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Descriptive Analysis of Georgia High School Teachers' Perceptions of Academic Dishonesty

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Descriptive Analysis of Georgia High School Teachers' Perceptions of Academic Dishonesty Georgia Southern University Digital Commons@Georgia Southern Electronic Theses and Dissertations Graduate Studies, Jack N. Averitt College of Spring 2007 Descriptive Analysis of Georgia High School Teachers' Perceptions of Academic Dishonesty Amy Manning Rowland Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/etd Recommended Citation Rowland, Amy Manning, "Descriptive Analysis of Georgia High School Teachers' Perceptions of Academic Dishonesty" (2007). Electronic Theses and Dissertations. 215. https://digitalcommons.georgiasouthern.edu/etd/215 This dissertation (open access) is brought to you for free and open access by the Graduate Studies, Jack N. Averitt College of at Digital Commons@Georgia Southern. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. A DESCRIPTIVE ANALYSIS OF GEORGIA HIGH SCHOOL TEACHERS’ PERCEPTIONS OF ACADEMIC DISHONESTY by AMY MANNING ROWLAND (Under the Direction of Walter Polka) ABSTRACT This research study was conducted with the assistance of Georgia high school teachers for the purpose of examining teachers’ perceptions of academic dishonesty during the 2006-2007 school year. Data were gathered to establish teachers’ perceptions of academic dishonesty by exploring what behaviors teachers felt to be academically dishonest, how teachers addressed such occurrences, whether teachers felt any internal conflict regarding academic dishonesty, whether any external pressures were involved in instances of academic dishonesty, and how these experiences affected teachers’ attitudes toward their profession. Results of the study indicated that high school teachers in Georgia consider academic dishonesty to be a prevalent problem. Teachers consider some types of academic dishonesty to be more serious than other types of academic dishonesty. Some teachers reported that academic dishonesty is a moral issue and that parents are responsible for the moral training of their children. Some teachers also reported that administrators play an important role in the success or failure of policies that address academic dishonesty. Some teachers feel comfortable approaching their administrators about issues concerning academic dishonesty, while other teachers do not. The implications of this study are that staff development opportunities could allow teachers to explore honor codes, violations, sanctions, and policy implementation. Teachers could keep tests locked in secure locations, use software passwords, and plagiarism detecting software. Educational opportunities for parents could include being exposed to teacher syllabi, course requirements, sanctions, student handbooks, and information sheets. For administrators, graduate level course work could address academic dishonesty, and administrators could promote honor codes and an academic dishonesty policy. INDEX WORDS: Academic dishonesty, Cheating, Teachers’ perceptions, School board policy, Administrative policy A DESCRIPTIVE ANALYSIS OF GEORGIA HIGH SCHOOL TEACHERS’ PERCEPTIONS OF ACADEMIC DISHONESTY by AMY MANNING ROWLAND B.A., Georgia College, 1992 M.Ed., Georgia College, 1995 Ed.S., Georgia College and State University, 2000 A Dissertation Submitted to the Graduate Faculty of Georgia Southern University in Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION STATESBORO, GEORGIA 2007 © 2007 Amy Manning Rowland All Rights Reserved A DESCRIPTIVE ANALYSIS OF GEORGIA HIGH SCHOOL TEACHERS’ PERCEPTIONS OF ACADEMIC DISHONESTY by AMY MANNING ROWLAND Major Professor: Walter Polka Committee: Cordelia Zinskie Lucinda Chance Electronic Version Approved: May 2007 6 DEDICATION In loving memory of J. B. Allen 7 ACKNOWLEDGMENTS Dr. Walter F. Polka, Dr. Cordelia D. Zinskie, and Dr. Lucinda H. Chance, for patience, guidance, and direction. Dr. James F. Burnham, for unfailing optimism and moral support. Thank you for your kindness. Members of Cohort X. Angie, Gary, Hope, Juli, and Rod, you made every class session a pleasure. New York will forever live in my memory. Mrs. Fay Price, for expert proofreading and encouragement. Your commitment to education is legendary. Amber Donnell, Kim Bartholomew, and Kelly Harden, girlfriends dear to my heart. Helen C. Allen and Allen Manning. Thank you for always listening. My parents, Henry and Sandra Manning. Dad, thank you for teaching me to set goals. Mom, thank you for teaching me that I can do anything. I hope that I can be as good a parent to my children as you have been to me. I love you. My husband and children, Jim, Jessica, Trevor, and Jake. You are my inspiration. Thank you for your support, patience, and understanding during this journey. You fill my days with joy. Jesus Christ, my Savior. “I can do all things through Christ who strengthens me.” 8 TABLE OF CONTENTS Page ACKNOWLEDGEMENTS.....................................................................................7 LIST OF TABLES ...............................................................................................13 CHAPTER 1 INTRODUCTION ................................................................................15 Honesty in America’s Schools .......................................................14 Academic Dishonesty .....................................................................16 Prevalence of Academic Dishonesty ..............................................17 Modern Technology and Academic Dishonesty..............................18 Distance Learning .....................................................................18 Advanced Technology...............................................................19 Administrative Pressures ................................................................20 Teacher Involvement and Reactions ..............................................23 Statement of the Problem ...............................................................24 Research Questions .......................................................................26 Subquestions.............................................................................26 Significance of the Study ................................................................26 Procedures .....................................................................................28 Research Design.......................................................................28 Population .................................................................................28 Data Collection..........................................................................28 Data Analysis ............................................................................29 9 Pilot Study.................................................................................29 Limitations ......................................................................................29 Delimitations ...................................................................................30 Definition of Terms..........................................................................30 Summary ........................................................................................31 2 REVIEW OF LITERATURE ................................................................32 Introduction.....................................................................................32 Beliefs of the Founding Fathers......................................................32 Eras of America’s Public Schools ...................................................35 A Historical Perspective of Cheating...............................................37 Moral Development.........................................................................39 Locus of Control..............................................................................41 Academic Dishonesty in America ...................................................43 Evolution of Academic Dishonesty..................................................48 Preventing Academic Dishonesty ...................................................52 Future Ramifications of Academic Dishonesty................................56 American Ethics, Morals, and Education ........................................57 Federal, State, and Local Policy .....................................................59 External Pressures Influencing Academic Dishonesty....................61 Students and Academic Dishonesty ...............................................63 Teachers and Academic Dishonesty ..............................................66 Pressures Teachers Face...............................................................69 Teacher Internal Conflict.................................................................70 10 The Role of Administrators .............................................................71 Accountability, Academic Dishonesty, and Standardized Tests .....73 Summary ........................................................................................75 3 METHODOLOGY ...............................................................................78 Introduction.....................................................................................78 Research Questions .......................................................................78 Subquestions.............................................................................78 Methodology ...................................................................................79
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