For these reasons, this Article has proposed aframework for analyzing off-duty teacher conduct-a framework whichcategorizes the nature of teacher off-duty conduct and expressivebehavior through the prism of the positive law
A frame work would be beneficial improve questionable conduct, what consequences should be given, and would help in data collection determining when off-duty behaviors of teachers are unfit to teacher.
eacher had repeatedly threatened to kill the athletic director and wasserious about carrying the threats out, but that the threats were nevermade personally to the athletic director, suggest that the case shouldhave been disposed of solely as a true threat case
Making threats no matter who it is to, affects the safety of all those involved. I don't think I have seen anything in regards to this in our school policies, but if this were to happen at our school, I believe the teacher would be placed on an improvement plan.
For this reason, and because of the specific statutoryduty of drug education imposed on schools in [state statutory law],we view an indictment of a teacher for a drug felony to besufficiently different from the circumstances in [a police officersuspension case]
This is interesting that an indictment of a teacher for a drug felony is different than a police officer.
Serious off-duty felonious conduct exploiting children orspeech/expressive activities doing the same will bepresumed to render a teacher unfit to teach and, except inunusual circumstances, will constitute grounds for adverseemployment or licensure action
Yes, this should absolutely be considered felonious conduct, as all of them stated should be, but how terrible it is to pose harm against children. In addition, as the fourth one states, "off-duty felonious conduct involving crimes against children. As an educator, you need to protect children, not harm in any way.
The key,ultimately, is to use those factors within a framework of analysis and ina more limited fashion when other, more explicit, indicators ofcommunity standards-such as state statutory law, Codes of Ethics
Yes, a framework of analysis, would solve the problem of a discrepancy between community standards.
Moral standards vary fromcommunity to community and what may be tolerated or overlooked inone area may be used as a reason for discharge in another."
I disagree with this statement that moral standards vary from community to community and what may be tolerated or overlooked in one area may be used as a reason to discharge in another.
Similarly, another commentator has stated "a subjective communitystandard creates a situation in which respect for teachers' privacy anddue process rights depends on whether the school is in a rural or urbanarea." 158
I'm not sure what that matters if a school is in a rural or urban area?
By the mid-twentiethcentury, virtually all states granted power to state boards of education tosuspend or revoke a teacher's certificate based on immoral conduct,moral turpitude, or conduct unbecoming of a teacher
Does it state what is considered immoral conduct, moral turpitude or conduct?
During this period, teachers increasinglywere held to the standard of role model for the communities andstudents that they served
As stated in our previous assignment, teachers are still held to a high standard as a role model for students.
all so you can create a solution which helps solve a problem they face.
When it comes to the students in my class, I like to make weekly goals on something I am observing, then come up with a solution on how to reach the goal. It could be as simple as "A is having difficulty at lunch. It could possibly be the noise. We will try noise eliminating head phones." Sometimes the solutions don't work, but it is all trial and error.
While we’re at it, let’s also explore how a lack of empathy can result in product failure
I have seen this a lot in education when it comes to students showing negative behaviors. When we don't take the time to figure out the cause for the negative behaviors and have empathy towards their struggles and lack of coping skills, behaviors often get worse.
When you immerse yourself in the environment and in the context of the people you design for, you can often get a completely different perspective than what you might expect.
We can learn a lot from those around us That's why it is so important to collaborate with others in the education field. We can learn from others strengths, weaknesses, and different perspectives. I see this even with parenting our girls. I love talking to my husband about things regarding our girls because we both share different perspectives sometimes, and combining them helps are girls so much since both girls have distinct personalities.
However, keep in mind that gaining empathy isn’t something you get and then you have it forever. It is a skill that needs to be constantly practiced and honed.
It takes a lot of time to form new habits, but I personally feel empathy is gained easier when it is modeled around you. This would be a great professional development for schools.
Make sense of what is not being said, or what is being hinted at beneath the external expressions and words.
This is a great quote to remember when reflecting on relationships with co-workers. Keeping this in mind can help build stronger relationships and help improve collaborations.
Empathy is simply crucial to a human-centered design process such as design thinking as it helps you set aside your own assumptions about the world to gain insight into your users and their needs instead.
When I attended West Liberty for my undergraduate studies, one of my professors at the time, Mrs. Nardelli, recommended a book for me to read. The book is called "The Four Agreements." She told me that when I start to work, I will need to remember the four agreements for handling co-workers and getting to know my students. The four agreements are: Always Try Your Best, Be Impeccable With Your Word, Don't Make Assumptions, and Don't Take Anything Personal. Each agreement is incredibly important, but we should never make assumptions about the children that we work with.
you’ll need to immerse yourself in their physical environment if you want to have any chance at gaining a deeper personal understanding of the issues, needs and challenges involved in their day-to-day lives.
A simply question I ask the students every single day is, "What did you have for dinner last night?" It is amazing from that simple question, what students will tell me. I gain a deeper understand, their needs and challenges from that simple question.
You should have a burning desire to observe, engage and empathize with the people you design for to understand their experiences and motivations.
A few years ago while I was still a third grade teacher, my principal at the time stated during my professional evaluation that I spent too much time on trying to help children who were struggling with social and emotional learning. I responded with "If we don't help children with their social and emotional learning, how will we ever help students academically?"
In other words, empathy requires you to learn about the difficulties people face and uncover their latent needs and desires to explain their behaviors.
I feel that it is so important to get to know a child, understand their likes and dislikes, understand their strengths and weaknesses, and understand their struggles they might face outside of school. So many times, negative behaviors can be explained when you take the time to get to know a child. Then, through my experiences, I have learned that children are more likely to open up to you when you take the time to talk to them.
Empathy is our ability to see the world through other people's eyes — to see what they see, feel what they feel and experience things as they do.
In education, it is important to look at things from a child's point of view and experience things as they do.
They will monitor students’report card grades and state science testscores over time
Monitoring report card grades and state testing scores is a great way to monitor success, but not all children are good test takers. Other forms of collecting data would be helpful along with assessing scores.
Maryland conducted Snowy ScienceNight to help more students developpositive attitudes about science andincrease science learning measured onstate science achievement tests
This is a great idea! Children love science, but unfortunately it is a subject sometimes left out due to time constraints in the classroom. I think that is a wonderful theme as well!
Students stillare dependent on their parents andeducators know that parents are stronginfluences in their children’s lives.
I mentioned this in my previous article's annotations, but modeling is so imperative for children. If we model positive attitudes and behaviors towards academic success, children will be more likely to have a positive attitudes as well.
Career awareness in theearly grades develops students’ under-standing of opportunities that are“out there” for them.
I wonder if there is a grade that would be considered too early to begin career awareness? Could you start it in preschool? I know certain concepts are harder for kids to grasp because of their age.
I wonder if kids could just be exposed to careers to help develop awareness like having a guest speaker for certain professions, career themed stations or centers, or even read alouds discussing certain careers?
The key to a strong and successfulpartnership program is persistence andcontinuous improvement
Keeping track on progress such as keeping and evaluating data is a great way to have persistence towards continuous improvement.
Today, many if not most schools servefamilies who speak many languagesother than English at home.
Weirton Elementary School just started serving more families who speak many languages other than English. Our Communities within Schools provides translators at our school. Our Title 1 teachers created signs around our school in different languages such as Russian and Spanish. Lastly, our physical education teachers are creating a End of the Year Olympics where we are bringing in different cultures and activities in our school. Families will be invited to see this.
The content of customizedworkshops should help each schooltake next steps in strengthening team-work, reaching out to more families,and connecting involvement activitieswith results for student
Having a staff survey at the end of the school year questioning what personal development they feel would be beneficial for creating customized workshops would be great. I still think having a workshop of TIPS would be great for reading out to more families.
Theymay start by communicating with allschools about the importance of usingresearch-based approaches in practiceto strengthen family and communityinvolvemen
At the beginning of the school year, our county has a large meeting where our superintendent meets with all schools at one location to welcome us to the new school year. This would be a perfect time to discuss the importance of using research-based approaches or communication practices.
These criticisms are true, but policies tend totell people what to do not how to do i
That is another good point. This motivated me to review our school policies again to review how the policies were stated. This was true for our school for certain policies. This is a good point to bring up to administration.
Good Points/Bad Points. Among the goodpoints, people praised the important goal ofincreasing family involvement in children’seducation.
First, I appreciate this article providing good points and bad points to see both points of view. Increasing family involvement is important, and I am curious on how our state and district leaders are taking action.
Page 6- I wanted to comment on the diagram found on page 6. I think the responses/knowledge/attitudes/ behaviors of parents and educators are incredibly important for the outcomes and results for students. Specifically in my classroom, i have seen, I have seen how those positively or negatively affect students. In terms of mindset or social emotional learning, If I model positive mindset, the students are more likely to have a positive mindset. If I exhibit specific knowledge on a topic and enthusiasm on what it entails, the student outcome is greater. Isn't the greatest form of guiding or teaching kids modeling?
Page 11- I like how this form is easy to read, quick to fill out, and has areas for informal comments. I think when forms are too complicated to fill out, some people are less likely to complete them. I think this is an effective layout of this sample page.
Page 10-I am using this to guide my final action plan, but I shared this with our administrator for the following school year. It's a great guide to create an action plan.
Page 8- "Studies have shown that when teams take time to evaluate, their schools are more likely to improve overall quality of their partnership programs." During this school year, our school has been paying stipends for teachers who stay after school for professional learning communities. The meetings evaluate progress of certain grade levels, and more teachers have been attending because they are getting paid. This would be great to do for conducting meetings to track progress of partnerships.
Page 7- Learning about TIPS in our week 6 assignments completely changed my mindset of homework. It definitely made me evaluate and change certain aspects on how I assign homework.
Page 5- That's interesting dividing assessments by no-cost, low-cost, or high-cost. I wonder if administration at Weirton Elementary ever thought of assessments in that way because I have never heard them using those terms before.
Page 3- "Sign-in sheets can document how many or who attended an activity." Weirton Elementary is so large, and I was always amazed on how one of how secretary was able to read all parent signatures to document attendance. One of our principals created a QR code this year for Open House. When parents came to open house, they could sign in using the QR code. This was more convenient for parents, great for documenting attendance, and a time saver for our secretary.
Page 3- "Measure implementation first." Relating this to student progress, I have seen the importance of measuring first to have a baseline for monitoring progress. This is also important for partnership programs. How will you know you are making progress if there isn't a baseline?
Page 2- "Researchers and educators need different measures and appropriate methods of data collection." I agree to this point to ensure data is accurate. We have several methods at Weirton Elementary School. As I read in a forum discussion from a classmate, and similar to what Weirton Elementary School does, there are informal ways to collect data like google/microsoft forms, or formal ways like a specific evaluation tool.
Page 1- "What gets measured gets done." This is something that is true for my classroom. When I keep data or measure parent communication or student progress, it keeps me accountable for continuing to put effort into the process.
Page 1- That's a good point that when school-based partnership teams take time to evaluate efforts, they demonstrate a seriousness of purpose. I never thought of it like that. Evaluating efforts does make teams work harder to increase goal-linked activities to see progress towards goals.
Students might like to conduct different interactions such as agame, demonstration, or experiment, or collect reactions, memo-ries, or ideas.
These are great ideas as well. As a teacher, I never thought to incorporate different interactions like those stated. As a parent, I enjoy that time my girls and I sit to complete homework together. They seem to like to share with me what they are learning in class and how well they know the information. They would like to do some of the interactions stated in the article. To be honest, sometimes completing homework is challenging after a long day of work and extracurricular activities, but knowing we had a variety of interactions would make homework time more enjoyable to look forward to.
y identifying theinteractive components of the assignment first
I'm embarrassed to say, but I definitely haven't done this. Reading this article makes me wonder why I never thought of doing that before.
The teachers not only beganto share homework tips, but also exchanged classroom teachingtechniques and strategies.
I love when teachers share knowledge and experiences. We can learn so much from each other. I think that's wonderful that is part of the professional development for TIPS.
Sustained use of the TIPS design related to gains in stu-dent standardized achievement.
If our administration knew TIPS increased state testing scores, I think they would provide professional development for teachers on this topic. Standardized test scores and the improvement of them are incredibly important in our county.
In looking at both the feelings and attitudes reported bystudents and families each year, the TIPS group reported signifi-cantly more happy homework experiences and fewer frustratingexperiences than did the control group
If it is a happier experience, kids and parents would be more likely to complete homework assignments.
rovided professional development to theTIPS teachers in each subject area to enable them to understandthe research on homework, designs for interactive homework,and to adapt and/or develop TIPS activities based on their owndistrict’s curriculum objectives
This would be a great professional development for Hancock County Schools. Our school provides surveys on what teachers feel they need professional development on, but I can't recall I've ever heard someone say they need development on assigning homework.
Parents report that they sometimes provide pooror inappropriate help, often feel unprepared to help with certainsubjects
I realized this a few years ago, but I also realized that parents can't always read if study guides are sent home or they simply don't want to take the time to read. Something I started doing that I have seen to be beneficial is post videos on DOJO (which is our main form of communication at Weirton Elementary) on things we are learning in class. I may share a youtube video reviewing something we are learning. I may also tape a student (with parent permission) explaining specific topics, such as how to solve our current math skill. It helps the students' comprehension because they are explaining it. It helps their confidence, . It encourages parents to view it, and helps parents understand topics.
Homework in the early grades should encourage positiveattitudes and character traits, allow appropriate parent involve-ment, and reinforce simple skills introduced in class
I always felt like the purpose for homework was to aid in the executive functioning skill of organization, reinforcing skills learned in class, and informing parents topics learned in class. I like how this states that homework should encourage positive attitudes and character traits as well. These are two very important things, as well as the appropriate parent involvement and reinforcing skills like it also stated.
For example, students in the elementary andmiddle grades should be assigned roughly 10 minutes multipliedby the grade level (i.e., 30 minutes for a third-grade student),while high school student assignment time varies by subject.
This is interesting. I've never heard of the 10 minute rule. I know the homework assignments I give do not match the 10 minute rule, but I think this would be different for special education classrooms.
f homework serves a clearbenefit for students, it is puzzling why there are persistent discus-sions and contention about its practice
This is a good question, and I'm curious to continue reading to find out. I wonder if it has to do with the lack of communication and support with some families? I also wonder if parents feel homework is a added stress due to extracurricular activities?
tooka pre-survey in in Spanish or Englishon their use of the porta
Surveys are always beneficial for a baseline and to track progress no matter what the topic would be.
At Clifton Elementary’s Fall Festi-val Math Day, parents learned aboutCommon Core Math Standards andstudents showed their parents how tosolve problems with the Read-Draw-Write strategy used in math class
When students create math problems or teach someone else how to solve mathematical problems, whether it would be a peer or a parent, I feel it always helps their understanding of the information a little better.
Teachers presentedparents and students with informationon STEM goals and design chal-lenges,
I love STEM activities in the classroom and as a parent to make with my daughters. As a teacher, I think providing STEM projects for families are a fun way to engage parents in their child's education.
Training modules for parents onhow to use the school’s parentportal to monitor their children’sacademic progress throughout theschool yea
As a parent, a training module would be helpful for me to learn how to access student information or monitor academic progress. Then, I could refer back to the module for any reason if needed.
Those who met this goal wereinvited to bring a family member toa red-carpet luncheon celebratingthe accomplishment. Culinary Artsstudents provided the menu
I wonder if the Culinary Arts students helped prepare the food as well? A red-carpet luncheon sounds nice.
Children and parentswere invited to come to school inpajamas, bring blankets and pillows,and settle in for an evening of readingand learning together
That's a fun idea! Feeding off of that idea, it would be fun to have a camping themed night where the school could have parents and kids read around tents, pretend camp fires and camping themed snacks.
Workshops like these are critical becauseeducators cannot assume family membersunderstand what a “computer-adaptivetest” is, or the implications of their childrenof scoring at, above, or below proficiency
I think this is a great idea. The end of the year state test is pretty challenging, and the format is not like any other test they take. For example, the math questions are not quite like math questions a parent will see on a child's formative math test.
Helping families access data about theirchildren’s progress in school also is vitalfor them to effectively support learningand academic achievement
Our school provides STAR assessment scores and data with report cards every 9 weeks. We also use Livegrades where parents can access grades.
In the current era of accountability, stu-dents are given benchmark assessments,Common Core-related assessments, unittests, and other formative, interim, and sum-mative tests to measure what they know andare able to do
At Weirton Elementary School, we use the STAR assessment to measure growth. We have benchmarks at the beginning, middle, and end of the year. If a student is going through the student assistance program or is on an IEP, STAR assessments are given more frequently.
or example, $100bonuses were based on specificcriteria,
Wow, that's a really nice incentive. Anytime there is a stipend at our school for teachers to participate in after school activities, there are always more that go.
but monthlymeetings ensure that ATPs strengthenteamwork, develop and discuss plans,evaluate activities conducted in theprior month, and share leadership forupcoming involvement activities
Meeting monthly is important, and I also like how our text book shared the idea of subcommittees meeting more frequently if needed. This could also be done informally by zoom, e-mail, phone calls, or simply text.
Parents were greeted by studentsand Family Engagement Commit-tee (FEC) members, who offeredthem coffee and pastries and gavethem information about the schooland upcoming events.
That's a nice idea. I also like how the trades planned activities in their special shops. I can see how kids would like to show their activities they are learning, and families would like to see them doing their activities in the school setting.
•Child Care. Supervised care may beneeded if children’s parents also haveinfants and toddlers.•Transportation. Provide transporta-tion (check for support from communitypartners with busses, vans) to attractfamilies without transportation and thosewho live far from the school.
Again there are two really good points that I have noted to share with our ATP. I can see how both points of having child care provided or transportation could help parent involvement. I have had many parents throughout teaching that didn't have a car so they weren't able to attend activities or meetings for their child's education. What a great opportunity and idea to help them!
Incentives. Surprises and prizes mayencourage parent participation. Schoolshave used raffles and door prizes, freebooks for students to take home, and“no homework” passes for students toencourage family participation at schoolactivities
This is something our school does do a lot of. Since our school is so large, and we have a large raffle, they will ask each grade level to bring specific items to create themed raffle baskets. For example, this year at open house, one grade was asked to bring in sports items to make a sports basket. Another grade was asked to bring in board or card games to make a game basket.. etc. All of the baskets are visible in the main hall, so the kids see the items they could possibly win if their parents participate in the raffle.
•Serve dinner: Ask business partners todonate meals for well-planned, goal-orientedactivities.
What a great idea! I can see how this would help bring parent involvement. My mind is now brainstorming ideas, and I wonder if it would ever be possible for middle school or high school students to make dinner in the school cafeteria for their families. They could make food such as spaghetti then serve their families.I believe there are still home economic classes?
mall grants are offered on acompetitive basis for schools’ ATPsto design and implement creativeand responsive activities to increasestudents’ academic success at allgrade levels
I wonder if there are small grants that we could write and apply for to help our ATP design and implement activities? I have written a couple grants in the past, but both were brought to my attention, and I had assistance with the submitting process. To complete the full process on my own, I'm not sure which grants would be best for our ATP goals.
They helpstudents find their classes, introducethem to other students and schoolactivities, and address their questionsand concerns.
What a wonderful idea. I have read in the past that the more a child moves, the more likely they have feelings of unhappiness and have fewer social relationships. I can see how peer mentors could help kids socially, emotionally and with behavior.
The students and others check to seethat the garden’s birdhouses, murals,fish pond, friendship fence, andstepping stones are well-maintained.Throughout the school year, thegarden is regularly tended and isincorporated into art, science, andnutrition lessons for students. Teach-ers hold reading classes in the garden,and students develop writing skills bykeeping journals about their favor-ite plants and growth patterns. Thegarden also provides an opportunityfor community service.
Oh my goodness, I absolutely love this idea! I wrote this idea down to share with our ATP.
ATPs should design and implement somereading, math, and other goal-linked activi-ties that can be conducted by parent and childat home.
I am really happy with the school our girls go to, but they have a lot of activities for parents that are during a work or school day. Not only does it make our girls upset when we aren't able to attend (even though we try to have someone there such as a grandparent), but it does at times make make my husband and I feel like there is a small disconnect in our child's education. Having more information and materials that could be incorporated at home or after school is nice for working parents.
However, there is no“magic” way to engage all families all of thetime.
I like how it states, "there is no magic way to engage all families all of the time." I'm sure it's a lot of trial and error when starting enjoyable and meaningful involvement activities.
All challenges can be addressed by strong teams, following astrengths/equity model and evaluating and improving programs from one year to the next.
Strong teams can improve the leadership in school, the academic growth with students, and the relationships between everyone involved. This, I believe, will help students develop positive educational experiences.
Beginning teachers need to understand the new directions discussed in this webinar for a fullappreciation of how programs of family and community engagement can be developed with a focuson student success in schoo
In Weirton Elementary School, we have over 40 new teachers this school year. I am currently mentoring a new special education teacher, and there are so many aspects that needs to be taught to her. It's actually overwhelming at times. This is another aspect I never thought to mention to her.
school-based parent coordinators.
Does anyone have a school-based parent coordinator? If so, what does he or she do? I have never heard of this before, but sounds like it would be helpful.
ALL parents want to and can be involved in their children’seducation, regardless of income, race, ethnicity, education, language spoken at home, and otherbackground variables
As a parent of two girls in an elementary school, it is nice to feel a welcoming environment. We do want to be involved, and we are absolutely more likely to interact with teachers and staff if we feel comfortable.
The team should involve teachers, parents/familymembers, the principal, other school staff (e.g., counselor, nurse), and students.
I think adding students to a team is often overlooked. Students often give great input on their education. Also, by adding students to a team, it shows others in the community that student opinions are valued.
deas for engaging families of students with severe attendance problems
I wonder why there are families with severe attendance problems? Is it the lack of structure in the mornings to leave at a specific time or inadequate sleep so there was difficulty waking up? If that's the case, maybe workshops on the importance of sleep or a morning routine would be helpful.
I wonder if it could be something like frequent illnesses? Maybe workshops on proper nutrition or check ups would be beneficial then.
Reading-partner volunteers, guest readers of favorite stories, and other organized,ongoing read-with-me activities.
I enjoy watching the body language of students listening to read aloud books when there are guest readers in a classroom. It's as if you can see them visualizing the story as they listen, and it significantly help their vocabulary without being aware of it.
parent-teacher conferences
Weirton Elementary School started student led conferences a few years ago where students led the meeting. He or she had to discuss progress with teachers and parents. It look a lot of preparation and modeling; however, very beneficial.
The relationship can be measured by changes in student academic performance.
STAR is a program we use in Hancock County to assess academic performance. There are great aspects to this program.
senior citizens
A few years ago when I was teaching third grade, we had a pen pal program with our local senior citizens center. Our kids loved when they would write to each other, and the senior citizens came to our school towards the end of the school year to complete a reading activity and craft with the kids. It was so nice! Unfortunately because of Covid, we weren't able to continue our program. It was a beneficial program for everyone.
Plagiarism is rampant across all disciplines, such as science, art, literature, music, agriculture, computer sciences and so on. Looking into the magnitude and misconception about plagiarism, this systematic review was planned to present an explicit dossier about its understanding, factors that compel the writers to plagiarise, complexity of metrics of plagiarism, and the remedies to tackle and prevent plagiarism.
This is so sad to me that it is so prevalent in so many areas. I am looking forward to reading more on why this is and the remedies to tackle it.
This divides plagiarism into two segments; a) appropriating someone else\\\'s work and b) passing it off without acknowledging the original source.
I remember being introduced to the term plagiarism in college. Prior to that, I never heard of it before.
Martin analysed graduate student articles by Turnitin software over the course of 5 semesters and reported that 50% submissions had some form of plagiarism.28
I am so shocked at that percentage. That seems so high to me.
Other plagiarism detection programmes include eTBLAST, EVE2, CopyCheck, and WordCheck.
I actually heard of wordcheck, and I believe I did use it in the past.
These include explaining and defining plagiarism to all the students, preferably by using examples explaining what constitutes acceptable and unacceptable degrees of plagiarism; to clearly declare the policy that students\\\' submissions and assignments shall be subjected to screening by authentic plagiarism-detection software; to make the students understand that assessment grades shall be awarded after considering plagiarism reports generated by the plagiarism-detection software; and students should also be trained in developing the cognitive and writing skills, and to expand or elaborate the extant knowledge in a defined research discipline.
What is the youngest grade or age group that we should start explaining and defining plagiarism?
Editors, reviewers and authors should rigorously check sources and consider the use of plagiarism detection software.
This would be a hard thing to do as a editor, reviewer and/or author.
The educational strategy for avoiding plagiarism by paraphrasing, summarising, quotations, and proper citations carries great promise and these writing skills should be inculcated in the researchers\\\' portfolios.
These are strategies used in the elementary, middle, and high school, but I guess I never made the connection on how they could prevent plagiarism in the future.
Wide ranges of commercial and free software are available for the detection of plagiarism.
I had no idea there is software for this.
Factors described in literature as the leading causes of plagiarism included: lack of ethical awareness and poor understanding of the principles of scientific writing;15 unawareness of the consequences and gravity of plagiarism;1 weak language proficiency and writing skills.
This is a great point on possible reasons of plagiarism. Students doubting their ability is unfortunately a good reason too. What can we do in the elementary, middle or even high school to prevent this from happening as kids progress in the future?
For some mainstream journals, up to a third of the published papers have been reported to be plagiarised.
Wow, I would have never thought that mainstream journals would have plagiarism. That is a high percentage as well.
Jeremy Boggs has noted three roles for instructors using technology in the classroom:role model; tech support; and cheerleader. 12 Given
I actually like this quote to share with others I work with since we have so many online supports we incorporate in the classroom now.
These digital reading tools, often useful to scholars, maybe just as helpful in the classroom.
I feel like any digit tool is beneficial in the classroom now since that is what our kids are familiar and use to now. I have students that are better with technology than me!
My students’ literary analyses were indisputably enriched by Hypothes.is.
Is there a tool similar to this program that is aimed for a younger age group? I would love to use something like Hypothes.is. in the elementary school using age appropriate text.
. I recommenda deliberate, staged introduction to the tool to ensure that students do not go astray.
That's a good suggestion because I'm sure so many students want to quickly start and finish assignments without taking the time to follow directions.
It encouraged students to do the kind of ‘slow reading’ or ‘deepreading’ that they so often overlook
This is such a good point. Personally as well as professionally, deep reading is so often overlooked.
I considered a number of annotation tools. After trying many and consulting withcolleagues and the distance learning team at FSU, 3 I chose Hypothes.is.4 It offered sta-bility, good reviews, open source, creative commons, the option of private annotation,a clean and inviting interface, and flexible possibilities for the course and beyond
I love hearing why this program was chosen as well as the positives. It makes me feel confident that I will have positive outcomes using this program as well!
I faced two challenges in designing and teaching this course.
I really like how the author is going to discuss his challenges. It makes it really relatable and reassuring.
All too often, however, students workingindependently drift into general statements that do not support their claims.
I wonder if this is because they are lacking the tools or experience on how to properly support their ideas or claims?
I explain to students that the analysisof words quoted from the text is a crucial element of literary critical argument.
This reminds me of a "Think-Pair-Share" in our Wit and Wisdom Curriculum at Weirton Elementary School.