Perceived unfairness in teacher-student conflict situations: students’ point of view

Čiuladienė, Gražina; Račelytė, Daiva

doi:10.1515/pjap-2015-0049

Cited by 20 publications

(19 citation statements)

References 19 publications

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“…Previous qualitative studies on students' perception of fairness have also demonstrated that students conceptualize fairness related to the classroom elements of teaching, assessment, learning, and classroom interactions (Bempechat et al, 2013;Buttner, 2004;Chory, Horan, & Houser, 2017;Čiuladienė & Račelytė, 2016;Horan et al, 2010;Houston & Bettencourt, 1999;Israelashvili, 1997;Robbins & Jeffords, 2009). These studies reveal that students' overall perception of fairness is shaped by individual contribution and interplay of these dimensions.…”

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confidence: 75%

“…In addition, research has demonstrated that disrespect through verbal aggression (Claus, Chory, & Malachowski, 2012), insensitive and rude behavior (Bempechat, et al, 2013;Buttner, 2004;Horan et al, 2010), sexual or ethnic humor (Torok, McMorris, & Lin, 2004), sexist, racist, and prejudiced behavior, accusations of students, and implied or stated stupidity (Čiuladienė & Račelytė, 2016;Horan et al, 2010;Israelashvili, 1997) is typically perceived as unfair by students. For example, 71% of Turkish students, in Tomul, Çelik, and Tas (2012) study, reported that their teachers discriminated against them based on their political affiliation, faith, economic background, or ethnicity.…”

Section: Interactional Justicementioning

confidence: 99%

“…In contrast, perceived unfair behavior is associated with outcomes such as aggression and hostility (Horan, Chory, Carton, Miller, & Raposo, 2013;Uludag, 2014), truancy (Ishak & Fin, 2013), headache (Lenzi et al, 2013), and cheating (Lemons, Martin, & Seaton, 2011). Unfortunately, research has repeatedly found that students report high levels of unfairness during assessment processes (Buttner, 2004;Čiuladienė & Račelytė, 2016). Despite repeated calls for teachers to enact fair assessments (Sanders et al, 1990;Scott, Webber, Lupart, Aitken, & Scott, 2014;Tierney, 2013), researchers have argued that compared to other fundamental aspects of assessment (i.e., validity and reliability), there has been limited conceptualizations of fairness for CA contexts (Tierney, 2013).…”

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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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confidence: 75%

Section: Interactional Justicementioning

confidence: 99%

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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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“…CIT is most appropriate when individuals are asked to report retrospectively from memory about salient incidents that happened in the past (Butterfield, Borgen, Amundson, and Maglio, 2005). For this study, CIT serves well to investigate incidents of un/fairness because previous qualitative studies focusing on students' fairness experiences (Alm and Colnerud, 2015;Buttner, 2004;Chory et al, 2017;Čiuladienė and Račelytė, 2016;Horan et al, 2010;Houston and Bettencourt, 1999) demonstrated that un/fairness incidents were particularly salient in students' memories, able to be recalled years later.…”

Section: Methodsmentioning

confidence: 99%

“…Compared to quantitative studies, we identified and reviewed 9 qualitative studies that attempted to develop a conceptualization of social psychology of justice apt for classroom contexts. Israelashvili (1997) interviewed 233 school students in Israel, and Čiuladienė and Račelytė (2016) explored 99 university students in Lithuania to identify experiences of unfairness. These authors reported that their participants experienced unfairness in relation to punishment, abusive and aggressive mistreatment, unbalanced and partial behavior, grading system and examinations, and teacher defensiveness.…”

Section: Social Psychology Of Justice Research In Educationmentioning

confidence: 99%

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

et al. 2019

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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.

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Examining predictors of school belonging using a socio-ecological perspective

et al. 2022

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Between the years of 2003–2015, the Programme for International Student Assessment (PISA) has identified a global trend signalling a decline in a sense of school belonging for secondary school students. Research has identified several factors that are positively related to school belonging, such as teacher support and academic motivation. However, little empirical research has been conducted to evaluate the relevant school belonging variables holistically and to assess their socio-ecological levels (e.g., student, microsystem, mesosystem) relative to the student. The purpose of this study is to assess the significant predictive variables within each socio-ecological level regarding school belonging. For this purpose, this study used data collected by PISA in 2015, focusing on data from 309,785 15-year-old students attending 12,668 schools in 52 countries around the world. Hierarchical multiple regression analysis was conducted to a) examine the empirical support for a layered structure of sense of school belonging, b) explore the contributions of variables in each layer of the socio-ecosystem to explain the variability in sense of school belonging and c) examine potential variations in this ability across schools and countries. The models provided support for the existence of such layers but also for some underlying relationships across the variables in the layers of the socio-ecosystem. The study then concludes with a discussion of the implications of the findings for school leaders, teachers and parents with respect to how school belonging approaches and strategies can be absorbed into existing practices and operations at school.

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Perceived unfairness in teacher-student conflict situations: students’ point of view

Cited by 20 publications

References 19 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

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

Examining predictors of school belonging using a socio-ecological perspective

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