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ERIC Number: EJ865203
Record Type: Journal
Publication Date: 2009-Oct
Pages: 14
Abstractor: As Provided
Reference Count: 48
ISSN: ISSN-0363-4523
An Exploration of College Instructors' Use of Classroom Justice, Power, and Behavior Alteration Techniques
Horan, Sean M.; Myers, Scott A.
Communication Education, v58 n4 p483-496 Oct 2009
A growing body of research indicates that classroom justice concerns are important to students. When students perceive their instructors are not concerned about justice, they report a host of negative outcomes. Due to the importance of justice assigned to students, the present study sought to understand how instructors view justice. Results indicated that college instructors view interactional justice as the most important fairness component. Their use of power and antisocial behavior alteration techniques (BATs) plays a role in these fairness judgments, accounting for a significant amount of variance in procedural and interactional justice. However, power and antisocial BATs use appear to play little role in instructors' concerns over distributive justice. Results, limitations, and future research are discussed. (Contains 1 table and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A