxy and weekly religious attendance are related to heightened levels of three elements of parental control: monitoring activities, normative regulations, and network closure. Results indicate that an orthodox religious identity for Catholic and Protestant parents and higher levels of religious attendance for parents as a whole are associated with increases in monitoring activities and normative regulations of American adolescents

REVRS: Stata module to reverse variable value order

This is a module to reverse the order of a variable's values and maintain specified value labels. `revrs' is especially helpful for quickly recoding multiple categorical or ordinal response variables to follow a similar direction. Roger Newson's sencode package is required.data management, reverse, survey data, values

Using Stata for quantitative analysis

xiv, 258 p.; 23 c

fuzzy: A program for performing qualitative comparative analyses (QCA) in Stata

Qualitative comparative analysis (QCA) is an increasingly popular analytic strategy, with applications to numerous empirical fields. This article briefly discusses the substantive motivation and technical details of QCA, as well as fuzzy-set QCA, followed by an in-depth discussion of how the new program fuzzy performs these techniques in Stata. An empirical example is presented that demonstrates the full suite of tools contained within fuzzy, including creating configurations, performing a series of statistical tests of the configurations, and reducing the identified configurations

fuzzy: A program for performing qualitative comparative analyses (QCA) in Stata

Qualitative comparative analysis (QCA) is an increasingly popular analytic strategy, with applications to numerous empirical fields. This article briefly discusses the substantive motivation and technical details of QCA, as well as fuzzy-set QCA, followed by an in-depth discussion of how the new program fuzzy performs these techniques in Stata. An empirical example is presented that demonstrates the full suite of tools contained within fuzzy, including creating configurations, performing a series of statistical tests of the configurations, and reducing the identified configurations. Copyright 2008 by StataCorp LP.fuzzy, cmvom, cnfgen, coincid, coverage, fzplot, mavmb, re- duce, setgen, suffnec, truthtab, yavyb, yvn, yvo, yvv, yvy, qualitative comparative analysis, QCA, fuzzy sets, Boolean logic, Boolean data, postestimation command

Choosing Not to Cheat: A Framework to Assess Students’ Rationales for Abiding by Academic Integrity Policies

Writing intensive first-year seminars are well situated within the curriculum to teach about issues like cheating and plagiarism. Although most research on academic integrity focuses on how—and how much—students cheat, we take a different approach. We assess whether participation in writing intensive first-year seminars produces measurable changes in students’ rationales for choosing not to cheat. Relying upon data collected via pre and post-test in-depth interviews, we propose a framework to measure these changes that is grounded in students’ accounts of how they negotiated real-life opportunities to cheat on campus. In general, we find that writing intensive first-year seminars produce no positive qualitative changes in students’ rationales for choosing not to cheat. In the conclusion, we offer a new perspective on the possible consequences of creating “cheat proof” tests and assignments on students’ ethical development