Journal articles on the topic 'Justice, teachers-students, relationship'
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1
Čopková, Radka. "Perceived Teachers’ Justice and Perceived Teachers’ Authority." Acta Educationis Generalis 10, no. 3 (December 1, 2020): 135–50. http://dx.doi.org/10.2478/atd-2020-0026.
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Abstract Introduction: The presented study discusses the issues of teacher’s authority, its building and maintaining in the context of teacher’s justice. The main question to be answered is how high school students perceive teachers as authorities in relation with their perception of teacher’s justice. Purpose: The aim of the present article is the identification of the relationship between perceived teachers’ justice and perceived teachers’ authority among Slovak high school students. Methods: 159 Slovak high school students (120 males and 39 females) have participated in our study. Their average age was 17.2 years. The students have attended 3 kinds of high school - technical (49.7%), services (31.4%), and general (18.9%). Two questionnaires were administrated - Teacher Justice Scale (Dalbert & Maes, 2002) and Measurement for Omnisicient Authority Beliefs (Zhou, 2007). Data were examined by Pearson correlation, t-test and ANOVA. Results: The results have shown the significant positive relationship between perceived teachers’ justice and perceived teachers’ authority. No gender differences were identified. There are significant differences in general perceived teacher’s authority among secondary school students depending on their specialization - technical, services and grammar. Discussion: Results of the study support previous findings of Cseri (2013) and Gavora (2007) who point out the importance of teachers’ justice in building positive learning environment that support students’motivation to learn. Limitations: The proportion of male and female participants was not equal. Also the proportion of participants divided by school specialization was not equal. Conclusion: Accessing students fairly is not an easy task for any teacher, since perception of oneself as righteous may differ greatly from the perception of this apparent righteousness by individual students, who naturally dispose interindividual differences. It is extremely important that teachers pay attention to this fact not only at secondary schools but at all levels of the educational system, which is one of the basic pillars of public administration.
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Čopková, Radka. "Perceived Teachers’ Justice and Perceived Teachers’ Authority." Acta Educationis Generalis 10, no. 3 (December 1, 2020): 135–50. http://dx.doi.org/10.2478/atd-2020-0026.
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AbstractIntroduction: The presented study discusses the issues of teacher’s authority, its building and maintaining in the context of teacher’s justice. The main question to be answered is how high school students perceive teachers as authorities in relation with their perception of teacher’s justice.Purpose: The aim of the present article is the identification of the relationship between perceived teachers’ justice and perceived teachers’ authority among Slovak high school students.Methods: 159 Slovak high school students (120 males and 39 females) have participated in our study. Their average age was 17.2 years. The students have attended 3 kinds of high school - technical (49.7%), services (31.4%), and general (18.9%). Two questionnaires were administrated - Teacher Justice Scale (Dalbert & Maes, 2002) and Measurement for Omnisicient Authority Beliefs (Zhou, 2007). Data were examined by Pearson correlation, t-test and ANOVA.Results: The results have shown the significant positive relationship between perceived teachers’ justice and perceived teachers’ authority. No gender differences were identified. There are significant differences in general perceived teacher’s authority among secondary school students depending on their specialization - technical, services and grammar.Discussion: Results of the study support previous findings of Cseri (2013) and Gavora (2007) who point out the importance of teachers’ justice in building positive learning environment that support students’motivation to learn.Limitations: The proportion of male and female participants was not equal. Also the proportion of participants divided by school specialization was not equal.Conclusion: Accessing students fairly is not an easy task for any teacher, since perception of oneself as righteous may differ greatly from the perception of this apparent righteousness by individual students, who naturally dispose interindividual differences. It is extremely important that teachers pay attention to this fact not only at secondary schools but at all levels of the educational system, which is one of the basic pillars of public administration.
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Hussain, Shahid, Muhammad Latif, and Javaid Iqbal. "Interplay of Organizational Justice with Teachers Academic Performance at Higher Secondary School Level." Global Educational Studies Review VI, no. I (March 30, 2021): 121–29. http://dx.doi.org/10.31703/gesr.2021(vi-i).12.
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Organizational conduct requires an understanding of justice. Justice has received ample attention from researchers from various disciplines, including economics, psychology, law, and corporate life. The study's objectives were to 1) explore the perceptions of teachers about organizational justice and academic performance; 2) ascertain the relationship between organizational justices with teachers' academic performance. The population consisted of teachers who taught students in grades XI-XII, and the survey consisted of 155 teachers. A 30-item questionnaire was used as a testing instrument for data collection. The research found that most administrators rewarded workers for doing their jobs well, the majority of teachers were pleased with the practices they implemented, and their strategies and procedures were fair. On the other hand, teachers' student success is closely related to what they write on their whiteboards. Additionally, it concluded that teachers effectively test student learning. Teachers should do an assessment of their students' academic difficulties for preparing.
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Houchins, David E., Margaret E. Shippen, James Raymond Schwab, and Brandi Ansely. "Why Do Juvenile Justice Teachers Enter the Profession?" Journal of Emotional and Behavioral Disorders 25, no. 4 (June 28, 2016): 211–19. http://dx.doi.org/10.1177/1063426616656604.
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Providing students who are involved in the juvenile justice system with an appropriate education has the potential to improve their academic, behavior, and post-school outcomes. Giving these students access to quality teachers is an important and necessary component of the educational process. The purposes of this study were to identify the initial reasons juvenile justice teachers entered their profession, examine the relationship between those reasons and their job satisfaction, and explore how teacher demographics influenced their profession selection. In total, 486 ( n = 486) juvenile justice teachers across three states participated in the study. Results suggest that a majority of the teachers entered the field for both personal reasons and better employment opportunities, with the latter being more important to them. In addition, where teachers work influences how satisfied they are with their job. Teachers in short-term facilities were more satisfied as compared with those in long-term facilities. Findings are discussed in relationship to recruiting and retaining juvenile justice teachers.
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Kasimatis, Κaterina, Andreas Moutsios-Rentzos, Anna Stasinoulia, and Theodora Papageorgiou. "Investigating students’ conceptions about the characteristics of the effective teacher." New Trends and Issues Proceedings on Humanities and Social Sciences 7, no. 1 (July 2, 2020): 149–57. http://dx.doi.org/10.18844/prosoc.v7i1.4879.
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In this article, we report a quantitative study that investigated the conceptions of secondary school students with regard to the characteristics of the effective teacher. Our purpose was to obtain a profile of the effective teacher, focusing on three dimensions: (a) the interpersonal relationship between teachers and students, (b) the teacher's justice and impartiality, and (c) the teaching strategies that have a direct influence on enhancing student involvement and learning. The questionnaire was used as a research tool. The analysis of the data revealed that students consider justice, impartiality and the interpersonal relationship between teachers and students as important characteristics of the effective teacher, whereas the teaching strategies have less importance for them. In addition, it revealed statistically significant differences in the profile of the effective teacher with respect to the students’ gender and grade and positive correlations between self-identified attainment, interpersonal relationships and teaching strategies. The students had the opportunity to express their views about the effective teacher and the teachers to improve their teaching practice and to gain a more complete picture of their students' expectations.
Keywords: Effective teacher; effective teaching.
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Çobanoğlu, Necati, and Selçuk Demir. "THE RELATIONSHIP BETWEEN CLASSROOM MANAGEMENT JUSTICE AND SCHOOL ENGAGEMENT FROM THE PERSPECTIVE OF UNIVERSITY STUDENTS." Problems of Education in the 21st Century 80, no. 4 (August 25, 2022): 516–30. http://dx.doi.org/10.33225/pec/22.80.516.
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Education continues to be an area that is likely to completely affect the future of humanity. Countries are trying to raise the level of education and increase the quality of the education provided as much as possible. To ensure that the quality of education is improved, many studies look from the perspectives of educators and officials who determine education policies. This study examines teachers' classroom management and approaches to justice in the classroom through the eyes of students. This study aims to shed light on the relationship between educators’ justice in classroom management and students’ school engagement based on the perceptions of university students. The study is based on a correlational design that examines the relationship between variables. It was conducted with 283 students at Şırnak University. The sample was determined randomly. The data were collected via the "Perception of Justice in Classroom Management" scale and the "School Engagement of University Students" scale. As a result, there was a moderately positive and significant relationship between the perception of justice in classroom management and school engagement. Besides, as a result of the regression analysis, it was revealed that the perception of the educators towards justice in classroom management predicted students’ school engagement. It was observed that 19% of students' school engagement was explained by educators’ perceptions of justice in classroom management. Keywords: classroom management, correlation, perception of justice, school engagement, university students
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Skerrett, Allison, Thea Williamson, Amber Warrington, Cori Salmerón, and Randi Beth Brady. "The Intersections of Identities and Justice-Oriented Efforts of Urban Literacy Educators." Literacy Research: Theory, Method, and Practice 68, no. 1 (August 18, 2019): 183–204. http://dx.doi.org/10.1177/2381336919870267.
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This article draws from an ongoing longitudinal qualitative inquiry into the preparation and development of social justice–oriented urban English teachers. It examines the cases of three graduates of an urban education–focused teacher preparation program who claim different intersectional identities and have completed their fourth year as urban educators. The article explores two research questions. First, how do these teachers understand and enact critical education practices within their curriculum and instruction, socially situated relationships, and institutional structures? Second, how do they experience and understand their sociocultural identities as contributors to their practices as critical educators and the associated outcomes? Two findings are discussed. First, the teachers felt greatest agency and success within their classrooms (in comparison to other institutional spaces) to enact social justice–oriented curricula, instruction, and other educational practices, using relationship-building with students as the foundation of their work. Second, identity constructs of gender, age, and race significantly mediated the teachers’ relationship-building efforts with colleagues and administrators, the teachers’ feelings of agency, and their activities and outcomes related to justice-oriented change at institutional levels beyond the classroom. This study contributes a rare longitudinal example of how in-service critical educators’ sociocultural identities impact their literacy pedagogies and institutional efforts to advance educational justice.
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Resh, Nura. "Sense of Justice in School and Social and Institutional Trust." Comparative Sociology 17, no. 3-4 (June 14, 2018): 369–85. http://dx.doi.org/10.1163/15691330-12341465.
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AbstractBased on the notion that trust is an essential feature in the development and maintenance of democratic civil society, and that school is central to the daily life of students who view schooling as critical to their long-term life chances, the author investigates in this study the relationship between students’ sense of justice in school and their social and institutional trust. Sense of Justice, defined as the relationship between one’s actual reward and his/her deserved reward, is reflected in three interrelated but distinct categories: instrumental, relational and procedural. The study was carried out in Israel among over 5000 middle school students in a national sample of 48 public schools. Findings basically support our hypothesis that students, who feel that they were treated fairly by their teachers, will be more trustful. However, these relationships are differential in the comparison of students in three school’s sectors: Jewish general, Jewish religious, and Arab.
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Aly, Ehab Elsayed Ahmed. "International Students’ Perceptions of Interactive Academic Justice and Their Relation to Academic Achievement." Journal of Education and Learning 11, no. 5 (July 28, 2022): 173. http://dx.doi.org/10.5539/jel.v11n5p173.
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International learners of Arabic as a second language have a multi-cultural background, which may affect their perceptions toward the way they are treated with their instructors. The current study tries to examine international students’ perceptions of interactive academic justice and their relationship to academic achievement. The researcher used the descriptive approach, using a questionnaire of students’ perceptions of interactive academic justice, which involved (175) male and female students at the Arabic Language Institute for Non-Native Speakers at Umm Al-Qura University. The results show that there is a high level of international students’ perceptions of interactive academic justice. However, there are no statistically significant differences in international students’ perceptions of interactive academic justice; in terms of the gender variable (male-female). International students’ perceptions of interactive academic justice do not differ according to the period of Arabic language learning. The results indicate the importance of paying attention to teachers of Arabic as a second language, and the necessity of selecting those teachers and providing them with the necessary training continuously. Future research was presented.
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Doğru, M. Said, and İbrahim Demirbaş. "The Relationship Between Perceptions of Multicultural Competence and Democratic Values." Journal of International Students 11, no. 1 (January 15, 2021): 24–40. http://dx.doi.org/10.32674/jis.v11i1.1356.
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The present study aims to determine the perceptions of multicultural competence and democratic values of science teachers in schools where international students study and to find out whether there is a relationship between them. The study surveyed 436 secondary school science teachers in the Western Black Sea region in the 2018–2019 academic year. Data were collected using the Perceptions of Multicultural Competence Scale and the Democratic Values Scale. We found positive and moderate relationship between teachers’ perceptions of multicultural competence and their democratic values. As teachers’ democratic values increased, their perceptions of multicultural competence increased, and as their democratic values decreased, their perceptions of multicultural competence decreased as well. Understanding teachers’ opinions about democratic values, justice, respect for differences, and equality reveals an important relationship between their multicultural competence and their democratic values.
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Zoghbi Manrique de Lara, Pablo. "Fairness, teachers' non‐task behavior and alumni satisfaction." Journal of Educational Administration 46, no. 4 (July 4, 2008): 514–38. http://dx.doi.org/10.1108/09578230810882036.
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PurposeThe purpose of this study is to examine the relationship between interactional justice, as a type of organizational justice that reflects the teachers' perceived fairness of supervisor treatment, and their non‐task behavior in terms of organizational citizenship behavior (OCB) and deviant workplace behavior (DWB).Design/methodology/approachData were collected from 270 teachers (by e‐mail) and 22,599 students (by personal distribution) at a Spanish public university. Structural Equation Modeling (SEM) was used for testing mediation and multiple regression for analyzing the non‐task and teaching satisfaction association.FindingsResults show that justice is an antecedent of group commitment that fully mediates the relationship between justice and non‐task behavior except DWB‐Colleagues. Results also reveal an association between non‐task behavior, except DWB‐Organization and DWB‐Colleagues, and teaching satisfaction.Research limitations/implicationsThe researched teachers' job conditions are inherent to the peculiarities of the public sector that may limit the ability to extrapolate the findings in the private sector. The findings provide a more understandable mechanism of the influence of the supervisor's justice on non‐task behavior and, in turn, on teaching satisfaction.Practical implicationsThese findings contribute to a better understanding of the ways in which universities can control non‐task behavior and provide lines to design a more efficient department management strategy. The emotional and fair proximity of the supervisor, eliciting the group teachers' sense of affective commitment, appears as an effective quality strategy for universities.Originality/valueThe study of the joint interaction of justice and group commitment variables against DWB and in favor of OCB, and its consequent effect on teaching quality, is unprecedented in higher education.
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Guerrero, Patricia. "Equidad, Justicia y Reconocimiento en el Trabajo de los Profesores/as de Escuelas Vulnerables Chilenas." Trabalho (En)Cena 2, no. 2 (December 12, 2017): 98–113. http://dx.doi.org/10.20873/2526-1487v2n2p98.
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In this article we argue that Chilean public policies understand equity as equal opportunity, and justice as individual social mobility. The organization of work around this understanding of equity is about management and promotes "success and quality for all." As a result we see that this promise is not fulfilled in vulnerable sectors and exposes teachers to lack of recognition of their work and influences their relationship with students as well as their mental health. This research is done with a clinical sociology approach. We conclude that it is necessary to change public policies in Chile to a notion of equity to social justice that will transform public policy and management practices of schools.
Keywords: Recognition at work, equity, teachers, social justice
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Alinezhad, Mohsen, Hosein Abbasian, and Mohammad Reza Behrangi. "Investigating the Effects of Authentic Leadership of Managers on Organizational Commitment of Teachers with Organizational Justice as the Mediator Variable." Ciência e Natura 37 (December 21, 2015): 407. http://dx.doi.org/10.5902/2179460x20871.
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The present study was conducted by the aim of investigating the fit of the presented model for the relationship between authentic leadership and organizational commitment of staff with a mediating role of organizational justice. The population of the research included all the teachers in high schools (for male students) in Education district 2 in Qom city. From the population, 300 individuals were selected through cluster sampling. For gathering the data, authentic leadership questionnaire (Avolio et al., 2007), organizational justice questionnaire of Niehoff & Moorman (1993), and Allen & Meyer's Organizational Commitment Questionnaire (2002) were used. For analyzing the data, structural equation modeling – fit indices and path coefficients – was used. The results of the analysis showed that authentic leadership has a direct and significant effect on the organizational commitment of teachers. Also, authentic leadership has an indirect effect, through organizational justice, on organizational commitment. The other finding of the research is that organizational justice has a direct and significant effect on organizational commitment of teachers, and the offered conceptual model has a significant statistical fit, that means the explanatory model for organizational commitment based on authentic leadership and organizational justice has fitness with empirical data. Finally, based on the information obtained from structural equations model, it can also be said that all the components existing in the 3 variables of the research have positive and significant relationships with one another.
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Agudelo, Felipe Ignacio, Donna Cole, Sarah Gallant, and Cassandra Mabee. "Restorative Justice and the School-to-Prison Pipeline: A Conceptual Framework to Address Racial and Ethnic Disproportionality." Children & Schools 43, no. 3 (July 1, 2021): 141–48. http://dx.doi.org/10.1093/cs/cdab014.
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Abstract This article develops a restorative justice framework that aims to address racial and ethnic disproportionality in the school-to-prison pipeline (STPP) in the United States. The framework uses literature on restorative justice and the STPP as its foundation and applies a restorative justice approach to three major strategies related to racial and ethnic disproportionality in the STPP: (1) school climate and school–student relationship, (2) a school’s cultural humility and connectedness, and (3) exclusionary discipline reduction. The first strategy proposes the development of respectful and credible relationships among teachers, staff, and students. The second suggests two techniques: (1) self-reflection to address implicit biases among teachers/administrators and (2) parental involvement. Both the first and the second strategies are considered prevention strategies. The third strategy uses techniques of intervention, including peer mediation, restorative circles, and community service, as alternative punishments. This framework theorizes that a focus on these three major strategies will challenge institutional racism in schools as a determinant of the disciplinary inequity that students of color experience. This framework further theorizes that addressing institutional racism through these specific interrelated strategies will result in three major outcomes that can decrease racial and ethnic disproportionality in the STPP.
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Behizadeh, Nadia, Clarice Thomas, and Stephanie Behm Cross. "Reframing for Social Justice: The Influence of Critical Friendship Groups on Preservice Teachers’ Reflective Practice." Journal of Teacher Education 70, no. 3 (October 20, 2017): 280–96. http://dx.doi.org/10.1177/0022487117737306.
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A primary goal of teacher preparation programs should be to develop the reflective and critical problem-solving capacities of preservice teachers, especially social justice–oriented programs that prepare teachers to work in urban schools with historically underserved youth. Through an analysis of participants’ biweekly posts to discussion boards, this qualitative case study examines common dilemmas for a group of 11 racially diverse undergraduate preservice middle school teachers and descriptions of their process during Critical Friendship Group protocols. Results reveal that most dilemmas revolved around relationships with others, curriculum and instruction, and perceived deficiencies of students. However, through the process of engaging in reflective conversations supported by classroom activities, some participants reenvisioned the initial dilemma, such as reframing deficiency views as pedagogical or relationship issues. In addition, all participants articulated benefits of the Critical Friendship Group meetings in their reflections. Implications for improving supports for critical, collaborative reflection during student teaching are discussed.
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Cann, Colette, and Janette Hernandez. "Dealing with resistant teachers while maintaining the vision: How novice social justice leaders “do” instructional leadership." Journal of Transformative Leadership & Policy Studies 2, no. 1 (May 1, 2010): 47–64. http://dx.doi.org/10.36851/jtlps.v2i1.457.
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This research examines how novice social justice leaders provide instructional leadership to underperforming, resistant teachers in urban schools. Using a critical race theoretical framework, we analyze seventy-five oral stories told by novice leaders during a leadership support program. We find that these leaders, limited in their repertoire of strategies and motivated to quickly improve the classroom experiences of their youth, define instructional leadership as monitoring and “evaluating out” teachers who do not meet their expectations for instruction. Such instructional leadership results in what we term “hyper-bureaucratized” actions and a lack of emphasis on relationship building with teachers. This compromised conception of instruction leadership, though, allows them to continue to advocate for students even when their own lack of experience impedes their ability to support underperforming teachers to improve classroom instruction. Thus, novice social justice leaders are buoyed in their work and commitment to transformative leadership, even as they struggle to support underperforming teachers.
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Grant, Carl A. "Race, Emotions, and Woke in Teaching." Teachers College Record: The Voice of Scholarship in Education 121, no. 13 (April 2019): 1–26. http://dx.doi.org/10.1177/016146811912101302.
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This chapter queries the meaning and arc of social justice for teachers engaging in mindfulness pedagogy and pursuing the role of emotion in classroom instruction. In particular, this chapter problematizes the relationship between being “woke” and having emotional granularity in relation to one's practice as a teacher. Among other questions, it investigates: How may teacher educators support prospective and new teachers in thinking through what their emotions mean for teaching students who differ from them racially, ethnically, in social class, and in other dimensions of identity? How can prospective and new teachers enact curriculum and practices that embrace students as intellectually able, promising scholars? One cannot fully understand the world in which we live without trying to integrate and understand its emotions. (Dominique Moisi, 2009, p. x)
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Momani, Hazim I. "Social Values and Their Relationship to Teachers' Awareness of Sustainable Development Standards." Journal of Educational and Social Research 13, no. 1 (January 5, 2023): 235. http://dx.doi.org/10.36941/jesr-2023-0022.
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This study investigates the level of social values and their relationship to awareness of sustainable development standards among teachers. The sample of the study includes 391 male and female teachers who were randomly chosen from schools in Irbid Governorate. Two study tools were employed to collect data, namely, the social values scale which consists of 8 items distributed on six domains (responsibility, environmental, citizenship, tolerance, work, and justice values), and the sustainable development principles scale which consists of 3 items distributed on three domains (social, environmental, and economic). The results of the study showed that the level of social values was high on the scale and in all domains, as follows: environmental, citizenship, tolerance, responsibility, and work, respectively, except justice values, which came at an average level. Furthermore, the level of awareness of the criteria of sustainable development combined in its three domains was high, as follows: environmental, social, and economic, respectively. Also, the results showed that there was a statistically positive significant relationship at (α = 0.01) between the sample's estimates on the scale of social values and their estimates on the scale of sustainable development. The study recommends including social values and sustainable development standards in curricula and study plans for students, and in teacher preparation programs.
Received: 16 October 2022 / Accepted: 26 December 2022 / Published: 5 January 2023
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Griban, Grygoriy, Inna Asauliuk, Vasyl Yahupov, Valentyna Svystun, Oksana Shukatka, Svitlana Vasylieva, Dmytro Oleniev, Pavlo Yefimenko, Nataliia Agarkova, and Olena Otroshko. "Psychological and Pedagogical Characteristics of a Teacher in the Process of Physical Education of Students." Revista Romaneasca pentru Educatie Multidimensionala 15, no. 1 (March 1, 2023): 402–21. http://dx.doi.org/10.18662/rrem/15.1/703.
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The effectiveness of the process of the physical education of students largely depends on the teacher of physical education, one’s competence, pedagogical skills, personal qualities, managerial capacity, and so on. The article is devoted to the study of psychological and pedagogical characteristics of a teacher in the process of physical education of students. The study was conducted in 2012-2022. 1323 students (528 males and 795 females) took part in the research. A survey of students was used to study their assessment of physical education teachers. The study of the relationship between students and teachers in the process of physical education showed that the relationship of respect is prevailing – 72.5 %, the relationship of familiarity is quite common – 13.6 %, despondency accounts for 10.4 %, there are also cases of advances (3.0 %) and flattery – 0.5%. It was found that 59.6 % of students prefer friendly relations with the teacher when the teacher is in the role of senior, a smaller proportion of students (30.9 %) prefer friendly relations and only 7.5 % prefer formal and 2.0 % – strict and inaccessible in physical and health-improving classes. The effectiveness of the impact on students depends largely on the authority of the teacher, one’s characterological, personal qualities, and managerial capacity, among which the most important are professionalism, pedagogical skill, experience, outlook, honesty, justice, patience, appearance, endurance.
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Curran, Marta. "Between consensus and conflict: Schools and parents negotiating the educational trajectories of students at risk of early school leaving." Revista Española de Sociología 31, no. 3 (June 24, 2022): a119. http://dx.doi.org/10.22325/fes/res.2022.119.
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There is a vast amount of literature which locates the home-school relationship as a keystone to improving academic outcomes and preventing school dropouts. It is not always sufficiently clear, however, how these relationships are established and function and how they impact on students’ school engagement. This paper draws on the concepts of familial habitus and institutional habitus to better understand how home-school relationships are formed and how they are deeply class-biased. Using in-depth qualitative interviews with parents and teachers from four public secondary schools in Barcelona, this paper examines the factors explaining more and less harmonious relations between these two agents. This article will help shed light on the challenging relation between home and schools, taking into account different sociocultural contexts mediating this interaction and suggesting some implications in terms of educational policy from a social justice perspective.
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Guschina, Anna Vladimirovna. "Moral experience: pedagogical aspect." Samara Journal of Science 5, no. 4 (December 15, 2016): 174–78. http://dx.doi.org/10.17816/snv20164305.
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This article explains the importance of educating the younger generation, which is the source of the content stored in the memory of the moral value of the last moral experience; it is shown that a person with moral memory is able to decrypt the text, which contains the previous moral experience, revive the cultural content stored in the culture and morality of moral experience; the content of the concept of moral experience. The author identifies the characteristics of such experiences; shows that the ideas in the mind of the person are born in the process of identifying discrepancies between the concepts of good, justice, tolerance, freedom, etc. and reality; shows how the image of moral teachers, perceived by students, distributes a moral light that, dispelling the darkness of immorality, highlights the values of goodness, mercy, justice, etc., throws moral shadow on the relationship between teacher and student. The author explains that the moral gravity field of teachers and students occurs in the mutual penetration of their moral shadow; explains the essence of the fullness of virtue, the essence of golden rule fullness; concludes that modern education should be based on the values that the student draws from the past and present moral experience.
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Nasser, Lilian, Daniel de Oliveira Lima, Rafael Filipe Novôa Vaz, and Fabio Menezes Da Silva. "Insubordinate Practices in Mathematics Evaluation." Revista Internacional de Pesquisa em Educação Matemática 9, no. 3 (June 11, 2020): 114–28. http://dx.doi.org/10.37001/ripem.v9i3.2202.
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This article reports a Conversation Session presented at ICOCIME 2, discussing actions undertaken by three PhD students of the Post-Graduate Program in Mathematics Teaching (PEMAT), of the Federal University of Rio de Janeiro. Innovative evaluation proposals differ from traditional models, both in terms of the assessment of students’ performance, and in relation to the attitudes of the teachers responsible for the assignment of the grades. Commonly associated with tests, school assessments in mathematics are instruments with generally well-defined characteristics: individual, written, and time bounded. They are usually composed by single response questions and offer generic treatment to all students with the intention of being neutral. Usually applied at the end of a learning cycle, the tests are conceived in a positivist philosophy that attributes to this instrument a character of impartiality and justice. Insubordinate and creative proposals indicate the need to know the students involved in the process, in order to establish a meaningful teaching and learning relationship. In a critical and progressive perspective of the evaluation, it is necessary to consider democracy in the evaluating instrument to build bridges between teachers and students, avoiding the deviations of subjectivity and biases in the correction of the tests.
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Bialystok, Lauren, and Polina Kukar. "Authenticity and empathy in education." Theory and Research in Education 16, no. 1 (December 17, 2017): 23–39. http://dx.doi.org/10.1177/1477878517746647.
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The educational enthusiasm for both authenticity and empathy makes a number of assumptions about universal virtues, selfhood, the role of emotion in education, and the role of the teacher. In this article, we argue that authenticity and empathy are both nebulous virtues that teachers and students are called to embody with little reflection on how they are developed, taught, and modeled. Moreover, we propose that authenticity and empathy are engaged in a give-and-take relationship whereby they may not be fully actualized at the same time. By exploring some of the ways that authenticity and empathy make competing demands on the students’ and teacher’s selves, we suggest that they produce uncomfortable tensions, especially when confronted with the challenges of social justice education.
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Wells, Gordon. "LANGUAGE AND EDUCATION: RECONCEPTUALIZING EDUCATION AS DIALOGUE." Annual Review of Applied Linguistics 19 (January 1999): 135–55. http://dx.doi.org/10.1017/s026719059919007x.
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In a review of this length, it is impossible to do justice to the many ways in which language is used in and about education. This article therefore presents only a personal view of some of the key issues. Chief among these, in my opinion, is the lack of a concensual view about the role that language plays in education and, in particular, about the importance of dialogue in learning and teaching. This state of affairs is hampering the many efforts that are being made to reform public education so that it can provide an equitable and effective induction of students into the ways of knowing and acting necessary for life in the post-industrial “information age”; it is also confusing, to say the least, for the teachers who have the responsibility for engaging students in the processes of knowledge construction. As will become apparent, I do not adopt an impartial stance, for I am convinced that students' interests are best served when they are actively involved in a dialogue in which their voices contribute, along with those of teachers and recognized “authorities,” to the continuing attempt to make sense of the human predicament and our relationship with our physical and social environment. The key question, then, is: How can this dialogue be extended?
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Taylor, Mark. "Making The Case For Abandoning Corporal Punishment On The Learning Disabled." Interdisciplinary Journal of Advances in Research in Education 1, no. 1 (October 16, 2018): 1–9. http://dx.doi.org/10.55138/z104284mta.
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Classroom management has evolved from harsh discipline to the emphasis on positive relationship between teachers and students. The modern day classroom discipline approach helps teachers to teach students to become better citizens and responsible for their own behaviors. Some of the approaches include assertive discipline, discipline with dignity, student peer mediation, and restorative justice. Many western countries and a considerable number of states in the U.S. have abandoned corporal punishment for positive behavior management systems. In developed countries, there are laws that set forth specific guidelines regarding free and appropriate public education; however, such countries have also mandated that education must be tailored to meet the needs of disabled children and adults. Disability laws should always benefit disabled children and adults to live and work independently regardless of their physical conditions. Such laws also require teachers and schools to take disabled children into account when enforcing discipline measures in the classroom or school environment. Unfortunately, countries that still use corporal punishment as the only form of classroom discipline are poor countries that do not recognize learning disability as part of their curriculum and education systems. The paper employs meta-analysis of literature reviews and objective knowledge to construct understanding of corporal punishment in poor countries and also those educators in such countries should abandon corporal punishment for psychological treatments that streamline positive students’ behavior, which unlock the opportunities for learning outcomes and improvements. Keywords: Corporal Punishment, Learning Disabilities, https://orcid.org/0000-0003-2703-5767
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Shogren, Karrie A., Kathryn M. Burke, Mark H. Anderson, Anthony A. Antosh, Michael L. Wehmeyer, Terri LaPlante, and Leslie A. Shaw. "Evaluating the Differential Impact of Interventions to Promote Self-Determination and Goal Attainment for Transition-Age Youth with Intellectual Disability." Research and Practice for Persons with Severe Disabilities 43, no. 3 (June 20, 2018): 165–80. http://dx.doi.org/10.1177/1540796918779775.
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This study examined the differential impact of implementing the Self-Determined Learning Model of Instruction (SDLMI) alone with implementing the SDLMI combined with Whose Future Is It? with transition aged students with intellectual disability in a cluster randomized trial in the state of Rhode Island. The state of Rhode Island is implementing systemic change in transition services and supports under the auspices of a Consent Decree entered into by the state with the U.S. Department of Justice. One area of focus is promoting self-determination during transition planning in the school context as a means to affect employment trajectories. This study focused on the impact of self-determination instruction on self-determination outcomes while youth were still in school, given research establishing a relationship between self-determination and employment outcomes. Latent mediation models suggested that students in the SDLMI-only group reported significant increases in their self-determination scores from baseline to the end of the year, and teachers of students in the SDLMI-only group saw students’ goal attainment as predicting change in self-determination over the course of the year. Teachers reported significant changes in student self-determination in the SDLMI + Whose Future Is It? group. Implications for individualizing interventions to teach skills associated with self-determination in the context of planning and setting goals for the transition to integrated employment are discussed.
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Louis, Karen Seashore, and Joseph Murphy. "Trust, caring and organizational learning: the leader’s role." Journal of Educational Administration 55, no. 1 (February 6, 2017): 103–26. http://dx.doi.org/10.1108/jea-07-2016-0077.
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Purpose The purpose of this paper is to investigate whether principals can have an impact on organizational learning (OL). The authors use a cultural perspective, based both in the emerging literature from positive psychology and the relatively well-developed research tradition in studying the nature and impacts of OL to address four questions: first, is principal’s cognitive trust in teachers’ professional capacities related to knowledge sharing/OL among teachers?; second, is principal’s trust in teachers’ professional capacities related to teachers’ reports of being in a caring school setting (relational trust)?; third, is principal caring related to knowledge sharing/OL among teachers?; and fourth, is principal trust particularly important in school contexts with low income students? Design/methodology/approach An existing database that includes principal and teacher surveys in 116 schools in the USA provides the basis for examining the four questions. Optimized scaling techniques were used to develop measures of principal trust in teachers professional capacities, teachers’ perception of principal caring, an indicator of academic support for students that includes a social justice of equity emphasis, and capacity for OL. The demographic characteristics of the student body and school size were used as possible moderating variables. The data were subject to both regression and path analysis. Findings Principal trust was directly related to teachers’ perceptions of principal caring, and indirectly related to OL. The measure of academic support for students had the strongest direct effect on OL. While the percentage of non-white students and school size had some relationship to OL, they do not change the overall results. The model, which supports the role that principals play in fostering both equity and OL is sustained when the authors examine student achievement. Research limitations/implications The limitations of the study stem largely from the nature of the sample and measures, which are confined to 116 schools in the USA, and a secondary analysis of a cross-sectional survey database. Because understanding the dynamics of a relationship-based/positive leadership perspective require detailed qualitative studies and longitudinal data, the results are presented as suggestive of issues that should be studied further. Originality/value Both trust and OL have been extensively studied both in education and other settings. However, few studies have simultaneously examined leadership, different types of trust and OL and none have done so in the context of positive psychology. The contribution of this analysis is thus empirical (extending the boundaries of what is known using concepts that are familiar) and theoretical (beginning the development of a theory of positive leadership that incorporates multiple factors associated with healthy and productive school environments).
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Mensah, Felicia Moore, and Iesha Jackson. "Whiteness as Property in Science Teacher Education." Teachers College Record: The Voice of Scholarship in Education 120, no. 1 (January 2018): 1–38. http://dx.doi.org/10.1177/016146811812000108.
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Background/Context The disparity between the race and ethnicity of teachers and students is expected to increase as our nation and classrooms continue to become more racially, ethnically, linguistically, and economically diverse. It is extremely important to think about not only the educational needs of such a diverse student population within schools but also who will teach these students. However, when looking at subject-matter specificity for the retention of Teachers of Color, such as science teachers, the picture becomes extremely serious when we understand teachers’ paths into and out of science and teaching. Purpose The purpose of the study is to analyze the experiences of preservice Teachers of Color (PTOC) enrolled in an elementary science methods course as they gain access to science as White property. Our analysis provides evidence that PTOC can break the perpetual cycle of alienation, exclusion, and inequity in science when they are given opportunities to engage in science as learners and teachers. In addition, we also offer insights regarding the role science teacher educators may play in preparing teachers and especially TOC for urban schools. Setting/Research Design The context of this study was a graduate-level preservice elementary science methods course at a large urban university in New York City. Multiple data sources included pre-post surveys, semester observation journals, final course papers, and a post-course questionnaire. Utilizing constructivist grounded during the initial phase of analysis and themes from critical race theory (CRT), our unique voices of color and positionalities allowed us to interpret the data from a CRT perspective and arrive at findings relevant to making science inclusive to PTOC. Conclusions/Recommendations In order to push the field of science teacher education toward social justice issues of access, opportunity, and enjoyment, efforts must focus on increasing representation of Teachers of Color in science education. The transformation of science teacher education to grant equitable learning experiences for Teachers of Color is needed. Further research on the experiences of science Teachers of Color, as well as Faculty of Color and their relationship with students, is highly encouraged. Both teacher preparation and science education must be open to interrogate and reveal structural forms of race, racism, and power that manifest through curriculum, structure, and pedagogy that cause alienation and exclusion for Teachers of Color. Therefore, we encourage science teacher educators to examine their own course curriculum, structure, and pedagogy through self-study and refection. Overall practices in teacher preparation must empower rather than impede progress toward important goals of CRT, and this may be achieved through building stronger relationships with PTOC and Faculty of Color across teacher preparation courses in support of these goals.
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Wrigley, Terry. "Paradigms of school change." Management in Education 25, no. 2 (April 2011): 62–66. http://dx.doi.org/10.1177/0892020611398929.
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This short paper points to some paradigm issues in the field of school development (leadership, effectiveness, improvement) and their relationship to social justice. It contextualises the dominant School Effectiveness and School Improvement models within neo-liberal marketisation, paying attention to their transformation through a ‘marriage of convenience’ in the early 1990s. It contrasts these with other models of school change based upon the desire for curricular or political reform. It proposes a shift of emphasis from the competitive school as the key entity to a close examination of the symbolic exchanges between school and the neighbourhood, particularly in areas of poverty, and the sense which teachers and students are able to make of each others’ lives and cultural reference points. In addition to Bourdieu’s concept of capitals, it will draw on Goffman as a theorist who combines symbolic interactionism with an understanding of institutional norms.
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Mansfield, Janet E. "The Arts as Practices of Care in a Socially Just Curriculum." Beijing International Review of Education 4, no. 3 (November 14, 2022): 422–42. http://dx.doi.org/10.1163/25902539-04030011.
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Abstract If schools are part of our caring infrastructure, then a diminished arts curriculum is an assault on the possibilities for justice and affective equality for students and teachers. Tracing the intimate relationship between the arts and care, I argue that an art-less school environment is indicative of a care-less society. The arts engage both rationalities of, and ‘aesthetics of difference’, enabling an ethics of care. While it retains and critically examines traditional artistic canons, this contemporary notion of aesthetics is non-hierarchical and broader than Kantian variants (the beautiful and the ugly). Transcending paltry modes of moral reasoning around curriculum, it interrogates the “culture of neglect” surrounding the liberal individual imposed by 40 years of miserable neoliberal governmentality, and, through recognising and celebrating the signifying power of the arts, advocates for a rich, inclusive resistance which is vital when our judgment is deeply challenged by virtual and simulated worlds.
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Harrell-Levy, Marinda K. "Sociopolitical efficacy as a mediator of pedagogical experience and sociopolitical involvement." Citizenship, Social and Economics Education 17, no. 2 (July 13, 2018): 100–117. http://dx.doi.org/10.1177/2047173418787790.
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Discourse on youth development has only begun to explore how Black youth experience courses intended to result in their sociopolitical development. The present study examined the link between pedagogical experience in a culturally relevant class and sociopolitical involvement and tested the mediating role of sociopolitical efficacy. Cross-sectional data were collected from 278 Black, former students of a mandatory high school course, called Social Justice. Pedagogical experience, sociopolitical efficacy and sociopolitical involvement were all measured as latent variables. As anticipated, structural equation modeling showed that pedagogical experience is associated with sociopolitical involvement, and that sociopolitical efficacy mediates this relationship. Ultimately, the current study shows the merit of giving Black youth the opportunity to learn how to respond to social and personal unjustness, and the paramountcy of improving youth’s perception of their ability to make a difference in their communities. Findings highlight the role of sociopolitical efficacy and support the idea that student experience has implications for whether culturally relevant teachers meet their intended goals. In the case of the present study, many years after the course, there is a relationship between their perceptions of their course experiences and their intention to engage productively in their communities.
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Duncan, Ross, and Mieke Lopes Cardozo. "Reclaiming reconciliation through community education for the Muslims and Tamils of post-war Jaffna, Sri Lanka." Research in Comparative and International Education 12, no. 1 (March 2017): 76–94. http://dx.doi.org/10.1177/1745499917696425.
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This paper explores the possibilities and challenges for ethno-religious reconciliation through secondary school education in post-war Sri Lanka, with a specific focus on the Muslim and Tamil communities in the Northern city of Jaffna. In doing so, we position our paper within the growing field of ‘education, conflict and emergencies’ of which there has been a growing body of literature discussing this contentious relationship. The paper draws from an interdisciplinary and critical theoretical framework that aims to analyse the role of education for peacebuilding, through a multi-scalar application of four interconnected dimensions of social justice: redistribution, recognition, representation and reconciliation (or 4 R’s, Novelli, Lopes Cardozo and Smith, 2015). We apply this framework to interpret primary data collected through an ethnographic study of two under-studied communities that have been disproportionately affected by the 1983 to 2009 civil war and displacement: the Northern Sri Lankan Muslims and Northern Sri Lankan Tamils. We find that structural inequalities in society are replicated in formal secondary school education and are perceived to be perpetuating ethno-religious conflict between Muslim and Tamil; second, through a multi-scalar analysis, formal peace education is perceived by respondents not to be meeting the needs of communities; and third, we observe how in response to failings of state peace education, an ‘unofficial’ Tamil–Muslim community education incorporating a social justice-based approach has emerged. This has facilitated a process of cross-community reconciliation between Muslim and Tamil through individual (teachers, students) and community (Muslim–Tamil community based organisations) agency. The paper concludes by offering suggestions for peace education policy and future research.
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Amollo, Odundo Paul, Kinyua, Gladys Wanjiru, and Ganira Lilian Khavugwi. "Adopting Value Creating Pedagogy and Problem Based Learning in Secondary Schools in Kenya." World Journal of Educational Research 5, no. 3 (August 21, 2018): 269. http://dx.doi.org/10.22158/wjer.v5n3p269.
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<p><em>Value </em><em>C</em><em>reating </em><em>P</em><em>edagogy (VCP) promotes well-being and support for social justice and practices connected with the happiness of both the individual and the society. Effective adoption of VCP promotes educational ideals oriented in dignity and empowerment of all individuals in school and in society. Adherence to principles of VCP through </em><em>P</em><em>roblem </em><em>B</em><em>ased </em><em>L</em><em>earning (PBL) approach creates a meaningful platform for addressing challenges in schools through creative thinking which in turn encourages exploring processes where students are free to voice opinions in an inclusive learning environment. Through VCP, students individually and collaboratively assume responsibility for generating learning issues, uphold respect of individuality, build bonds of lasting relationship and oppose violence. In instances where VCP is implemented appropriately, attitudes towards learning improve and students learn to solve complex and authentic issues independently. By so doing students acquire spontaneous happiness and knowledge to solve new problems as well as competence in confronting emerging issues arising from school and in society. Conversely, in Kenya, examination focus of education system is a deterrent to development of values and ethics required for survival in society. On the other hand, the challenge for many teachers in adopting VCP is in making transition from knowledge provider to facilitator of learning. As a result, development of problem solving skills such as independent learning, critical thinking and decision making become disillusioned. This study explored adoption of value creating pedagogy and problem based learning as a strategy for creating value added education in public secondary schools in Nairobi County. A survey design was adopted with a target population of 80 schools where information was sourced from 40 teachers and 40 students through purposive sampling and simple random technique. Data were collected using an interview schedule and a questionnaire. The study found inconsistencies in the way schools implemented PBL in regard to increasing student knowledge and skills in problem solving. The study recommends that the Ministry of Education should introduce a national policy on VCP and PBL as pedagogical approaches across all curricular that can be adopted to develop relevant and engaging values connected to achievement of Vision 2030.</em></p>
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Williams, III, John A., and Greg Wiggan. "Models of Success, Teacher Quality and Student Disciplinary Infraction: A Critical Analysis of Chicago’s Urban Preparatory Academies and Harlem Children’s Zone." Journal of Educational Issues 2, no. 2 (August 26, 2016): 73. http://dx.doi.org/10.5296/jei.v2i2.9788.
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<p>School discipline disparities in U.S. education is accompanied by a litany of literature that focuses on African Americans in low-performing urban schools (Civil Right Project, 2000; Losen, 2011; Mendez & Knoff, 2003; Skiba, Michael, Nardo & Peterson, 2002; Wilson, 2014). Public K-12 institutions in the U.S. report that African Americans are suspended at three-times the rate of White students (23% for African Americans as compared to 7% for Whites). Furthermore, the most recent Civil Rights Discipline Collection report (Office of Civil Rights, 2014) indicates that students who receive one suspension have a much greater chance of being suspended multiple times, ultimately leading to expulsion and or involvement in the juvenile justice system (Allen & White-Smith, 2014; Gregory, 1995; Office of Civil Rights, 2014; Pane & Rocco, 2014). A significant amount of research focuses on public education institutions’ dismal outcomes in this area (Skiba et al., 2002; Office of Civil Rights, 2014; Wilson, 2014), without examining charter schools to determine if discipline disparities are endemic in them as well. This study examined two urban, high achieving charter schools. Urban Preparatory Academies in Chicago and Harlem Children’s Zone in New York. The school characteristics are assessed through critical race theory to better understand the relationship between teacher quality and student discipline. The findings of the study indicate that while both schools had similar student demographics, lower rates of discipline infractions were reported in the individual campuses that employed a higher number of qualified teachers. These findings have implications for teacher preparation and urban education.</p>
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Helmy, Muhammad Irfan, Ahmad Darojat Jumadil Kubro, and Muhamad Ali. "The Understanding of Islamic Moderation (wasatiyyah al-Islam) and the Hadiths on Inter-religious relations in the Javanese Pesantrens." Indonesian Journal of Islam and Muslim Societies 11, no. 2 (December 8, 2021): 351–76. http://dx.doi.org/10.18326/ijims.v11i2.351-376.
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The Wasatiyyah of Islam has been described as the value of moderation in Islam, emphasizing justice, balance, and tolerance. The Quran and al-Hadith contain these values, but they are often misunderstood and misapplied. The pesantren or Islamic boarding school, is an educational institution close to the community and it plays a key role in instilling the moderate values of Islam. This article aims at discussing the moderation of Islam in relation to other religions and religious communities as taught through the hadith and as understood among the teachers and students of three pesantrens in central Java. It investigates the teachers’ and students’ views of Islam as a religion among other religions, and their attitudes as the pesantren community toward other religious believers. It combines textual research employing a mukhtalif al-hadiṡ approach and living or lived hadith research. It argues that the hadiths on inter-religious relationship are understood as a necessity to be just towards faith, which means that one should believe that his own faith is correct but should keep tolerant towards other faiths. This means giving others the right to choose and implement their own faiths, behaving in a balanced way, and conducting healthy competition in various fields, especially the proselytization or dawah. With this textual understanding, the students have generally been quite well informed about the values of Islamic moderation and they seek to apply it in their religious and social life. The students have learned about the hadiths on interreligious relations and the moderate values primarily from their teachers although they have read directly from books and sometimes from social media. Wasatiyyah Islam digambarkan sebagai nilai moderasi dalam Islam, menekankan keadilan, keseimbangan, dan toleransi. Al-Qur'an dan al-Hadis mengandung nilai-nilai ini, tetapi sering disalahpahami dan diterapkan secara salah. Pesantren merupakan lembaga pendidikan yang dekat dengan masyarakat dan berperan penting dalam menanamkan nilai-nilai moderat Islam. Artikel ini bertujuan membahas moderasi Islam dalam kaitannya dengan agama dan umat beragama lain sebagaimana diajarkan melalui hadis dan sebagaimana dipahami para guru dan santri di tiga pesantren di Jawa Tengah. Artikel ini menyelidiki pandangan siswa tentang Islam sebagai agama di antara agama-agama lain, dan sikap mereka sebagai komunitas pesantren terhadap pemeluk agama lain. Ini menggabungkan penelitian tekstual yang menggunakan pendekatan mukhtalif al-hadiṡ dan penelitian hadits hidup (living or lived hadith). Artikel ini berargumen bahwa hadis-hadis tentang hubungan antarumat beragama dipahami sebagai keharusan untuk bersikap adil terhadap keimanan, yang berarti bahwa seseorang harus percaya bahwa imannya sendiri benar tetapi harus tetap toleran terhadap agama lain. Ini artinya memberikan hak kepada orang lain untuk memilih dan menjalankan keyakinannya sendiri, berperilaku seimbang, dan melakukan persaingan yang sehat di berbagai bidang, terutama dakwah. Dengan pemahaman tekstual ini, para santri secara umum telah terinformasi dengan baik tentang nilai-nilai moderasi Islam dan mereka terus menerapkannya dalam kehidupan keagamaan dan sosial mereka. Para siswa telah belajar tentang hadits tentang hubungan antaragama dan nilai-nilai moderat terutama dari guru mereka meskipun mereka telah membaca langsung dari buku dan kadang-kadang dari media sosial.
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Bauling, Andrea. "Towards a Sound Pedagogy in Law: A Constitutionally Informed Dissertation as Capstone Course in the LLB Degree Programme." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 20 (May 23, 2017): 1. http://dx.doi.org/10.17159/1727-3781/2017/v20i0a1393.
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The LLB degree programme (Bachelor of Laws) should adequately prepare graduates for the demands set by both legal practice and the greater South African society. Law schools are not tasked with producing future legal practitioners, but rather critical thinkers who can engage with the relationship between law and society in a meaningful way, and who recognise their duty to uphold the values of the Constitution of the Republic of South Africa, 1996 when performing their professional duties. Resultantly law teachers should construct learning environments that engage students in ways that help them develop creativity; embedded subject knowledge; and autonomous learning, critical thinking, and lifelong learning skills. A well-structured LLB degree programme should focus on this broader conception of legal education and a dissertation module as capstone course should be closely aligned with this objective. A greater academic influence could result in an academically rigorous degree programme that produces more mature graduates who possess competencies and attributes that exceed that which is demanded of them by legal practice. One way to establish a greater academic influence in a degree programme would be to include a final year dissertation module which demands that students illustrate the ability to think critically. The final year of a degree programme should provide the student with several opportunities aimed at culminating the learning experience and consolidating the skills and knowledge acquired throughout the preceding years of study. Capstone courses facilitate in-depth learning and should be employed to teach crucial skills related to the purpose of the degree. A compulsory dissertation module as capstone course, which embodies the pedagogical approach of transformative legal education, should be included in the revised curriculum of all law schools in South Africa. This dissertation module should demand that students engage critically with the principles of transformative constitutionalism in order to facilitate thinking that goes beyond traditional and conservative constructions of the South African legal system and its purpose. Such a dissertation could develop a student’s metacognitive ability and result in the development of new legal skills, and the sharpening of existing skills. When producing a dissertation a student is learning to write as well as writing to learn. Crucially, the process of disserting also requires legal research skills and the ability to formulate effective research strategies. A law student who is capable of utilising various sources of law, synthesising the information found therein and presenting it effectively is illustrating elements of authentic learning. But this form of authentic learning in will be near impossible to achieve without the active guidance of a willing supervisor. Law teachers perpetuate legal culture and the supervisor-student relationship creates the opportunity to sculpt the culture instilled so that it may have the desired impact on the student. The supervisor could advance this process by empowering the student to construct critical and transformative views of South African law. A dissertation module presented in this manner could produce students who are able to engage with law constructively and who will graduate as responsible citizens and aspiring legal professionals who are excited about inspiring social justice and transformation in their communities.
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Melnychenko, Olga. "SCIENTIFIC RESEARCH IN THE EDUCATION FIELD AS A CONDITION OF PROVIDING QUALITY OF STUDY IN UNIVERSITIES OF THE WORLD." Educological discourse, no. 1 (2020): 155–68. http://dx.doi.org/10.28925/2312-5829.2020.1.13.
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The article is devoted to the analysis of scientific researches of the best universities in the world providing training in the field of education and their impact on the quality of education. The analysis is based on the results of the QS World University Rankings in Education, which identified the top ten universities in the world in 2019, which train specialists in education. In the article the general directions and topics of scientific researches, as well as specific ones, specific to each university are highlighted. The author reveals the peculiarities of the research work of the best universities in the world in the field of education and its relationship with the quality of education. Particular attention is paid to the criteria of quality (success) of the activities of universities, and research in particular. The article emphasizes that analyzing the educational research of the best universities in the world as a condition of ensuring the quality of education can be very useful for the development of education (and not just pedagogical) in Ukraine. It is noted that a high level of educational research will help Ukrainian education to achieve modern quality of study, to provide it on a research basis and to become practically oriented. The author defines the key characteristics of successful research universities, including the following: • availability of basic and applied research in contemporary areas and topics; • carrying out research work focused on the practical results of the research; • a wide range of disciplines included in the educational program in any specialty; • a high proportion of postgraduate research programs; • high level of external income of the university, which is ensured by the implementation of research results; • international recognition of research findings and prospects for their further development. According to the QS World University Rankings, the top ten universities in the world that provide training in education are: 1. University College London, (UCL), (United Kingdom); 2. Harvard University, (USA); 3. Stanford University (USA); 4. University of Oxford, (United Kingdom); 5. University of Cambridge, (United Kingdom); 6. University of Hong Kong, (Hong Kong); 7. University of Toronto, (Canada); 8. Berkeley University, California, (USA); 9. Columbia University, New York, (USA); 10.University of California (Los Angeles), USA By looking at research topics, you can distinguish topics that are most commonly found in universities. In this case, we are referring to non-standard general topics of pedagogical research such as: educational policy, organization and improvement of training, development of standards of teaching, didactics of learning, etc. They are present in the scientific research of the best universities, but the most important place is occupied by the research topics that characterize the current stage of development of education in the world, with all its features, influences and main trends. For example, almost all the best universities in the world are researching on human rights and equity in education. A striking example of such research can be the scientific theme of the Pedagogical Institute of Hong Kong University "Justice and Social Justice in Education". Another important theme that unites the best universities is the topic of developing critical thinking and developing critical media literacy skills for students and students. An example of such research is the Teachers' Training Program for Critical Media Literacy Skills in Students at the Teachers at the University of California, Los Angeles, USA.
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Tripp, Thomas M., Lixin Jiang, Kristine Olson, and Maja Graso. "The Fair Process Effect in the Classroom: Reducing the Influence of Grades on Student Evaluations of Teachers." Journal of Marketing Education 41, no. 3 (April 30, 2018): 173–84. http://dx.doi.org/10.1177/0273475318772618.
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Research findings tend to confirm anecdotal observations that instructors’ teaching evaluations are influenced by students’ grades, making some instructors feel pressured to reduce the academic rigor of their course in an attempt to get higher evaluations. To reduce this pressure, the current study tested whether distributive justice may explain the relationship between grades and student evaluation of teaching (SET) and how the fair process effect may moderate the relationship between distributive justice perceptions regarding grades and SET. Relying on the extant literature of procedural justice, we hypothesized that when students perceive no fair process that determines their grades, then: (a) the relationship between distributive justice perceptions and SET will be stronger and (b) the indirect effect of grades on SET via distributive justice perceptions will be stronger. Conversely, under conditions of strong fair process perceptions, these relationships will be attenuated. Using a survey of undergraduates’ perceptions of course fairness, we found support for our proposed hypotheses. We discuss the implications of our findings for higher education faculty.
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Schlessinger, Sarah, and Celia Oyler. "Commentary: Inquiry-Based Teacher Learning for Inclusivity: Professional Development for Action and Change." LEARNing Landscapes 8, no. 2 (August 2, 2015): 39–47. http://dx.doi.org/10.36510/learnland.v8i2.694.
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University-school partnerships can offer teachers a space for inquiry into theory-based practice related to teaching for equity, inclusivity, and justice. The Teachers College Inclusive Classrooms Project (TCICP) invites city teachers to join an Inquiry to Action Team where they collectively interrogate students’ access to full participation in schools. Teachers are enthusiastic about this work and eagerly share their wisdom and carefully document their yearlong journeys into creating greater access and participation for students. The inquiry teams function as an alternate space for educators to share their work, ponder their pedagogical beliefs, and analyze power relationships in their classrooms and schools. As participants are validated in their work in this alternate space, they are able to build agency as intellectuals and act inclusively and for social justice within their own school spaces.
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Govaris, Christos, Wassilis Kassis, Dimitris Sakatzis, Jasmin-Olga Sarafidou, and Raia Chouvati. "Recognitive Justice and Educational Inequalities: An Intersectional Approach Involving Secondary Grade School Students in Greece." Education Sciences 11, no. 9 (August 25, 2021): 461. http://dx.doi.org/10.3390/educsci11090461.
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Adopting the theoretical approach of recognitive justice and the degree of students’ recognitive experiences regarding empathy, respect, and social esteem, the present study focused on educational inequalities in the multicultural school and the factors that affect their appearance and reproduction. We examined the existence of social relations’ differences in a sample of 1303 students from 69 secondary schools in Greece, using a questionnaire constructed to investigate students’ recognitive experience of their relationships with teachers. By applying an intersectional approach, mainly through multiple regression analysis and multivariate interaction tests with MANOVA, we were able to identify that migrant students and students from families with a low educational level experienced a significantly lower degree of recognition, mainly with the forms of respect and social esteem, both in their relationships with teachers and with peers. Additionally, levels of recognition among teachers explained the large amount of variability in academic achievement and self-esteem, while higher levels of recognition among peers were a significant predictor of the respective students’ higher self-esteem. These deficits in recognition concern pedagogical practices that deprive these groups of students of opportunities and possibilities for equal participation in teaching and school life.
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Rybalov, O. V., I. Yu Lytovchenko, S. V. Kolomiets, and V. L. Prochankina. "DEONTOLOGY AND PROFESSIONAL ETHICS IN DENTIST’S PROFESSION." Ukrainian Dental Almanac, no. 2 (June 25, 2018): 37–40. http://dx.doi.org/10.31718/2409-0255.2.2018.09.
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Medicine is a sphere of activity where there are no trivialities, no unnoticed acts, views, experiences. All contact between the doctor and the patient during the course is a system of human relationships, so the outcome of any treatment depends on their level and quality. Through cooperation with a physician, the patient takes an active position, assumes responsibility for his or her health and takes part in recovery. An inextricable set of manual skills and communication skills determines the professionalism of the physician, forming a solid foundation of trust in the patient.
The purpose of the investigation is to consider the specifics of issues of deontology and professional ethics in the work of a dentist in modern conditions.
The professional morale of the doctor is the subject to the goal of health and human life. Hence the well-known ethical principle of therapy: "Non nocere". The basic moral principle states: "Do not harm the patient by providing the patient health care." At the clinical departments of the Medical Academy, one of the goals of training future specialists is the tradition of treatment, when the doctor brings benefits to the patient and does not harm. These approaches are implemented by the teacher during the theoretical part of the class, and especially on the practical one. When studying the section "Periodontology" at the departments of Therapeutic and Surgical Dentistry of UMSA, the ethical principle "Non nocere" is used at the stages of diagnosis of periodontal tissue diseases, the appointment of general treatment, when choosing local therapies, especially in the application of surgical methods (closed and open curettage, , cryo-curettage, gingivectomy, scapular operations, and others). Students learn to apply a differentiated and individualized approach to each patient.
For the modern physician, the highest values must be universal values, therefore, in the process of decision-making, he can not be guided by the notions of moral and other value-added character. The doctor acts as an expert who, based on clinical data and experimental laboratory findings, establishes a final diagnosis, explaining to the patient all that relates only to his disease, leaving out the attention of the patient's vital problems. At the departments of Surgical and Therapeutic Dentistry, during classroom practical classes in the clinic, students, from the first steps of communication with patients, develop basic ethical and moral principles. Students independently conduct a subjective and objective examination of patients, learn to correctly collect the anamnestic data of the disease and life of patients. They analyze the data of the anamnesis, ponder them and make a plan of diagnosis and plan of treatment of their patients. After the differential diagnosis and the establishment of a final clinical diagnosis, under the guidance of the teacher, medical manipulations are carried out.
One of the main ethical and moral principles is the preservation of medical secrets - the physician should not disclose personal information about the patient, as well as express doubts regarding his recovery. In order to gain the full confidence of the patient, the doctor must also preserve family secrets. Medical secrecy is the information the doctor receives during his duties. Starting with junior courses at profile dentistry departments, students learn that the medical secrecy involves the non-disclosure of disease data not only to others, but in some cases to the patient himself. It is necessary to protect the patient from the information that may harm his mental condition and the ability to fight the disease. When using information constituting a medical secrecy in the educational process, in research work, in particular, in cases where they are published in a special literature, anonymity of the patient should be ensured.
Providing medical stomatological services is a complex of activity that requires a lot of knowledge, skills, technology, work from biological elements that can be unpredictable, as well as knowledge of medical psychology. The ethical duty of a dentist is to respect the patient's right to make independent decisions. At the same time, the actions of a dentist are inevitably influenced by such human factors as subjectivity of judgment, fatigue, lack of time, mistakes of other people, technical malfunction of equipment, etc. The peculiarity of the activity of the dentist at the present stage is the comprehensive implementation of the principles of bioethics, which could be considered universal: it is the autonomy of the individual, informed consent, voluntariness, confidentiality, dignity, integrity, vulnerability, justice. Patients want to believe that their doctor always establishes an absolutely accurate diagnosis and never misses the treatment, but it is simply impossible. The combination of human relationships and technological moments increases the likelihood of medical errors. Ethics requires that the physician inform the patient of his or her mistakes if these errors affect the health of his or her health. Open recognition and analysis of mistakes are beneficial both to the patient and to the dentist, and to the whole practice.
Educational medical institutions of the III and IV levels of accreditation, which carry out post-graduate education for cadets and interns, pay great attention to practical activities. The reception of patients is carried out by teachers, along with young doctors or young doctors independently admit patients under the control of a teacher-tutor. Such situation often does not suit patients. They seek quality skilled assistance and do not want to be "trained" to doctors who have only received diplomas. Employees of the higher medical school use the knowledge of ethics and deontology in the relationship between the physician and the patient, and help to build a patient's confidence in a young specialist. The senior teacher explains to the patient the need to attract young doctors to treatment, defines the purpose of this collaboration as a transfer of experience.
In modern medicine, in particular, in dentistry, the patient takes part in the discussion of the treatment process, acquaints himself with the plan of examination and treatment, and gives his written consent to this at the completion of medical documentation, in particular, an outpatient card for a dental patient. The dentist interacts with the patient as a specialist and performs all necessary manipulations. With this aim in improving the medical skills of students and interns, discussions are held with their colleagues, discussions with older and more experienced doctors of complex diseases, clinical examinations, clinical conferences are practiced [4, 5].
Teachers of the dental departments of the academy always educate the students and intern doctors such qualities as a doctor, such as friendly fellowship, availability for contacts, readiness to seek help and help a colleague, justice, and high professionalism. It should be noted that the culture of behavior, together with professional competence, forms the authority of the physician both in the team and among patients. A doctor of proper clinical education is always grateful to his mentors. The key to friendly collegial relationships is deep respect, goodwill and trust, adherence to the established subordination, discipline.
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Conklin, Hilary Gehlbach. "Modeling Compassion in Critical, Justice-Oriented Teacher Education." Harvard Educational Review 78, no. 4 (December 1, 2008): 652–74. http://dx.doi.org/10.17763/haer.78.4.j80j17683q870564.
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As the work of teacher education becomes increasingly focused on the challenges of helping mostly white, monolingual, middle-class prospective teachers become compassionate,successful teachers of racially, culturally, linguistically, economically, and academically diverse students, some teacher educators struggle to find compassion for the prospective teachers they teach. Motivated by this concern and drawing on feminist and Buddhist theories, Hilary Conklin argues that many teacher educators would benefit from a renewed consideration of modeling the pedagogy they hope prospective teachers will employ. In this article, she analyzes and brings together the work on critical, justice-oriented approaches to teacher education, relationships in teaching, modeling as pedagogy, and the Buddhist notion of compassion to articulate a pedagogy of modeling in critical, justice-oriented teacher education. Conklin proposes that such a pedagogy has the potential to move us closer to transformative teacher education.
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Koubeissy, Rola, and Genevieve Audet. "Teachers’ critical reflection: what are the practices for social justice in education?" L’éducation en débats : analyse comparée 11, no. 1 (December 22, 2021): 60–77. http://dx.doi.org/10.51186/journals/ed.2021.11-1.e433.
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This article explores teachers’ participation in the school’s social justice system through the lens of the critical multicultural approach (May & Sleeter, 2010; May, 2000; 2003). Based on a research project about reconstruction and the theorization of teachers’ stories of practice (Desgagné, 2005) in a multiethnic context, data was collected from teachers in highly multiethnic primary schools in Québec. They were asked to narrate a story about a problem or an event with an immigrant or refugee student in their class. Four of these stories have been selected for this article. Our aim was to analyze the teachers’ cultural responses and their perception of their roles in supporting their students. Our analysis shows that although these teachers tend to make changes to their students’ reality, they cannot escape or contest “alone” the norms of an academic, societal and political system that governs its power relationships and privileges, its dominant norms and values.
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Semel, Susan F., and Alan R. Sadovnik. "The Contemporary Small-School Movement: Lessons from the History of Progressive Education." Teachers College Record: The Voice of Scholarship in Education 110, no. 9 (September 2008): 1744–71. http://dx.doi.org/10.1177/016146810811000911.
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Background/Context The contemporary small-school movement traces its roots to the alternative schools of the 1960s and the development of small urban schools in the 1980s. However, the small-school movement has its roots in the progressive movement of the early twentieth century. Although there is a significant amount of research on the early progressive schools and the alternative and small-school movements of the 1960s and 1980s, there is no research that connects these movements historically, nor that compares some of their most important schools. Purpose/Objective/Research Question/Focus of Study The purpose of this article is to examine the historical roots of the small-school movement through the use of two progressive independent schools founded in the early part of the twentieth century, the Dalton School and the City and Country School, and relate them to one of the models of the contemporary small-school movement, Central Park East Secondary School in New York City, founded in the 1980s and reorganized in 2004. Within this context, we will examine the relationship between the current small-school movement and earlier progressive reforms, and examine briefly the history of Central Park East, which implemented many of the practices of the earlier progressive schools. Finally, using the histories of all three schools, we discuss lessons from the history of progressive schools with respect to curriculum and pedagogy for low-income students, leadership, and sustainability. Research Design Using historical analysis, ethnographic fieldwork, and interviews, this study examines the history of the three schools and provides a comparative historical analysis of the relationship between the early progressive schools and the small-school movement. Findings/Results Our findings suggest that the small-school movement initiated at schools such as Central Park East in the 1980s mirrored many of the practices of early-twentieth-century progressive schools such as the Dalton School and the City and Country School, albeit with more diverse student populations and a more explicit commitment to social justice. The histories of the Dalton School, the City and Country School, and Central Park East Secondary School indicate that there are important lessons to be learned from the history of education with respect to curriculum and pedagogy, leadership, and sustainability. Finally, the success of Central Park East under Deborah Meier suggests that progressive education can work with low-income students. Conclusions/Recommendations Our research suggests that many contemporary progressive educational reforms, especially many in the small-school movement, have their origins in the early child-centered schools, and that progressive education is sometimes made more difficult by No Child Left Behind and other standards-based reforms, particularly in the public sector. Nonetheless, we are not convinced that schools such as the old Central Park East Secondary School cannot succeed. Researchers need to examine schools such as Urban Academy and the newly created schools founded by New Visions for Public Schools to see if this is the case. Administrators and teachers at these schools should study the history of contemporary small schools like Central Park East Secondary School, as well as the histories of the early progressive schools such as Dalton and City and Country, for lessons for successful small-school reform.
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Bruhn, Sarah. "“The Child is Not Broken”: Leadership and Restorative Justice at an Urban Charter High School." Teachers College Record: The Voice of Scholarship in Education 122, no. 8 (August 2020): 1–34. http://dx.doi.org/10.1177/016146812012200801.
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Background/Context There has been growing attention to the disproportionate and harmful effects of school exclusion, including suspension and expulsion, on boys of color. Restorative justice may be one possibility for addressing these disparities. Yet the research on restorative justice in schools is nascent, and in particular, little is known about the role of school leaders in enacting restorative practices as a means to creating more equitable schools. Focus of Study By highlighting the work of school leaders, this study contributes to our collective understanding of how restorative justice can function as a meaningful alternative to school exclusion. The study explores how two leaders exercise leadership, build legitimacy, and develop relationships with teachers and students. It examines how these leaders make sense of their efforts to transform the school from a place reliant on traditional punitive mechanisms as a form of control to a restorative school culture. Setting The study took place at a charter school with campuses in two neighboring cities in the Northeast United States. Research Design This study uses portraiture, a methodology that emphasizes participants’ phenomenological perspectives and illuminates the complexity of goodness and success, making it well-aligned with the topic of this research. I gathered data through in-depth interviews with and observation of the two leaders at the center of the study, as well as interviews and observations of students and teachers. Conclusions Ultimately, the leaders exhibited restraint, persistence, and respect, qualities that served as the basis for meaningful relationships with students and teachers. In turn, these relationships were an important component of how the school sought to reduce suspension rates and narrow racial gaps in exclusionary punishments.
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Gerdin, Göran, Lena Larsson, Katarina Schenker, Susanne Linnér, Kjersti Mordal Moen, Knut Westlie, Wayne Smith, and Rod Philpot. "Social Justice Pedagogies in School Health and Physical Education—Building Relationships, Teaching for Social Cohesion and Addressing Social Inequities." International Journal of Environmental Research and Public Health 17, no. 18 (September 21, 2020): 6904. http://dx.doi.org/10.3390/ijerph17186904.
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A focus on equity and social justice in school health and physical education (HPE) is pertinent in an era where there are growing concerns about the impact of neoliberal globalization and the precariousness of society. The aim of the present study was to identify school HPE teaching practices that promote social justice and more equitable health outcomes. Data were generated through 20 HPE lesson observations and post-lesson interviews with 13 HPE teachers across schools in Sweden, Norway, and New Zealand. The data were analysed following the principles of thematic analysis. In this paper, we present and discuss findings related to three overall themes: (i) relationships; (ii) teaching for social cohesion; (iii) and explicitly teaching about, and acting on, social inequities. Collectively, these themes represent examples of the enactment of social justice pedagogies in HPE practice. To conclude, we point out the difficulty of enacting social justice pedagogies and that social justice pedagogies may not always transform structures nor make a uniform difference to all students. However, on the basis of our findings, we are reaffirmed in our view that HPE teachers can make a difference when it comes to contributing to more socially just and equitable outcomes in HPE and beyond.
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Çelik, Hayriye Reyhan, and Ömür Kaya Kalkan. "Organizational Justice, Perceived Stress and Leader Support as Predictors of Teachers’ Job Satisfaction." Acta Educationis Generalis 12, no. 1 (February 1, 2022): 127–45. http://dx.doi.org/10.2478/atd-2022-0007.
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Abstract Introduction: Teachers’ job satisfaction which has a positive effect on the quality of education, students, teachers and schools is significant for the successful functioning of schools. On the other hand, the increase in the level of dissatisfaction causes disciplinary problems, inefficiency, job dissatisfaction, alienation from the job, or leaving the job. Therefore, research on teachers’ job satisfaction can help to understand the general and specific aspects of teachers’ job satisfaction, which in turn this information can provide a scientific basis for solving problems. Methods: The study uses quantitative research methodologies based on a correlational research. The research data obtained the convenience sampling method from 396 teachers who work for public schools in the province of Denizli in Turkey. Multiple regression was used for analysis. Results: The results of the study showed that organizational justice, perceived stress and leadership support are all significant predictors of teachers’ job satisfaction. The relative importance order of the specified variables in predicting teachers’ job satisfaction is organizational justice, perceived stress and leader support, respectively. Predictor variables account for approximately 50.4% of the total variance in teachers’ job satisfaction. Discussion: Within the scope of the research, the relationships determined between job satisfaction, organizational justice, perceived stress and leader support are consistent with the results of the research conducted on teachers and other professional groups in the literature. Implications of the study results were discussed in detail. Limitations: In addition to its contributions to the literature, the research also has some limitations. Basically, correlational research results can be useful to reveal the existing relationships between variables, but it should be emphasized that these relationships are not causal ones. Furthermore, the use of convenience sampling method among non-random sampling methods can be considered as another limitation. However, the consistency of the relationships determined between the variables of the study with the existing literature indicates that the bias due to this limitation is relatively low. Conclusion: The results of the study indicated that the order of relative importance in educational policies and practices that will take teachers’ job satisfaction into account should be structured as organizational justice, perceived stress and leader support. However, it is thought that holistic approaches that include all variables can be more effective, since variables of organizational justice, perceived stress and leader support are significantly associated with teachers’ job satisfaction.
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Wolter, Deborah. "Moving readers from struggling to proficient." Phi Delta Kappan 99, no. 1 (August 29, 2017): 37–39. http://dx.doi.org/10.1177/0031721717728277.
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If we want to move children from struggling to read to being proficient readers, we must address the disparate ways that teachers respond to readers with varying abilities. Restorative practices, akin to restorative justice, build relationships, make connections, and foster a reader’s sense of ownership and empowerment. What would happen if teachers shifted from their prevailing responses to struggling readers and instead tried to engage in restorative literacy practices, in which students develop relationships with authors, teachers, and other readers over the material they read, make connections with what they read to their own life experiences, and take ownership for their reading growth and development?
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GARCIA, VERONICA, WILHEMINA AGBEMAKPLIDO, HANAN ABDELA, OSCAR LOPEZ JR., and RASHIDA REGISTE. "High School Students' Perspectives on the 2001 No Child Left Behind Act's Definition of a Highly Qualified Teacher." Harvard Educational Review 76, no. 4 (December 1, 2006): 698–724. http://dx.doi.org/10.17763/haer.76.4.nu70771132536q86.
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In this article, four urban high school students and their student leadership and social justice class advisor address the question, "What are high school students' perspectives on the 2001 No Child Left Behind Act's (NCLB) definition of a highly qualified teacher?" As the advisor to the course, Garcia challenged her students to examine their high school experiences with teachers. The students offer personal stories that describe what they consider the critical qualities of teachers — qualities not based solely on the credentials and education status defined by NCLB. The authors suggest that highly qualified teachers should cultivate safe, respectful, culturally sensitive, and responsive learning communities, establish relationships with students' families and communities, express their high expectations for their students through instructional planning and implementation, and know how students learn. This article urges educators and policymakers to consider the students' voices and school experiences when making decisions about their educational needs, including the critical issue of teacher quality.
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Gilbert, Daniel R. "Justice Essayed, Everyday, Every Day." Journal for Peace and Justice Studies 31, no. 1 (2022): 130–56. http://dx.doi.org/10.5840/peacejustice20223118.
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This paper presents a curricular justification for teaching undergraduate college students in the United States about the practice of management. This justification turns on a conception of management as the routine, daily practice of seeking just relationships between an organization and distinct constituents of that organization. This search is an act of essay, the verb. With this interpretation of managerial practice as routine justice inquiry, I convene teachers from dozens of academic disciplines in a hypothetical endeavor to re-purpose managerial practice for purposes of General Education teaching. The resulting justification is an alternative to the customary defense that teaching about business and management enhances a college’s cash flow through substantial enrollments in those classes, a defense that stops well short of anything intellectual, much less curricular.