Measuring Fairness and Justice in the Classroom: A Systematic Review of Instruments' Validity Evidence

Autor/inn/en	Rasooli, Amirhossein; Zandi, Hamed; DeLuca, Christopher
Titel	Measuring Fairness and Justice in the Classroom: A Systematic Review of Instruments' Validity Evidence
Quelle	In: School Psychology Review, 52 (2023) 5, S.639-664 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rasooli, Amirhossein) ORCID (Zandi, Hamed) ORCID (DeLuca, Christopher)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.1080/2372966X.2021.2000843
Schlagwörter	Measurement Techniques; Ethics; Justice; Validity; Reliability; Teacher Attitudes; Student Attitudes; Research Reports; Construct Validity; Correlation; Classroom Environment; Evidence; Factor Analysis + Suchen Sie Ihr Suchwort? Messtechnik; Ethik; Gerechtigkeit; Gültigkeit; Reliabilität; Lehrerverhalten; Schülerverhalten; Research report; Forschungsbericht; Korrelation; Klassenklima; Unterrichtsklima; Evidenz; Faktorenanalyse
Abstract	Empirical research in education has largely adopted quantitative approaches to measure teachers' and students' perceptions of fairness and justice in classroom contexts. The purpose of this study is to understand the validity evidence of fairness and justice instruments including how fairness and justice have been conceptualized in measures. Through a systematic review method, 96 quantitative studies were identified and their measurement instruments were analyzed based on five validity criteria: (a) framework and conceptualization of construct, (b) response processes, (c) internal structure, (d) internal consistency reliability, and (e) relationship to other variables. Results showed that most studies conceptualized classroom fairness and justice from organizational and social psychological theories with only a few conducting rigorous statistical analyses to support their validity interpretations. Findings are critically discussed and point to the need to develop a theory of fairness and justice rooted in classroom contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01