Journal of Educational Thought: Special Issue on Academic Integrity and Ethics

January 14, 2020

JET Cover 52(3)I am so pleased to share that the special issue of the Journal of Educational Thought dedicated to academic integrity and ethics is now out. I am excited about this work because it adds to the growing body of scholarly and research literature on these important topics, not only in Canada, but globally, too.

I was the guest Co-Editor for this special issue, together with the journal’s editor-in-chief, Ian Winchester.

Here’s an overview of what’s in the issue:

Editorials

Winchester, I. (2019). Academic integrity in the university. Journal of Educational Thought, 52(3), 187-190.

Eaton, S. E. (2019). Considerations of corruption, ethics and integrity in educational contexts: Guest editorial. Journal of Educational Thought, 52(3), 191-192.

Research articles

Lock, J., Schroeder, M., & Eaton, S. E. (2019). Designing and implementing an online academic integrity tutorial: Identifying the challenges within a post-secondary context. Journal of Educational Thought, 52(3), 193-208.

Lancaster, T., Glendinning, I., Foltýnek, T., Dlabolová, D., & Linkeschová, D. (2019). The perceptions of higher education students on contract cheating and educational corruption in South East Europe. Journal of Educational Thought, 52(3), 209-227.

Henry, R., & Gabel, C. (2019). “It’s not just a picture when lives are at stake: Ethical considerations and photovoice methods with Indigenous Peoples engaged in street lifestyles”. Journal of Educational Thought, 52(3), 229-252.

Miron, J. B. (2019). Academic integrity in a student practice environment: An elicitation study. Journal of Educational Thought, 52(3), 253-273.

All of the research articles underwent double-blind peer review.

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Sarah Elaine Eaton is a faculty member in the Werklund School of Education, and the Educational Leader in Residence, Academic Integrity, University of Calgary, Canada. Opinions are my own and do not represent those of the University of Calgary.


Supporting struggling pre-service teachers: A guide for mentor teachers

January 9, 2020

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In 2017 I joined a project led my my colleague, Dr. Amy Burns, in the Werklund School of Education at the University of Calgary. 

The project was called “Pre-service teachers at risk: Intervention strategies for and by teachers“. It was funded by the Alberta Advisory Committee for Educational Studies (AACES).

The primary question our research addressed was: (RQ1) What strategies do in-service teachers employ to support struggling pre-service teachers in field education?

A secondary question addressed was: (RQ2) How can postsecondary institutions better facilitate placements where a pre-service teacher is struggling before the field placement begins, given the legislative restrictions that exist with regard to privacy?

The research is complete now and as a result, we have developed an entirely open access educational resource to help both pre-service teachers (e.g. teacher trainees) and the mentor teachers they work with. Here are the key themes we identified through our research:

  1. Don’t Do This Job in Isolation: Seek Support
  2. Guide and Model What You Want to See
  3. Provide Immediate and Frequent Feedback
  4. Communicate: Early, Often, Directly, Honestly, and Clearly
  5. Remember the Big Picture
  6. Set Clear and High Expectations
  7. Support Engagement in Self-Reflection
  8. Reflect on the Preservice Teacher’s Difficulties
  9. Recognize Early Warning Signs and Don’t Ignore Them
  10. Identify the Preservice Teacher’s Current Skill Level
  11. Create Goals

 

Download a full copy of the resource free of charge here:

Burns, A., Eaton, S. E., Gereluk, D., Mueller, K., & Craig, H. L. (2019). Supporting Struggling Pre-Service Teachers: A Guide for Mentor Teachers. Retrieved from Calgary, AB: http://hdl.handle.net/1880/111439

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This blog has had over 2 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, and the Educational Leader in Residence, Academic Integrity, University of Calgary, Canada. Opinions are my own and do not represent those of the University of Calgary.


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