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ERIC Number: EJ1063279
Record Type: Journal
Publication Date: 2010-Jan
Pages: 25
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1540-4595
An Exploratory Study of Student Perceptions of Which Classroom Policies Are Fairest
Duplaga, Edward A.; Astani, Marzie
Decision Sciences Journal of Innovative Education, v8 n1 p9-33 Jan 2010
Fairness is a critical issue in the educational setting, and the research is unified in the view that professors need to be fair in setting course policies and procedures. However, many unanswered questions still remain as to which specific classroom policies and procedures students find fair or unfair. This study explores student perceptions of which course policies provide the fairest treatment for all students in a college class. In addition, we also investigate the presence of a relationship between students' locus of control and their perceptions of the fairest course policies. Data were provided by 254 undergraduate students enrolled in sections of an introductory operations management course or an introductory management information systems course. As an initial, exploratory study in this specific area, eight common classroom policy situations were investigated. Although, not surprisingly, all students did not agree on which policy was the fairest for any given classroom situation, we were able to identify those policies considered fairest by the most students. The results can help professors develop course policies that improve students' perceptions of fairness in the college classroom.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A