Program

Education K-12 M.A.

Year Approved

2022

First Advisor

Elliot, Nathan

Second Reader

Lisa Silmser;

Abstract

Teachers often turn to assessments to measure a student’s learning in a class. The intent is for the student to complete this assessment by meeting the instructor’s requirements, but often they look for alternate means to aid in the assignment’s completion, which is known as academic dishonesty or cheating. While students may illegally use notes, partner with others, and more, it is common for the students to have other justifications beyond simply desiring a better grade in the class. Not knowing they are cheating, believing cheating is not wrong, believing the class is too difficult, distrusting the instructor, and having unexpected circumstances impede the assignment’s completion are some of the examples of why students resort to academic dishonesty. Teachers and schools are not always innocent, either, as they may ignore cases of cheating and may even unknowingly behave in ways that encourage students to cheat more frequently. By considering options such as formulating policies with students, properly defining academic dishonesty, using effective preventative strategies, maintaining well-designed course expectations, educators and academic institutions can create environments that reduce the likelihood of cheating and discourage students from becoming repeat offenders.

Degree Name

Education K-12 M.A.

Document Type

Masterʼs thesis

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