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Lamboy, Lily; Taylor, Ashley; Thompson, Winston – Theory and Research in Education, 2020
In this article, we explore the interrelated phenomena of teachers' paternalistic aims and their misattributions of the agency of their students within particular schooling contexts of systemic racial injustice in the United States. We argue that, because teachers in these contexts assess agency in patterned, predictable ways that stem from -- and…
Descriptors: Racial Bias, Gender Bias, African American Students, Females
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Curren, Randall – Theory and Research in Education, 2020
This article addresses the ethical and motivational dimensions of punishment in schools, focusing on the idea of a just school community. Lawrence Kohlberg's account of a just school community is examined and systematically revised to reflect advances in psychology and a more adequate conceptualization of justice. A eudaimonic conception of…
Descriptors: Punishment, Justice, Educational Environment, Student Motivation
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Warnick, Bryan R.; Scribner, Campbell F. – Theory and Research in Education, 2020
The following article surveys changes to school punishment in the United States over the past century -- particularly, the rise of exclusionary methods and the school-to-prison pipeline -- to argue that prevailing disciplinary techniques are out of step with the developmental ethos of education and the principles of democratic oversight. To remedy…
Descriptors: Discipline, Educational Environment, School Culture, Moral Values
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Hand, Michael – Theory and Research in Education, 2020
The question of the necessity of school punishment was raised, but not satisfactorily answered, in an exchange some time ago between John Wilson and James Marshall. Wilson argued that social interaction in schools must be governed by rules and that rules only exist if violations of them are normally punished. Marshall objected that there are some…
Descriptors: Punishment, Discipline, Behavior Problems, Standards
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Coverdale, Helen Brown – Theory and Research in Education, 2020
Howard's moral fortification theory of criminal punishment lends itself to justifying correction for children in schools that is supportive. There are good reasons to include other students in the learning opportunity occasioned by doing right in response to wrong, which need not exploit the wrongdoing student as a mere means. Care ethics can…
Descriptors: Punishment, Discipline, Caring, Justice
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Tillson, John; Oxley, Laura – Theory and Research in Education, 2020
This article argues that uses of exclusion by schools in the United Kingdom (UK) often violate children's moral rights. It contends that while exclusion is not inherently incompatible with children's moral rights, current practice must be reformed to align with them. It concludes that as a non-punitive preventive measure, there may be certain…
Descriptors: Moral Values, Childrens Rights, Foreign Countries, Educational Practices
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Thompson, Winston C.; Beneke, Abigail J.; Mitchell, Garry S. – Theory and Research in Education, 2020
In the present unjust context of US schools, many educators face uncertainty about the legitimacy of their issuing punishments, especially when their identity meaningfully differs from that of their students. In this article, we address these doubts by acknowledging distinctive elements of schools to provide helpful distinctions and analyses of…
Descriptors: Justice, Identification (Psychology), Punishment, Equal Education
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Sarajlic, Eldar – Theory and Research in Education, 2019
In this article, I address the relation between children's authentic identity development and homeschooling. I show the limitations of claims that homeschooling protects children's authenticity. I argue that the aim of homeschooling is the reproduction of parental beliefs and culture, which is inimical to the development of authentic children's…
Descriptors: Home Schooling, Child Development, Self Concept, Personal Autonomy
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Beese, Elizabeth Brott – Theory and Research in Education, 2019
This article proposes that educational personalization may be usefully understood from a process perspective. It defines educational personalization as that which occurs within any "planning or decision-making process" which runs for one student at a time, and uses "information from or about individual students," in order to…
Descriptors: Decision Making, Teaching Methods, Educational Planning, Instructional Design
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Sardoc, Mitja – Theory and Research in Education, 2019
In this interview, Prof. Vittorio Bufacchi examines in detail the relationship between two equally challenging issues, i.e. violence and social (in)justice [and their intersection]. In the introductory part, he dicusses what triggered his own interest in violence. At the same time, he examines philosophy's main contribution to discussions over…
Descriptors: Violence, Social Justice, Social Bias, Social Problems
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Kotsonis, Alkis – Theory and Research in Education, 2019
The vast majority of contemporary scholars working in intellectual character education endeavor to identify those elements that render an educational program reliably successful at fostering the growth of intellectual excellences in students. In this article, I adopt an opposite perspective: I examine potential reasons as to why virtue-based…
Descriptors: Values Education, Ethics, Teaching Methods, Intellectual Development
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Wahl, Rachel – Theory and Research in Education, 2019
How can universities cultivate students' capacity to learn across political divides? While many universities affirm the importance of open exchange between people who hold different views, it is unclear whether, what, and how students learn through such conversations. This article draws on observations of a deliberative dialogue between college…
Descriptors: Political Attitudes, Learning Processes, Universities, Dialogs (Language)
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Mili; Winch, Christopher – Theory and Research in Education, 2019
What is the role of textbooks in promoting teaching, and how does this role relate to teachers' subject knowledge, qualifications and autonomy? In this article, we study one aspect of the relationship between the use of textbooks and good teaching by examining how teachers' subject knowledge in the subject they are expected to teach relates to how…
Descriptors: Teacher Effectiveness, Pedagogical Content Knowledge, Professional Autonomy, Teacher Qualifications
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Cantu, Gerald C. – Theory and Research in Education, 2019
Secondary education schools in the United States routinely distribute differential educational provisions to students through a widely implemented tracking system. This article aims to show that this tracking system is unjust. It begins with a characterization of the tracking system as it is typically implemented in the United States, and its…
Descriptors: Track System (Education), Secondary Education, Equal Education, Social Justice
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Maxwell, Bruce; Waddington, David I.; McDonough, Kevin – Theory and Research in Education, 2019
Why do society and the courts so readily recognize university and college teachers' academic freedom but just as readily deny primary and secondary school teachers the same right? To investigate this question, this article considers teachers' work in light of the standard justifications for granting academic freedom in higher education: that…
Descriptors: Academic Freedom, Elementary School Teachers, Secondary School Teachers, Higher Education
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