Search results

Academic integrity is the application of honest, ethical and responsible behaviours to all facets of students’ scholarly endeavours and is the moral code of academia. The international literature reports the prevalence of academic dishonesty in higher education across many disciplines (including the health sciences), and there is evidence linking academic dishonesty in health professional students with future unprofessional behaviour in the workplace. International students are reported to be a particularly vulnerable group. This paper aims to investigate the factors that may be predictive of academic honesty and performance in domestic and international occupational therapy students.

In total, 701 participants (603 domestic students; 98 international students) were recruited from five Australian universities, and data were collected via a two-part self-report questionnaire. ANOVA and multi-linear regression analyses with bootstrapping were completed.

Tendency towards cheating and self-perception tendency towards dishonesty in research, gender, age and hours spent in indirect study were found to be statistically significant predictors of academic integrity and performance.

Limitations of this study were the use of convenience sampling and self-report scales which can be prone to social desirability bias. Further studies are recommended to explore other potential predictors of academic honesty and performance in occupational therapy students.

A range of predictors of academic honesty and success were found that will assist educators to target vulnerable domestic and international occupational therapy students as well as address deficiencies in academic integrity through proactive strategies.

The purpose of this paper is to examine how a middle school science teacher, new to programming, supports students in learning to debug physical computing systems consisting of programmable sensors and data displays.

This case study draws on data collected during an inquiry-oriented instructional unit in which students learn to collect, display and interpret data from their surrounding environment by wiring and programming a physical computing system. Using interaction analysis, the authors analyzed video recordings of one teacher’s (Gabrielle) pedagogical moves as she supported students in debugging their systems as they drew upon a variety of embodied, material and social resources.

This study presents Gabrielle’s debugging interactional grammar, highlighting the pedagogical possibilities for supporting students in systematic ways, providing affective support (e.g. showing them care and encouragement) and positioning herself as a learner with the students. Gabrielle’s practice, and therefore her pedagogy, has the potential to support students in becoming better debuggers on their own in the future.

While much of the prior work on learning to debug focuses on learner actions and possible errors, this case focuses on an educator’s debugging pedagogy centered on the educator debugging with the learners. This case study illustrates the need for educators to exhibit deft facilitation, vulnerability and orchestration skills to support student development of their own process for and agency in debugging.

Coronavirus disease 2019 (COVID-19) has created a challenging, yet opportunistic, environment in which to conduct transformative service research (TSR) and assess research methodology. The purpose of this paper is to evaluate and gain important new insights of a group interviewing method with vulnerable people and their support group, adapted and transferred online during COVID-19.

This research examines the experiences of 35 participants (nine family groups composed of parents and young people), involved in a research project that explores a sensitive topic, youth alcohol consumption and family communication, that was moved online during lockdown. Researcher reflections on running group interviews face-to-face prior to COVID- 19 and online during lockdown are included in the data.

Thematic analysis of participant interviews and researcher reflections reveals four key benefits and three limitations of online group interviews with vulnerable people and their support group. The benefits include being comfortable, non-intrusive and safe; engaging and convenient; online communication ease and easy set-up. The limitations relate to lack of non-verbal communication, poor set-up, and privacy and access issues.

The global environment is uncertain and being able to implement effective qualitative research online is essential for TSR and service research in the future. This paper provides a step by step procedure for an innovative online group interviewing technique that can be used by TSR and qualitative service researchers.

Conducting research during a pandemic has provided unprecedented insights into qualitative research approaches and methodology. This paper contributes to literature on service and TSR methodology by providing a framework for researchers to investigate vulnerable groups online in an effective, safe and non-intrusive way. The framework also has the potential to be applied to other service contexts.

The quality of students' relationships with their teachers plays a significant role in their success in school. Social and emotional learning (SEL) curriculums show great promise for supporting student development. However, quality implementation requires that teachers recognize and understand how their behavior and interactions with students impact the development of these skills. The Prosocial Classroom Model proposes that teacher social and emotional competencies (SECs) play a critical role in creating and maintaining a classroom where everyone feels safe, connected, and engaged in learning. In this chapter, we extend the understanding of SEC to include leadership styles as defined by evolutionary motivational systems theory. We argue that a critical dimension of effective SEL instruction and teacher SEC is effective leadership that skillfully applies an understanding of the social and emotional dimensions of classroom interactions that promote motivation, engagement, and learning. Implications for educational theory, policy and practice, and research are discussed.

The 13 chapters in this volume concern research and theories on 18th to 21st century gender-related issues by 19th and 21st century writers. Our volume looks backward and forward, advancing both research on gender and research on the history of sociology. Gender research is, like many of the subjects discussed in these chapters, post-discipline and post-modern. Our authors include students, mid-career, senior, and emeriti faculty members. While most identify their fields as sociology or sociology and anthropology, one is also a practicing attorney and another is a professor of English. In addition to the United States, authors come from Brazil, Finland, Israel, Italy, and Poland and their subject matter brings additional countries to the mix. They cover a broad spectrum of subjects and events from the Salem Witch Trials and the Crimean War to contemporary national and international politics and policies in such diverse settings as the European Union, Brazilian race tracks, and Israeli Rabbinical Courts. Yet they overlap and expand on each other in many, often surprising, ways.

X-Men is a movie franchise spanning 11 films centered on monsters and mutants (Braidotti, 1996), that is, the superheroes that appeared in the Marvel comics (Lauren Shuler Donner, 2000–2017). The franchise includes a rich compendium of male and female characters. Characters from both gender categories are gifted with powers and enjoy a remarkable focus from the plot. However, there are fewer female characters than male, and the former's powers are mainly related to the mind, rather than physical strength. If it is possible to immediately criticise the above-mentioned male focus, or the unequal distribution of powers, at the same time it is impossible to deny that both gender categories – male and female – reintroduce the gender binary that structures everyday reality in our current society (Butler, 2015). Such binary is a structural part of the cisgender and heteronormative system, inside which human beings carry out their existence. For these reasons, X-Men was interpreted by many transgender movements as a possible monstrous reclamation because it confers visibility to those bodies which are outside the norm (Preciado, 2020b) and it includes them in the context of a possible recognition as part of the cultural imaginary. This analysis, therefore, glimpses a possible liberation from the epistemological and material violence of the cisgender norm. This chapter will focus on the way in which the X-Men saga isn't faithful to a revolutionarily monstrous possibility, but rather carries out, through an apparatus of capture (Deleuze & Guattari, 2009), the reenactment of cis- and heteronormativity. In fact, those mutant and monstrous bodies represented here can be part of a highly popular franchise because they are part of the cisgender and heterosexual norm (Wittig, 1992) and because they put their monstrosity not outside the devices of power (Foucault, 2015), but at their service.

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.