Please enable JavaScript.
Coggle requires JavaScript to display documents.
Perception of fairness in the classroom - Coggle Diagram
Perception of fairness in the classroom
Pivotal moment
Child R
Learning needs
ADHD
Autism
Department of Education [DfE], (2014) SEND Code of Practice 0-25 Available at:
https://www.gov.uk/government/publications/send-code-of-practice-0-to-25
Mental health
Low socioeconomic status
Social and emotional needs
Disruptive home life
Conversations
Mentor
Shouldn't need to divulge information to other students
Students need to respect my authority
CLG
Should give students information, be more transparent in choices being made.
Important to address at the appropriate time, in order to save face for Child R
Reflection
Gibbs, G. (1988) ‘Learning by Doing: A guide to teaching and learning methods.’ Further Education Unit. Oxford Polytechnic: Oxford.
Bolton, G. (2005) ‘Reflective Practice: Writing and Professional Development.’ London: SAGE
Schon, D. (1988) ‘Coaching reflective teaching.’ In P. Grimmett & G. Erickson (Eds.). Reflection in teacher education (pp. 19-29). Vancouver, BC: Pacific Educational Press & New York: Teachers College Press
Warin, J. , Maddock, M., Pell, A. and Hargreaves, L. (2006) 'Resolving identity dissonance through reflective and reflexive practice in teaching' in Reflective Practice, 7(2 pp.233-245. DOI: 10.1080/14623940600688670
Teacher identity - (Atkinson, D. (2004) ‘Theorising How Student Teachers Form Their Identities in Initial Teacher Education.’ British Educational Research Journal, 30(3), pp. 379–394.)
Respect child's right to understanding
Model fairness for children, in order to teach next generations
Open and honest teacher
Fairness
Justification
Effecting students motivation
Chory‐Assad, R. M. (2002) ‘Classroom Justice: Perceptions of Fairness As a Predictor of Student Motivation, Learning, and Aggression.’ Communication Quarterly, 50(1), pp. 58–77. doi: 10.1080/01463370209385646.
Effecting student motivation- (Ehrhardt-Madapathi, N., Pretsch, J. and Schmitt, M. (2018) ‘Effects of Injustice in Primary Schools on Students’ Behavior and Joy of Learning.’ Social Psychology of Education : An International Journal, 21(2), pp. 337–369. Doi: 10.1007/s11218-017-9416-8.)
Gorham, J. and Millette, D.M. (1997) ‘A comparative analysis of teacher and student perceptions of sources of motivation and demotivation in college classes.’ Communication Education, 46, 245-261.
Modelling fairness for future generations
Dalbert, C. (2004) ‘The implications and functions of just and unjust experiences in school.’ In C. Dalbert & H. Sallay (Eds.), The justice motive in adolescence and young adulthood: Origins and consequences (pp. 117–134). London: Routledge.
Pretsch, J. and Ehrhardt-Madapathi, N. (2018) ‘Experiences of Justice in School and Attitudes Towards Democracy: A Matter of Social Exchange?’ Social Psychology of Education : An International Journal, 21(3), pp. 655–675. doi: 10.1007/s11218-018-9435-0.
Thomas, K. J. and Mucherah, W. M. (2018) ‘Brazilian Adolescents’ Just World Beliefs and Its Relationships with School Fairness, Student Conduct, and Legal Authorities.’ Social Justice Research, 31(1), pp. 41–60. doi: 10.1007/s11211-017-0301-6.
Teaching standards
https://www.gov.uk/government/publications/teachers-standards
TS5: Adapt teaching to respond to the strengths and needs of all pupils.
Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively.
Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these.
Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.
Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development.
TS7:Manage behaviour effectively to ensure a good and safe learning
environment
have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy.
Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly.
Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them.
Fairness is relative
Berti, C., Molinari, L. and Speltini, G. (2010) ‘Classroom Justice and Psychological Engagement: Students and Teachers’ Representations,’ Social Psychology of Education : An International Journal, 13(4), pp. 541–556. doi: 10.1007/s11218-010-9128-9.
Houston, M. B. and Bettencourt, L. A. (1999) ‘But That's Not Fair! An Exploratory Study of Student Perceptions of Instructor Fairness.’ Journal of Marketing Education, 21(2), pp. 84–96.
Equity principle
Brookfield, S. D. (2015) ‘The skillful teacher (3rd ed.).’ John Wiley & Sons.
McBer, H. (2000). Research into Teacher Effectiveness: A Model of Teacher Effectiveness. Nottingham: Department for Education and Employment.
Perceptions of teacher
Rodabaugh, R.C. & Kravitz, D.A. (1994). Effects of procedural fairness on student judgments of professors. Journal on Excellence in College Teaching, 5 (2), 67-84.
Resh, N., & Sabagh, C. (2013). Justice, belonging and trust among Israeli Middle School Students. British Educational Research Journal, 40(6), 1036–1056.
Theories to improve the perception of fairness.
Power
Foucault
Governmentality
Foucault, M. (1991) ‘Governmentality.’ pp. 87–104 in Graham Burchell, Colin Gordon and Peter Miller (eds.) The Foucault Effect: Studies in Govern-mentality. Hemel Hempstead, UK: Harvester Wheatsheaf.
Joseph, J. (2010) ‘The Limits of Governmentality: Social Theory and the International.’ European Journal of International Relations, 16(2), pp. 223–246.
Lemke, T. (2002) ‘Foucault, Governmentality, and Critique.’ Rethinking Marxism, 14:3, 49-64, DOI: 10.1080/089356902101242288
Lorenzini, D. (2018). Governmentality, subjectivity, and the neoliberal form of life. Journal for Cultural Research, 22(2), pp.154–166.
Gaventa, J. (2003) ‘Power after Lukes: An Overview of Theories of Power since Lukes and Their Application to Development.’ Brighton: Participation Group, Institute of Development Studies.
Neoliberalism
Steger, M. B. (2010) ‘Neoliberalism: A Very Short Introduction.’ [Kindle] Oxford: Oxford University Press.
Pitsoe, V. and Letseka, M. (2013) ‘Foucault ’ s Discourse and Power : Implications for Instructionist Classroom Management.’ Open Journal of Philosophy, 3(1), pp. 23–28. doi: 10.4236/ojpp.2013.31005
Restorative approach
Peer discussion- Damon, W., & Killen, M. (1982) ‘Peer interaction and the process of change in children's moral reasoning.’ Merrill-Palmer Quarterly, 28(3), 347–367)
Hopkins, B. (2004) ‘Just schools : a whole school approach to restorative justice.’ London: Jessica Kingsley. Available at: INSERT-MISSING-URL (Accessed: February 27, 2021).
Roffey, S. (2011) ‘Changing behaviour in schools; promoting positive relationships and wellbeing.’ London: SAGE pp63-77
Whitley -
tips
‘Fairness in the classroom.’ APS Observer, 13 (6).
http://www.psychologicalscience.org/teaching/tips/tips_0700.html
.)
Impartiality
Respect
Concern
Integrity
Propriety
Types of justice in the classroom
Distributive justice
Deutsch, M. (1985) ‘Distributive Justice: A Social-Psychological Perspective.’ New Haven, CT: Yale University Press
Jasso, G. (2015) ‘Thinking, Saying, Doing in the World of Distributive Justice.’ Social Justice Research, 28(4), pp. 435–478. doi: 10.1007/s11211-015-0257-3.
Jasso, G., Törnblom, K. and Sabbagh, C., (2016) ‘Distributive Justice.’ Handbook of
Social Justice Theory and Research, pp.201-218.
Beugre, C. D. and Baron, R. A. (2001) ‘Perceptions of Systemic Justice: The Effects of Distributive, Procedural, and International Justice.’ Journal of applied social psychology, 31, pp. 324–339.)
Informational justice
Furby, L. (1986) ‘Psychology and justice.’ In R. L. Cohen (Ed.), Justice: Views from the social sciences (pp. 153-204). New York, NY: Plenum.
Gilliland, S. W., Groth, M., Robert C. Baker, I., Dew, A. F., Polly, L. M., and Langdon, J. C. (2001) ‘Improving applicants reactions to rejection letters: An application of fairness theory.’ Personnel Psychology, 54, 669-703.
Sitkin, S. B., & Bies, R. J. (1993) ‘Social accounts in conflict situations: Using explanations to manage conflict.’ Human Relations, 46, 349-370
Interactional justice
Interactional justice -(Bies, R. J., and Moag, J. S. (1986) ‘Interactional justice: Communication criteria of fairness.’ In R. J. Lewicki, B. H. Sheppard, & M. H. Bazerman (Eds.), Research on negotiation in organizations (pp. 43-55). Greenwich, CT: JAI Press Inc. )
(Bies, R. J., and Shapiro, D. L. (1987) ‘Interactional fairness judgments: The influence of causal accounts.’ Social Justice Research, 1, 199-218.)
Frymier, A. B. and Houser, M. L. (2000) ‘The Teacher-Student Relationship As an Interpersonal Relationship.’ Communication Education, 49(3), pp. 207–19.
Greenberg, J. (1993) ‘The social side of fairness: Interpersonal and informational classes of organizational justice.’ In R. Cropanzano (Ed.), Justice in the workplace: Approaching fairness in human resource management (pp. 79-103). New Jersey: Lawrence Erlbaum Associates.
Paulsel, M. and Chory-Assad, R. (2005) ‘Perceptions of Instructor Interactional Justice As a Predictor of Student Resistance.’ Communication Research Reports, 22(4), pp. 283–291.
Scott, B. A., Colquitt, J. A., & Zapata-Phelan, C. P. (2007) ‘Justice as a dependent variable: Subordinate charisma as a predictor of interpersonal and informational justice perceptions.’ Journal of Applied Psychology, 92(6), 1597–1609.
https://doi.org/10.1037/0021-9010.92.6.1597
Wubbels, T. and Brekelmans, M. (2005) ‘Two Decades of Research on Teacher-Student Relationships in Class.’ International Journal of Educational Research, 43(1), pp. 6–24. doi: 10.1016/j.ijer.2006.03.00