Academic Dishonesty in the Digital Age from the Perspective of Rural High School General Education Teachers in Southwest Ohio: A Phenomenological Study

Autor/in	Hamblin, Nathan Churchell
Titel	Academic Dishonesty in the Digital Age from the Perspective of Rural High School General Education Teachers in Southwest Ohio: A Phenomenological Study
Quelle	(2017), (197 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Liberty University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3552-4692-6
Schlagwörter	Hochschulschrift; Dissertation; Ethics; Rural Schools; Regular and Special Education Relationship; Teacher Attitudes; Phenomenology; Secondary School Teachers; School Districts; Computer Literacy; Access to Information; Influence of Technology; High Schools; Semi Structured Interviews; Surveys; Focus Groups; Ohio + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ethik; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lehrerverhalten; Phenomenological psychology; Phänomenologie; Psychologie; School district; Schulbezirk; Computerkenntnisse; High school; Oberschule; Survey; Umfrage; Befragung
Abstract	The purpose of this phenomenological study was to describe high school general education teachers' experiences with academic dishonesty in the digital age in rural school districts in southwest Ohio. Academic dishonesty in the digital age is defined as student use of digital technologies to receive credit for academic work beyond their own ability or their willingness to attempt said work. The guiding research questions formulated investigate four areas of the phenomenon that include how teachers experience academic dishonesty, how they define it, how their role has evolved, and the connection of this experience to their pedagogy. The foundational theory that guided this study was Kolb's (2015) experiential learning theory (ELT), including the newly expanded Educator Role Profile and the Nine Style Learning Cycle (Kolb, Kolb, Passarelli, & Sharma, 2014), as it provided an ideal lens through which to view the experiences of teachers as they learn, grow, and develop, concerning academic dishonesty in the digital age. I elected to use purposeful sampling to select 13 referred participants who shared the common experience of academic dishonesty in the digital age. The study incorporated multiple means of data collection (individual interviews, one survey/questionnaire, document analysis, and focus group discussions). Data collection occurred principally through face-to-face, semi-structured interviews to capture the collective voice of the participants. I incorporated an Interpretative Phenomenological Analysis (IPA) strategy. Five interconnected themes emerged: (a) Purposeful Pedagogy, (b) Culturally Conditioned, (c) Blurred Lines, (d) Knowing Their Voice, and (e) Clarity and Consequences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01