Students’ views on fairness in education: the importance of relational justice and stakes fairness

Smith, Laura Mazzoli; Todd, Liz; Laing, Karen

doi:10.1080/02671522.2017.1302500

Cited by 45 publications

(6 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Fairness is at the heart of students' experiences of education and assessment (Mazzoli Smith, Todd, and Laing, 2018;Tierney, 2013). Studies have shown that students' perception of classroom fairness is linked to their level of academic achievement (Holmgren and Bolkan, 2014), engagement (Berti, Molinari, and Speltini, 2010), and motivation for learning (Chory-Assad, 2002).…”

Section: Introductionmentioning

confidence: 99%

Students’ critical incidents of fairness in classroom assessment: an empirical study

et al. 2019

View full text Add to dashboard Cite

Conceptualizing fairness through social psychology theory has recently been called for in classroom assessment (CA) literature. This study used two open-ended questionnaires to explore university students' critical incidents of fairness and unfairness and their affective and behavioral reactions to experiences of un/fairness. The findings showed that students' perceptions of CA fairness were comprised of distributive, procedural, and interactional justice principles. Collectively, students considered the distribution of outcomes, the procedures for outcome distributions, the interpersonal relationships, and the communication procedures in conceptualizing fairness. Students also reported positive feelings such as happiness, satisfaction, feeling valued, and hopefulness when describing fair incidents, while they tended to report negative feelings such as anger, upset, disappointment, and embarrassment as responses to unfair incidents. Students also reported increased classroom engagement and greater adaptation in responses to fairness incidents, while they reported class disengagement, inaction, and dissent as responses to unfair incidents. Building on these empirical findings, a more comprehensive conceptualization of fairness in CA contexts is proposed.

show abstract

Section: Introductionmentioning

confidence: 99%

Students’ critical incidents of fairness in classroom assessment: an empirical study

et al. 2019

View full text Add to dashboard Cite

show abstract

“…I took great delight in such irreverent narratives and I now reflect on how they gave me permission to question those who attempted to control and preordain my future through a discourse of making use of one's talents and aiming 'high' in a linear, narrow route to higher education progression as the foremost measure of success for a young person after leaving school. I have found similar concerns articulated by some of the widening participation students I have worked with, interviewed both in order to understand non-traditional routes to higher education (Mazzoli Smith & Laing, 2016) and about what constitutes fairness in education (Mazzoli Smith et al, 2017).…”

Section: Narratives Of Learning Take Many Forms and Diversity Mattersmentioning

confidence: 76%

2. From Experience to Language in Narrative Practices in Therapeutic Education in France

Breton

2020

Discourses We Live By

View full text Add to dashboard Cite

show abstract

“…Studies investigating organisational justice theory in educational settings are limited. Smith, Todd, and Laing (2018) analysed the descriptions by 80 students, ranging in age from 16 to 18 years, about fairness in education and found that interactional justice and stake fairness were the primary concerns of students. Gouveia-Pereira et al ( 2003) also studied 448 students aged 16-18 years and found a strong correlation between the perception of interactional justice and students' evaluations of their teachers, demonstrating an impact on the legitimation of the authority of teachers.…”

Section: Final Decision For Appointmentmentioning

confidence: 99%

Perceived Fairness of Teacher Selection Process in Turkey

YAZICI,

ÜNAL,

ODACIOĞLU

2023

BUEFAD

View full text Add to dashboard Cite

This paper uniquely applies organisational justice theory to the teacher selection process and analyses the interview method in a centralised, heavily competitive context, with a non-autonomous selection process. Regression analysis indicated that the variables procedural justice, interactional justice, public personnel selection examination score, interview score, being hired, gender, and branch have a significant relationship with distributive justice perceptions. Furthermore, the teacher selection interview method was perceived as unjust and unfair; it is subjective to influential contacts and favouritism, ignores candidates’ labour and efforts by simply disqualifying most, and has poor reliability and validity structure.

show abstract

Students’ views on fairness in education: the importance of relational justice and stakes fairness

Cited by 45 publications

References 38 publications

Students’ critical incidents of fairness in classroom assessment: an empirical study

Students’ critical incidents of fairness in classroom assessment: an empirical study

2. From Experience to Language in Narrative Practices in Therapeutic Education in France

Perceived Fairness of Teacher Selection Process in Turkey

Contact Info

Product

Resources

About