Search results for 'College teachers Professional ethics' (try it on Scholar)

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  1. Neil W. Hamilton (2002). Academic Ethics: Problems and Materials on Professional Conduct and Shared Governance. Praeger.score: 660.0
    This book suggests that the umbrella academic organizations step forward and draft a model code of ethics for the profession of higher education.
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  2. W. S. Milton Jeganathan (1999). Professional Ethics Among Teachers. Ispck.score: 603.0
  3. Theodore Day Martin (1931). Instruction in Professional Ethics in Professional Schools for Teachers. Washington, D.C.,National Education Association.score: 603.0
     
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  4. Patricia Keith-Spiegel (ed.) (2002). The Ethics of Teaching: A Casebook. Lawrence Erlbaum.score: 516.0
    The Ethics of Teaching provides a frank discussion of the most frequently encountered ethical dilemmas that can arise in educational settings, as well as tips on how to avoid these predicaments and how to deal with them when they do occur. The goal is to stimulate discussion and raise faculties' consciousness about ethical issues. Ethical dilemmas are presented as short, engaging case scenarios, most of which are based on actual situations, so as to furnish more realistic and interesting stimuli (...)
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  5. John M. Braxton (1999). Faculty Misconduct in Collegiate Teaching. Johns Hopkins University Press.score: 516.0
    In Faculty Misconduct in Collegiate Teaching, higher education researchers John Braxton and Alan Bayer address issues of impropriety and misconduct in the teaching role at the postsecondary level. Braxton and Bayer define and examine norms of teaching behavior: what they are, how they come to exist, and how transgressions are detected and addressed. Do faculty members across various collegiate settings, for example, share views about appropriate and inappropriate teaching behaviors, as they share expectations regarding actions related to research? And what (...)
     
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  6. Bruce Macfarlane (2004). Teaching with Integrity: The Ethics of Higher Education Practice. Routledgefalmer.score: 492.0
    While many books focus on the broader socially ethical topics of widening participation and promoting equal opportunities, this unique book concentrates specifically on the lecturer's professional responsibilities. Bruce Macfarlane analyzes the pros and cons of prescriptive professional codes of practice employed by many universities and proposes the active development of professional virtues over bureaucratic recommendations. The material is presented in a scholarly yet accessible style and case examples are used throughout to encourage a practical, reflective approach.
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  7. Alan A. Block (2007). Pedagogy, Religion and Practice: Reflections on Ethics and Teaching. Palgrave Macmillan.score: 480.0
    This new work from Alan Block explores the contemporary discourses of education, scholarship and learning. Pedagogy, Religion and Practice offers a strong argument for the centrality of ethics in curriculum, scholarship and the classroom, and presents a powerful argument against the present emphasis on standards and quantitative accountability.
     
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  8. Steven M. Cahn (ed.) (1990). Morality, Responsibility, and the University: Studies in Academic Ethics. Temple University Press.score: 468.0
    Author note: Steven M. Cahn is Provost and Professor of Philosophy at the Graduate School of the City University of New York.
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  9. Banks McDowell (1992). The Ethical Obligations of Professional Teachers (of Ethics). Professional Ethics 1 (3/4):53-76.score: 468.0
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  10. Robin Barrow & Patrick Keeney (eds.) (2006). Academic Ethics. Ashgate.score: 468.0
  11. Jack Formacarr (1984). True Horror Stories of Science, Medicine, and Research in American College Education. Abbe Publishers Association.score: 468.0
     
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  12. Lyman Howard Legters (1982). Ethics and Values in the Teaching Profession: A Critical Review of the Literature. Institute for the Study of Contemporary Social Problems.score: 468.0
     
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  13. William James (1983/1962). Talks to Teachers on Psychology and to Students on Some of Life's Ideals. Harvard University Press.score: 462.0
    Still-vital lectures on teaching deal with psychology and the teaching art, the stream of consciousness, the child as a behaving organism, education and behavior, native and acquired reactions, habit, association of ideas, attention, memory, acquisition of ideas, perception, will, and more. The three addresses to students are "The Gospel of Relaxation," "On a Certain Blindness in Human Beings," and "What Makes a Life Significant?" Preface. 2 black-and-white illustrations.
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  14. Chuanbao Tan (ed.) (2009). Zou Xiang Xin Shi De: Shi de Xian Zhuang Yu Jiao Shi Zhuan Ye Dao de Jian She Yan Jiu = Explorations of Professional Ethics of Teacher. Beijing Shi Fan da Xue Chu Ban She.score: 453.0
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  15. Kurt Aurin & Martina Maurer (1993). Forms and Dimensions of Teachers' Professional Ethics‐‐Case Studies in Secondary Schools. Journal of Moral Education 22 (3):277-296.score: 438.8
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  16. Edward Shils (1983/1984). The Academic Ethic. University of Chicago Press.score: 428.0
  17. Graham Haydon (1996). Should Teachers Have Their Own Professional Ethics? Journal of Philosophy of Education 30 (2):301–306.score: 427.5
  18. Jeffrey Kovac (1999). Professional Ethics in the College and University Science Curriculum. Science and Education 8 (3):309-319.score: 427.5
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  19. Michael Davis (1988). Vocational Teachers, Confidentiality and Professional Ethics. International Journal of Applied Philosophy 4 (1):11-20.score: 427.5
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  20. R. Sampath (2002). Professional Ethics for Teachers. In P. George Victor (ed.), Social Relevance of Philosophy: Essays on Applied Philosophy. D.K. Printworld. 3--151.score: 427.5
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  21. Melanie Walker (2006). Higher Education Pedagogies: A Capabilities Approach. Open University Press.score: 412.0
    This book sets out to generate new ways of reflecting ethically about the purposes and values of contemporary higher education in relation to agency, learning, public values and democratic life, and the pedagogies which support these.
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  22. John M. Braxton (2011). Professors Behaving Badly: Faculty Misconduct in Graduate Education. Johns Hopkins University Press.score: 408.0
    These and other examples of faculty misconduct -- and how to avoid them -- are the subject of this book.
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  23. John B. Bennett (1998). Collegial Professionalism: The Academy, Individualism, and the Common Good. Oryx Press.score: 408.0
  24. Don D. Davis (2007). Professors as Con Artists. Prytaneum Press.score: 408.0
  25. Ana Hirsch Adler & Rodrigo López Zavala (eds.) (2011). Ética y Valores Profesionales: Trece Experiencias de Investigación Universitaria En México. Universidad de Monterrey.score: 408.0
  26. Hugo Anthony Meynell (2008). The Detenuring of an Eminent Professor: A Personal Story. The Edwin Mellen Press.score: 408.0
    An English eccentric and an agitated dean -- Mr. McGregor's garden -- I banish you -- Vultures and ostriches -- Post mortem.
     
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  27. G. Singer (1968). On How to Keep Your Gown Clean. [Melbourne, Ruskin Press.score: 408.0
     
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  28. Yusheng Yang & Baosheng Zhang (eds.) (2004). Xue Shu Gui Fan du Ben =. Henan da Xue Chu Ban She.score: 408.0
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  29. Len Cairns (2013). Professional Capital: Transforming Teaching in Every School. By A. Hargreaves and M. Fullan. Pp 240. New York: Teachers College Press (Published Simultaneously by Routledge, Milton Park). 2012. ISBN 978-0-415-62457-2 (Pbk), 978-0-415-62458-9 (Hbk). [REVIEW] British Journal of Educational Studies 61 (1):121-123.score: 405.0
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  30. Ronald H. Stein & M. Carlota Baca (eds.) (1981). Professional Ethics in University Administration. Jossey-Bass.score: 378.0
  31. Kenneth S. Pope (2007). Ethics in Psychotherapy and Counseling: A Practical Guide. Jossey-Bass.score: 366.0
    Praise for Ethics in Psychotherapy and Counseling, Third Edition "This is absolutely the best text on professional ethics around. . . . This is a refreshingly open and inviting text that has become a classic in the field." —Derald Wing Sue, professor of psychology, Teachers College, Columbia University "I love this book! And so will therapists, supervisors, and trainees. In fact, it really should be required reading for every mental health professional and aspiring (...). . . . And it is a fun read to boot!" —Stephen J. Ceci, H. L. Carr Professor of Psychology, Cornell University "Pope and Vasquez have done it again. . . . an indispensable resource for seasoned professionals and students alike." —Beverly Greene, professor of psychology, St. John's University "[The third edition] focuses on how to think about ethical dilemmas . . . with empathy for the decision-maker whose best option may have to be a compromise between different values. If there is only room on the shelf for one book in the genre, this is it." —Patrick O'Neill, former president, Canadian Psychological Association "This third edition of the classic ethics text provides invaluable resources and enables readers to engage in critical thinking in order to make their own decisions.?This superb reference belongs in every psychology training program's curriculum and on every psychologist's?bookshelf." —Lillian Comas-Diaz, 2006 president, APA Division of Psychologists in Independent Practice "Ken Pope and Melba Vasquez are right on target once again in the third edition, a book that every practicing mental health professional should read and have in their reference library." —Jeffrey N. Younggren, risk management consultant, American Psychological Association Insurance Trust "Without a doubt, this is the definitive book on ethics within psychology that can inform students, educators, clinical researchers, and practitioners." —Nadine J. Kaslow, professor, Department of Psychiatry and Behavioral Science, Emory University School of Medicine "This stunningly good book . . . should be on every therapist's desk for quick reference." —David Barlow, professor of psychology and psychiatry, Boston University. (shrink)
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  32. Robert E. McKeown, Douglas L. Weed, Jeffrey P. Kahn & Michael A. Stoto (2003). American College of Epidemiology Ethics Guidelines: Foundations and Dissemination. Science and Engineering Ethics 9 (2):207-214.score: 364.5
    Epidemiology is a core science of public health, focusing on research related to the distribution and determinants of both positive and adverse health states and events and on application of knowledge gained to improve public health. The American College of Epidemiology (ACE) is a professional organization devoted to the professional practice of epidemiology. As part of that commitment, and in response to concerns for more explicit attention to core values and duties of epidemiologists in light of emerging (...)
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  33. St John & P. Edward (2009). College Organization and Professional Development: Integrating Moral Reasoning and Reflective Practice. Routledge.score: 364.5
    Professional responsibility -- Social justice -- Professional development -- Actionable knowledge -- Expert knowledge and skills -- Strategy and artistry -- Professional effectiveness -- Critical social challenges -- Transformational practice -- Conclusions.
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  34. James R. Rest & Darcia Narváez (eds.) (1994). Moral Development in the Professions: Psychology and Applied Ethics. L. Erlbaum Associates.score: 360.0
    Every year in this country, some 10,000 college and university courses are taught in applied ethics. And many professional organizations now have their own codes of ethics. Yet social science has had little impact upon applied ethics. This book promises to change that trend by illustrating how social science can make a contribution to applied ethics. The text reports psychological studies relevant to applied ethics for many professionals, including accountants, college students and (...)
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  35. Leon Benade (2012). From Technicians to Teachers: Ethical Teaching in the Context of Globalised Education Reform. Continuum.score: 300.0
    Machine generated contents note: -- Dedication Acknowledgements List of Tables and Figures List of Abbreviations Introduction Chapter One: From Neoliberalism to Third Way Chapter Two: Professionality, professions and teachers' work Chapter Three: Ethical teacher professionality and the ethical teacher Chapter Four: Understanding the context Chapter Five: New Zealand curriculum reform, 2002-2007: break or continuity? Chapter Six: Policy Chapter Seven: Seeking out spaces Chapter Eight: Challenges to the development of ethical teacher professionality in The New Zealand Curriculum Chapter Nine: Critical (...)
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  36. James R. Davis & Ralph E. Welton (1991). Professional Ethics: Business Students' Perceptions. [REVIEW] Journal of Business Ethics 10 (6):451 - 463.score: 297.0
    Professional ethics, a contemporary topic of conversation among business professionals, is discussed using the perceptions of college business students as the focal point. This research relates to the issues of college instruction in professional ethics, differences in perceptions of ethical behavior attributed to gender, and whether or not students' perceptions of ethical behavior can be modified. After presenting a review of the more important historical developments and research related to professional ethics, this (...)
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  37. William F. May (1986). Professional Ethics, the University, and the Journalist. Journal of Mass Media Ethics 1 (2):20 – 31.score: 292.5
    This paper was first presented as a plenary lecture to the Association for Education in Journalism and Mass Communication in August, 1985. The author, who is the Cary M. Maguire University Professor of Ethics at Southern Methodist University, discusses the intellectual, moral, and organizational marks of the professional that led reformers at the beginning of the twentieth century to locate professional training in the university. That discussion is followed by consideration of the moral consequences of university education (...)
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  38. P. Sieghart (1982). Professional Ethics--For Whose Benefit? Journal of Medical Ethics 8 (1):25-32.score: 292.5
    In a wide ranging paper the author, a barrister, considers medical ethics in the context of divided loyalties, particularly those of a doctor employed by the National Health Service and those of doctors in occupational medicine. He argues for more specific professional codes of medical ethics, especially in relation to the need to obtain patients' explicit consent before medical details are transmitted to third parties. On the thorny question of when, if ever, can the good of society (...)
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  39. E. Alpay (2013). Student-Inspired Activities for the Teaching and Learning of Engineering Ethics. Science and Engineering Ethics 19 (4):1455-1468.score: 288.0
    Ethics teaching in engineering can be problematic because of student perceptions of its subjective, ambiguous and philosophical content. The use of discipline-specific case studies has helped to address such perceptions, as has practical decision making and problem solving approaches based on some ethical frameworks. However, a need exists for a wider range of creative methods in ethics education to help complement the variety of activities and learning experiences within the engineering curriculum. In this work, a novel approach is (...)
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  40. Kevin M. Misiewicz (2007). The Normative Impact of CPA Firms, Professional Organizations, and State Boards on Accounting Ethics Education. Journal of Business Ethics 70 (1):15 - 21.score: 288.0
    Accounting educators are in the midst of creating new opportunities for students to enhance their abilities to recognize ethical dilemmas, establish criteria by which to make ethical decisions, and establish support mechanisms and strategies to facilitate their ethical decision-making. CPA firms, professional organizations and state boards of accountancy are co-operating to increase requirements for ethics education for candidates taking the CPA exam. The current situation is confusing and sub-optimal regarding the use of precious learning time in college (...)
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  41. Stanislaus J. Dundon (1988). Professional Ethics in the Classroom. Agriculture and Human Values 5 (4):84-91.score: 288.0
    The author describes a team taught (philosophy/agriculture) professional ethics in agriculture course at Cal Poly, San Luis Obispo. He shows how the teaching, student selection (half agriculture, half non-agriculture), topic selection and class projects (mock public forums on critical issues aimed at achieving a public consensus) were chosen to achieve one main goal, a professional ethics aimed at public service. A second goal, public awareness of the legitimate needs of agriculture, is pursued simultaneously.The public-good orientation of (...)
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  42. Joel Marks (2004). “There's No Room in the Worksheet” and Other Fallacies About Professional Ethics in the Curriculum. Teaching Ethics 4 (2):79-90.score: 274.0
    Despite the apparently universal recognition of a pervasive "success at any cost" amorality in the professional and business world, and the need to do something about it, attempts to establish a campus-wide professional ethics curriculum continue to encounter resistance at many colleges and universities. The main stumbling block seems to be a purely practical one: How do you fit a course on professional ethics into academic worksheets that are already over-crowded with essential technical courses in (...)
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  43. David Carr (2000). Professionalism and Ethics in Teaching. Routledge.score: 271.5
    Professionalism and Ethics in Teaching examines the ethical issues of teaching. After discussing the moral implications of professionalism, David Carr explores the relationship of education theory to teaching practice and the impact of this relationship on professional expertise. He then identifies and examines some central ethical and moral issues in education and teaching. Finally he gives a detailed analysis of a range of issues concerning the role of the teacher and the management of educational issues. Professionalism and (...) in Teaching presents a thought-provoking and stimulating study of the moral dimensions of the teaching professions. (shrink)
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  44. Joseph P. Hester (2003). Ethical Leadership for School Administrators and Teachers. Mcfarland & Co..score: 265.5
    This book suggests that the time has come for educational leaders to re-evaluate their mission and redirect their schools to a broader curriculum emphasizing ...
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  45. Chris Higgins (2011). The Good Life of Teaching: An Ethics of Professional Practice. Wiley-Blackwell.score: 265.5
    Machine generated contents note: Preface (Richard Smith) -- Acknowledgements -- Introduction : Why We Need a Virtue Ethics of Teaching. Saints and scoundrels ; A brief for teacherly self-cultivation ; From the terrain of teaching to the definition of professional ethics ; Outline of the argument -- PART I. The Virtues of Vocation : From Moral Professionalism to Practical Ethics -- Chapter 1. Work and Flourishing : Williams' Critique of Morality and its Implications for Professional (...)
     
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  46. Jean-Luc Patry & Jorma Lehtovaara (eds.) (1999). European Perspectives on Teacher Ethics. Tampereen Yliopisto.score: 265.5
     
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  47. Ross Cranston (ed.) (1996). Legal Ethics and Professional Responsibility. Clarendon Press.score: 261.0
    Among members of the legal profession and judiciary throughout the world, there is a genuine concern with establishing and maintaining high ethical standards. It is not difficult to understand why this should be so. Nor is it difficult to see the professional standards are not completely divorced from ordinary morality. Indeed, legal ethics and professional responsibility are more than a set of rules of good conduct; they are also a commitment to honesty, integrity, and service in the (...)
     
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  48. Yasushi Maruyama & Tetsu Ueno (2010). Ethics Education for Professionals in Japan: A Critical Review. Educational Philosophy and Theory 42 (4):438-447.score: 256.5
    Ethics education for professionals has become popular in Japan over the last two decades. Many professional schools now require students to take an applied ethics or professional ethics course. In contrast, very few courses of professional ethics for teaching exist or have been taught in Japan. In order to obtain suggestions for teacher education, this paper reviews and examines practices of ethics education for engineers and nurses in Japan that have been successfully (...)
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  49. Joan C. Callahan (ed.) (1988). Ethical Issues in Professional Life. Oxford University Press.score: 256.5
    When (if ever) may a professional deceive a client for the client's own good? Under what conditions (if any) is whistle-blowing morally required? These are just some of the questions that scholars as diverse as Michael D. Bayles, Thomas Nagel, Sissela Bok, Jessica Mitford, and Peter A. French confront in this stimulating anthology. Organized around philosophical issues such as the moral foundations of professional ethics, models of the professional-client relationship, deception, informed consent, privacy and confidentiality, (...) dissent, and professional virtue, the volume illuminates the complex ethical issues that arise in journalism, law, health care, counselling, education, engineering, business, politics, and social science research. A variety of pedagogical aids--including clear introductions to and study questions for each set of readings, concrete cases designed to focus discussion, and an appendix on preparing cases and position papers--makes the text invaluable for both students and teachers of professional ethics. (shrink)
     
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  50. Andrew Lau (2004). Teaching Engineering Ethics to First-Year College Students. Science and Engineering Ethics 10 (2):359-368.score: 243.0
    One of the methods used at Penn State to teach engineering students about ethics is a one-credit First-Year Seminar entitled “How Good Engineers Solve Tough Problems.” Students meet in class once a week to understand ethical frameworks, develop ethical problem-solving skills, and to better understand the professional responsibilities of engineers. Emphasis is on the ubiquity of ethical problems in professional engineering. A learning objective is the development of moral imagination, similar to the development of technical imagination in (...)
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