Fair and Square? An Examination of Classroom Justice and Relational Teaching Messages

Young, Laura E.; Horan, Sean M.; Frisby, Brandi N.

doi:10.1080/03634523.2013.800216

Cited by 22 publications

(13 citation statements)

References 45 publications

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“…and failure to answer questions effectively, and interact enjoyably with students (Young, Horan, & Frisby, 2013) are associated with students' perception of interactional injustice.…”

Section: Classroom Interactional Justicementioning

confidence: 99%

Conceptualising fairness in classroom assessment: exploring the value of organisational justice theory

Rasooli

Zandi

DeLuca

2019

Assessment in Education: Principles, Policy & Practice

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Fairness has recently moved into the spotlight as a core foundation of classroom assessment (CA). However, despite its significance for high quality CA, fairness definitions and theories have been limited in the literature. Driven by the critiques directed at the 'inadequacy' and 'fuzziness' around CA fairness and recommendations to conceptualize fairness particularly for CA contexts, this paper aims to provide an explicit definition of CA fairness. Specifically, this paper brings together current scholarship in organizational justice theory and recent findings from the CA fairness literature to offer a more thorough conceptualization. This conceptualization not only presents a distinction between justice and fairness, but also provides a novel discussion of the relationship between justice and fairness with consideration for potential effects on students' learning. The paper concludes with an agenda for further research on CA fairness.

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“…and failure to answer questions effectively, and interact enjoyably with students (Young, Horan, & Frisby, 2013) are associated with students' perception of interactional injustice.…”

Section: Classroom Interactional Justicementioning

confidence: 99%

Conceptualising fairness in classroom assessment: exploring the value of organisational justice theory

Rasooli

Zandi

DeLuca

2019

Assessment in Education: Principles, Policy & Practice

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“…Utilizing the LMX work of Myers (2006), along with relevant instructional studies (Babad, 1995;Mottet, Beebe, Raffeld, & Paulsel, 2004;Mottet, Parker-Raley, Cunningham, & Beebe, 2005;Young et al, 2013), we argue that LMX is a theory that will inform how students respond to injustice perceptions. Specifically, we believe that perceptions of LMX will mediate the relationships between students' justice perceptions and their antisocial classroom communication.…”

Section: Rationalementioning

confidence: 98%

“…These perceptions have direct implications for classroom justice: In one classroom, an outgroup student may view an ingroup student as having better access to a teacher's time and resources, or that the student receives unfairly higher grades, as supported by the following research. Young et al (2013) synthesized the work of Babad (2005;Babad, Bernieri, & Rosenthal, 1989) and Mottet (Mottet, Beebe, Raffeld, & Paulsel, 2004, 2005Mottet, Parker-Raley, Cunningham, & Beebe, 2005;Mottet, Parker-Raley, Cunningham, Beebe, & Raffeld, 2006) to propose how relationships between teachers and students in the classroom could potentially damage perceptions of justice. Their main argument, based on the previous research, was that teachers do treat students differently, and that students are aware of such behavior.…”

Section: Rationalementioning

confidence: 98%

Testing Leader–Member Exchange Theory as a Lens to Understand Students’ Classroom Justice Perceptions and Antisocial Communication

Horan¹,

Chory²,

Carton³

et al. 2013

Communication Quarterly

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“…Teachers that enforce rules impartially and give students a voice are more likely to be seen as legitimate and, in turn, students are less likely to violate a given rule (Trinkner & Cohn, 2014). Teachers' successful affinity seeking and rapport building are associated with stronger perceptions of procedural justice (Young, Horan, & Frisby, 2013). Indeed, students who perceive a more positive relationship between students and teachers in their schools are more likely to identify with the school community and subsequently engage in leadership roles (Lizzio, Dempster, & Neumann, 2011).…”

Section: The Role Of Teachersmentioning

confidence: 99%

Adolescent cognition and procedural justice: Broadening the impact of research findings on policy and practice

Granot

Tyler

2019

Social & Personality Psych

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Research on adolescent social cognition has had an enormous impact on how the justice system conceptualizes adolescent legal responsibility and deals with adolescents who commit crimes. Such research also has broader implications for adolescent legal socialization, which have been largely underdeveloped. A renewed effort to connect psychological research with legal policy must expand beyond these beginnings to focus on all adolescents and their engagement in broader social institutions. Specifically, a consideration of the unique capacities for growth and development during the adolescent years should be leveraged toward fostering positive outcomes like community identity, academic and social achievement, and the development of an orientation toward law based upon legitimacy and trust. Studies suggest that a key component of positive socialization is dealing with authorities one experiences as procedurally just. Researchers focused on issues of juvenile justice should also expand their focus to consider how the social climate in institutions such as schools can be designed to take advantage of the unique capacities adolescents have for exploring identity and connecting with peers in developing their orientation to the law and legal authorities.

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Fair and Square? An Examination of Classroom Justice and Relational Teaching Messages

Cited by 22 publications

References 45 publications

Conceptualising fairness in classroom assessment: exploring the value of organisational justice theory

Conceptualising fairness in classroom assessment: exploring the value of organisational justice theory

Testing Leader–Member Exchange Theory as a Lens to Understand Students’ Classroom Justice Perceptions and Antisocial Communication

Adolescent cognition and procedural justice: Broadening the impact of research findings on policy and practice

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