>>2892315Here is some useful information about the plagiarism Jason Arday is supposedly responsible for.
Here is a link to the articles:
Book/thesis 1 — Paula Zwozdiak-Myers (2009)
https://bura.brunel.ac.uk/bitstream/2438/4316/1/FulltextThesis.pdfBook/thesis 2 — Jason Arday (2015)
https://researchonline.ljmu.ac.uk/id/eprint/4552/1/158222_Jason%20Arday_%20Final%20PhD%20Thesis%20Vesrion%20Final%20Draft%20Oct%202015.pdfHere is a table of similar phrases:
Passage text — Zwozdiak-Myers (2009): Page — Zwozdiak-Myers: Passage text — Arday (2015): Page — Arday;
“Student teachers are unique individuals and differ in their personal biographies and prior experiences, disposition to enquiry, cognitive and perceptive abilities, communication and interpersonal skills, emotional intelligence and sensitivity, adaptability and flexibility, personal theories, values and belief systems.”: 1: “Student teachers are unique individuals and differ in their personal biographies and prior experiences, disposition to enquiry, cognitive and perceptive abilities, communication, interpersonal skills, adaptability, values and belief systems.”: 17;
“Underpinning the programme of study, the aims and principles illuminate the rationale, epistemological stance and vision that has been adopted in designing a particular model of initial teacher education for the purpose of developing effective teachers.”: 1: “The stimulus for the ITT programme of study must reflect the rationale, epistemological stance and vision that have been adopted in designing a particular model of initial teacher education, for the purpose of developing innovative and effective teachers.”: 17;
“Teaching and learning about how to become an effective teacher centre on complex, interrelated sets of thoughts and actions.”: 2: “Ultimately, learning about how to become an effective teacher is centred on varying complex, interrelated sets of thoughts and actions, which inform teaching practice.”: 20;
“They can be perceived as demanding tasks, which might be approached in a number of different ways.”: 2: “This context can be interpreted through demanding tasks, which might be approached in a number of different ways.”: 20;
“This thesis is divided into six chapters. The present chapter provides an overview of the rationale and professional landscape that have guided the direction and purpose of this study.”: 7: “The thesis is divided into seven chapters. The present chapter provides an overview for the rationale and professional landscape that has guided the direction and purpose of this study.”: 28;
“This chapter identifies key characteristics attributed to reflective practice by scholars, teacher educators and researchers in the field of teacher education by examining the concept as: a discourse, involving different patterns of thinking, distinguishable from routine practice…”: 7: “This chapter identifies key characteristics attributed to reflective practice by commentators, eminent scholars, teacher educators, and researchers in the field of teacher education by examining the concept as: a discourse, involving processes of thinking, distinguishable from routine practice…”: 28–29;
“Thus, an important characteristic of the reflective conversation is that making sense of specific situations.”: 16: “Thus, an important characteristic of the reflective conversation is making sense of specific situations.”: 40;
“When reflective practice is characterised as a discourse, it becomes evident through the way student teachers use language and frame questions about aspects of their teaching…”: 17: “When reflective practice is characterised as a discourse, it becomes evident through the way student teachers use language and frame questions about aspects of their teaching and experience…”: 46;
“However, research studies highlighting qualitative distinctions in student teachers’ reflective practice have shown critical reflective conversations are far less frequent than descriptive reflective conversations…”: 18: “Zwozdiak-Myers, 2009) highlighting qualitative distinctions in student teachers’ reflective practice have shown critical reflective conversations are far less frequent than descriptive reflective conversations…”: 47;
“Van Manen’s level of practical reflection is characterised by the process of analysing and clarifying assumptions, experiences, goals, meanings and perceptions which underpin practical actions.”: 30: “Van Manen’s level of practical reflection is characterised by the process of analysing and clarifying assumptions, experiences, goals, meanings and perceptions which underpin practical actions through dialectical, contextual and technical components.”: 53;
“Van Manen (1977: 264) suggests much of teachers’ daily ‘practical’ thinking about such issues as ‘planning, adapting materials, developing courses, arranging subject matter content, teaching and evaluating’…”: 30: “Van Manen (1977: 264) advocates that much of teachers’ daily ‘practical’ thinking about practice issues, such as; planning, adapting materials, developing courses, arranging subject matter content, teaching and evaluating’…”: 53;
“Habermas’ model suggests reflective practice is hierarchical, that knowledge must initially be developed by instrumental or interpretive means before a critical overview of that knowledge or processes that have led to its generation are possible.”: 33: “Habermas’ model suggests reflective practice is hierarchical, that knowledge must initially be developed by instrumental or interpretive means before a critical overview of that knowledge or processes that have led to its configuration are possible.”: 58;
“Emancipatory interests, driven by a person’s concern to understand ‘self’ and ‘self within the human context’ are realised through critical and evaluative modes of thought and inquiry.”: 33: “Emancipatory interests, driven by an individual’s concern to understand the self within the human context are negotiated through critical and evaluative modes of thought and inquiry…”: 58;
“He considers methods of empirical and analytical enquiry associated with scientific explanation to provide an inadequate base for the social sciences since interpretations…are derived from subjective experiences that require continuous evaluation.”: 33: “Pertinently, he considers methods of empirical and analytical enquiry associated with scientific explanation to provide an inadequate base for the social sciences.”: 58;
“Although the fundamental mode of enquiry for the social sciences is interpretation, Habermas suggests this process, in and of itself, requires a critical form of evaluation and enquiry so as to scrutinize how and from which viewpoints interpretations have arisen.”: 33: “Although the fundamental mode of enquiry for the social sciences is interpretation, Habermas suggests this process, requires a critical form of evaluation and enquiry.”: 58;
“Bernstein (1976: 192) claims the knowledge constitutive interests reflect Habermas’ attempt to go beyond epistemology, to develop a philosophical anthropology ‘that singles out the distinctive characteristics of human social life’.”: 33: “Bernstein (1976: 192) claims the knowledge and constitutive interests reflect Habermas’ attempt to go beyond epistemology, in attempting to develop a philosophical anthropology that ‘singles out the distinctive characteristics of human social life’.”: 59;
“Their views may be considered complementary in that ‘Dewey considers the process, and Habermas…the place of the process in the acquisition, development and consideration of knowledge’…”: 34: “From a subjective disposition, such views posited could be perceived as complementary in that ‘Dewey considers the processes and Habermas… the place of the process in the acquisition, development and consideration of knowledge construction’…”: 59;
“When the motivation or underlying driving force which guides reflective practice is considered however, a distinction between their approaches becomes evident.”: 34: “When the motivation or underlying purpose which guides reflective practice is considered however, a distinction between their approaches becomes evident…”: 59;
“Barnett (1997) argues the predominant focus on discourse about knowledge and the ill-defined concept of critical thinking, which has been a strong feature in past decades of Western universities, will not support the climate and trends within higher education.”: 35: “Barnett (1997) argues the predominant discourse concerning knowledge and the ill-defined concept of critical thinking, which has been a strong feature in past decades of Western universities, will not support the climate and trends within higher education and more specifically teacher training.”: 60;
“Barnett applies, interprets and further develops ideas proposed by Habermas of the emancipatory interests and those associated with critical theory to the context of higher education.”: 35: “Barnett applies, interprets and further develops ideas proposed by Habermas regarding emancipatory interests and those associated with critical theory, within the confines of higher education.”: 60;
“However, Macdonald and Tinning (2003) suggest this proposition represents a claim for what Carr and Kemmis (1986) believe critical reflection should be rather than a claim for how it is translated in practice.”: 34: “However, Macdonald and Tinning (2003) suggest this proposition represents a claim for what Carr and Kemmis (1986) believe critical reflection should be rather than an assertion for how this transpires within a practical context.”: 60;
“As they engage in reflective practice, the knowledge gained and theories constructed will, in part, be shaped by personal experiences within the context of a specific teaching situation.”: 44: “As student teachers’ engage in reflective practice, the knowledge gained and theories constructed are framed by personal experiences within the context of a specific teaching situation.”: 62;
“Within educational discourse, action research has become a recurrent theme, as has the concern to improve and develop professional practice from within the profession.”: 45: “Within educational discourse, action research has become a recurrent theme, as has the concern to improve and develop professional practice from within the teaching profession…”: 62;
“McTaggert et al. (1997) found action research was a difficult process for teachers to learn and sustain due to its complexity…”: 44: “Furthermore, McTaggert et al., (1997) found action research, to be considered a difficult process for teachers to learn and sustain due to its complexity and lack of congruence with the chaotic nature of the classroom experience.”: 62;
“Further, the emphasis placed on the need for personal disclosure was often found to be beyond the capacity of some student teachers.”: 49: “Further, the emphasis placed on the need for personal disclosure was often considered to be beyond the capacity of some student teachers…”: 67;
Supposedly he copied the book word for word.