Maintaining Fairness When a Student Goes Afoul of Classroom Rules: A Procedural Justice Model

Whalen, D. Joel; Koernig, Steven K.

doi:10.1080/10528008.2009.11489071

Cited by 6 publications

(6 citation statements)

References 16 publications

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“…In a qualitative exploration of the criteria that students consider for classroom fairness, Robbins and Jeffords (2009) found that 60 percent of students' responses focused on the significance of consistency in application of classroom procedures. In contrast, Whalen and Koernig (2009) noted students' desire for teacher flexibility in enforcing classroom procedures based on their special circumstances. Houston and Bettencourt (1999, p. 89) further document cases in which students advocate for flexible treatment; for instance, in the following case: "I got my wisdom teeth pulled this semester, and my instructor was fair enough to let me reschedule my speech that I had that week" (Houston & Bettencourt, 1999, p. 89).…”

Section: Procedural Justicementioning

confidence: 99%

“…Unlike distributive justice that focuses particularly on the outcome distribution, procedural justice considers the classroom procedures that give rise to particular classroom outcomes and distributions. The literature suggests several sub-themes form students' perception of procedural justice including student voice (Colquitt, 2001;Oppenheimer, 1989;Schmidt, Houston, Bettencourt, & Boughton, 2003;Tata, 2005), promise-keeping (Horan et al, 2010), consistency (Colquitt, 2001;Robbins & Jeffords, 2009), flexibility (Houston & Bettencourt, 1999;Whalen & Koernig, 2009), and accuracy, transparency, and explicitness of information (Gordon & Fay, 2010;Grace, 2017;Pepper & Pathak, 2008). Student voice highlights the importance of providing students with the opportunity to articulate their opinions and assume ownership over decision-making processes (including feedback and grading decisions) in the classroom.…”

Section: Procedural Justicementioning

confidence: 99%

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Re-conceptualizing classroom assessment fairness: A systematic meta-ethnography of assessment literature and beyond

Rasooli

Zandi

DeLuca

2018

Studies in Educational Evaluation

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Conceptualizing fairness in student assessment at classroom levels has been an area of focus in recent years given the growing emphasis on assessment-driven teaching and educational accountability across educational systems. However, previous studies into assessment fairness have predominantly drawn on assessment-based literature to conceptualize fairness. While this literature is central to the construct, we argue that it does not fully account for the dynamic relationship between assessment, teaching, and learning within the diverse socio-cultural classroom contexts. Therefore, using a systematic meta-ethnographic review of 150 studies, this study identifies a more comprehensive conception of fairness for classroom assessment drawn from not only assessment literature but also from literature beyond assessment, which has not already been included in the process of reconceptualizating classroom assessment fairness. The results of this study present a conceptualization of classroom assessment fairness with a dominant focus on the role of assessment fairness in supporting student learning.

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Section: Procedural Justicementioning

confidence: 99%

Section: Procedural Justicementioning

confidence: 99%

Re-conceptualizing classroom assessment fairness: A systematic meta-ethnography of assessment literature and beyond

Rasooli

Zandi

DeLuca

2018

Studies in Educational Evaluation

View full text Add to dashboard Cite

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“…Finally, reasonableness takes into account the meaningful enactment of classroom procedures such as assignments (Houston & Bettencourt, 1999;Whalen & Koernig, 2009) and tests (Rodabaugh, 1994).…”

Section: Classroom Procedural 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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“…When the case of organisational justice is transferred into the classroom environment, the effects of teachers' behaviours as classroom managers on students, in other words the target audience, might result in more significant results. Whalen & Koernig (2009) state that students' perceptions of fairness regarding their learning environment have an effect on their performance, and their attitudes towards courses and academic staff. When the target audience of education is pre-service teachers, their attitudes towards the teaching profession will probably be affected from this aforementioned situation.…”

Section: Organisational Justicementioning

confidence: 99%

The Effect of Power Sources Used by Lecturers in Class Management on The Pre-Service Teachers’ Perceptions of Fairness Regarding Their Learning Environment

Hoşgörür

Yorulmaz

2016

Cukurova University Faculty of Education Journal

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The purpose of this study is to determine the effect of the power sources used by lecturers in class management on pre-service teachers' perceptions of fairness regarding their learning environment. The sample of the study, which was designed in the correlational survey model, consists of 455 pre-service teachers studying at Mugla Sitki Kocman University. The data were collected through the application of the 'Fair Learning Environment Scale' and the 'Lecturers' Power Sources Scale'. In the analysis of the data, descriptive statistics, t-test, ANOVA and multiple regression analysis was used. Based on the findings, it was seen that pre-service teachers perceive their learning environment as a medium level of fair in general and they think the lecturers use legitimate power the most. Pre-service teachers' opinions regarding their fair learning environments and the power sources used by their lecturers do not significantly differ according to gender variable but they do differ according to class and department variables. The power sources used by lecturers explain 57% of the total variance of the respectful partnership dimension and 46% of the total variance of the systemic fairness dimension of the fair learning environment. The use of personal power and information power by the lecturers leads to an increase in pre-service teachers' perceptions of fairness and the use of coercive power leads their fairness expectations to decrease.

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Maintaining Fairness When a Student Goes Afoul of Classroom Rules: A Procedural Justice Model

Cited by 6 publications

References 16 publications

Re-conceptualizing classroom assessment fairness: A systematic meta-ethnography of assessment literature and beyond

Re-conceptualizing classroom assessment fairness: A systematic meta-ethnography of assessment literature and beyond

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

The Effect of Power Sources Used by Lecturers in Class Management on The Pre-Service Teachers’ Perceptions of Fairness Regarding Their Learning Environment

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