Nearly three-quarters of college students cheat during their undergraduate careers, a startling number attributed variously to the laziness of today’s students, their lack of a moral compass, or the demands of a hypercompetitive society. For James Lang, cultural or sociological explanations like these are red herrings. His provocative new research indicates that students often cheat because their learning environments give them ample incentives to try—and that strategies which make cheating less worthwhile also improve student learning. Cheating Lessons is a practical guide to tackling academic dishonesty at its roots.
Drawing on an array of findings from cognitive theory, Lang analyzes the specific, often hidden features of course design and daily classroom practice that create opportunities for cheating. Courses that set the stakes of performance very high, that rely on single assessment mechanisms like multiple-choice tests, that have arbitrary grading criteria: these are the kinds of conditions that breed cheating. Lang seeks to empower teachers to create more effective learning environments that foster intrinsic motivation, promote mastery, and instill the sense of self-efficacy that students need for deep learning.
Although cheating is a persistent problem, the prognosis is not dire. The good news is that strategies which reduce cheating also improve student performance overall. Instructors who learn to curb academic dishonesty will have done more than solve a course management problem—they will have become better educators all around.
With a renewed emphasis on facilitating learning, supporting multiple literacies, and advancing equity and inclusion, the thoroughly updated and revised second edition of this trusted text provides models and tools that will enable library staff who serve youth to create and maintain collections that provide equitable access to all youth. And as Hughes-Hassell demonstrates, the only way to do this is for collection managers to be learner-centered, confidently acting as information guides, change agents, and leaders. Based on the latest educational theory and research, this book
This resource will be as useful to current school librarians and supervisors, youth librarians in public libraries, and educators as it will to LIS students.
Across the United States, people are developing new relationships with the forest ecosystems on which they depend, with a common goal of improving the health of the land and the well-being of their communities. Practitioners and supporters of what has come to be called community forestry are challenging current approaches to forest management as they seek to end the historical disfranchisement of communities and workers from forest management and the all-too-pervasive trends of long-term disinvestment in ecosystems and human communities that have undermined the health of both.
Community Forestry in the United States is an analytically rigorous and historically informed assessment of this new movement. It examines the current state of community forestry through a grounded assessment of where it stands now and where it might go in the future. The book not only clarifies the state of the movement, but also suggests a trajectory and process for its continued development.
More than fifteen years later, Hurricane Katrina maintains a strong grip on the American imagination. The reason is not simply that Katrina was an event of enormous scale, although it certainly was by any measure one of the most damaging storms in American history. But, quite apart from its lethality and destructiveness, Katrina retains a place in living memory because it is one of the most telling disasters in our recent national experience, revealing important truths about our society and ourselves.
The final volume in the award-winning Katrina Bookshelf series The Continuing Storm reflects upon what we have learned about Katrina and about America. Kai Erikson and Lori Peek expand our view of the disaster by assessing its ongoing impact on individual lives and across the wide-ranging geographies where displaced New Orleanians landed after the storm. Such an expanded view, the authors argue, is critical for understanding the human costs of catastrophe across time and space. Concluding with a broader examination of disasters in the years since Katrina—including COVID-19—The Continuing Storm is a sobering meditation on the duration of a catastrophe that continues to exact steep costs in human suffering.
“Applebee's central point, the need to teach 'knowledge in context,' is absolutely crucial for the hopes of any reformed curriculum. His experience and knowledge give his voice an authority that makes many of the current proposals on both the left and right seem shallow by comparison.”—Gerald Graff, University of Chicago
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