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Most cases of plagiarism involve a power differential where not every person has the same ability to enter into a social contract. A social contract requires that each party understands the expectations or norms of the contract, has a voice in setting or changing the norms and has the ability to exit the contract. If those with less power want to gain power then they have to engage in activities bound by norms set by others with little or no ability to exit and no voice. Even if one determines that it is an option to choose a role that requires academic writing, even at the earliest grades, then the social contract demands a shared norm of what constitutes correct behavior. This study reviewed the abstracts of articles indexed in Google Scholar from 1999–2019 through the lens of integrative social contract theory (ISCT) and found, in the case of plagiarism, an existing consensus of correct behavior does not exist. Recommendations for establishing a social contract conclude the article.
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Schools and education in general have made an implicit and, we would assert, explicit promise to society to educate all the children in their care. Unfortunately, there are achievement gaps that illustrate how schools have broken this promise. Teacher evaluation and other accountability measures have been heralded as the answer to this problem. Educator ego threat impedes the implementation of goal-driven teacher evaluation models and, thus, ethical questions arise. To realize the noble goals of educator evaluation, leaders must attend to ethical concerns and to the human aspects of ego threat.
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The effectiveness of inclusion of students with disabilities in regular classrooms depends on many factors, among which, the teachers’ attitudes and competences play a key role. They are shaped in teaching practice and through socio-cultural experiences. To date, numerous studies have shown the importance of cross-cultural comparisons. The aim of the current study was to examine the relationship between self-efficacy and the attitudes towards including students with mild and moderate disabilities in mainstream education in teachers from Poland (n = 279) and India (n = 210). The differences found between the groups in the area of sociodemographic variables and experiences in working with students with disabilities were the basis for including these variables in the analyses. Data were collected using the Attitudes Towards Teaching All Students Scale and Teacher Self-Efficacy Scale. The analysis allowed us to determine relationships between self-efficacy and attitudes towards integration of students with mild and moderate disabilities both in the group of Polish and Indian teachers. Generally, the obtained trends confirmed that higher teachers’ self-efficacy was associated with more favourable attitudes towards the inclusion of students with disabilities, but only in Indian group. The contribution of the variables of seniority, professional preparation and gender of the respondents was indicated. © 2025 Informa UK Limited, trading as Taylor & Francis Group.
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