Teachers’ Perceptions of Plagiarism in International High Schools and Divisions in China’s First-Tier Cities

Author

Katie Marie Thomas, Cedarville UniversityFollow

Date of Successful Defense

10-3-2018

Date Degree Awarded

12-14-2018

Document Type

Thesis

Degree Name

Master of Education (M.Ed.)

Advisor

Margaret Grigorenko, Ph.D.

Second Advisor

Eddie Baumann, Ph.D.

Third Advisor

Brenda MacKay, Ed.D.

Keywords

Plagiarism, perceptions, teachers, China, international, high school

Abstract

This paper explores perceptions of plagiarism among the diverse faculty in international high schools and divisions in China’s first-tier cities. In survey and interviews, participants reflected previous research in their punitive attitudes and identified obvious expressions but lacked consensus on subtler forms, suggesting institutions should develop precise policies that are reevaluated and revised annually to mitigate the effects of high faculty turnover. A discrepancy was noted between low frequency of offenses reported and more than half of participants believing plagiarism was a “big issue” in their institutions. The oft-implemented parental contact as a punishment was seen as ineffective and thus should be replaced by GPA-related ones. Participants indicated they spent more time teaching about the nature of plagiarism rather than how to avoid it; this suggests teachers should reformulate the balance of knowledge and skills taught, supplementing knowledge with practical instruction on research skills, responsible Internet use, and time management.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Thomas, Katie Marie, "Teachers’ Perceptions of Plagiarism in International High Schools and Divisions in China’s First-Tier Cities" (2018). Master of Education Research Theses. 80.
https://digitalcommons.cedarville.edu/education_theses/80