Students’ Experience of Instructors’ Justice: A Phenomenological Study

©2014 DAZCo, Danesh Afarand Zistagen Co., IRAN ISSN: 2228-5849 Bimonthly of Education Strategies in Medical Sciences 2014;7(4):265-272

Students’ Experience of Instructors’ Justice: A Phenomenological Study ARTICLE INFO Article Type Qualitative Study Authors Yarigholi B.* PhD

How to cite this article Yarigholi B. Students’ Experience of Instructors’ Justice: A Phenomenological Study. Education Strategies in Medical Sciences. 2014;7(4):265-272.

ABSTRACT

Aims Equitable distribution of educational facilities in institutions is the most extensive and controversial topics in humanities. In the educational environments, teacher is the core. The purpose of this study was to explore students’ experiences of university teachers’ justice in the classrooms. Methods In this phenomenology study 10 participants were selected purposively among boys and girls Bachelor of Science graduate students of Azarbaijan Shahid Madani University in the autumn of 2013. The deep semi-structural interview was done to collect data. The interview consisted 3 set of questions regarding educational experiments, justice in the classroom, and positive and negative experiences to contact with teachers and time justice between 30 to 50 minutes. Data analysis was done based on seven-step Colaizzi’s method. Findings 10 sub-themes (the class participatory governance; students ranking with different talents; university teacher-student relationships; behavioral stability; acceptance of teacher responsibility and responsibility to students; prejudice of religion, gender; the teachers’ class, motivation to learn) were extracted among detailed concepts. These themes were placed on major thematic categories thus 4 themes were extracted; 1) structure of relationship between university teachers and student; 2) the relationship between university teachers’ justice with personality; 3) previous mindset of students, and 4) psychological effects. Conclusion Fair or unfair university teachers’ behavior affects student in the classroom which can affect their academic achievement and attitude to continue their education, negatively or positively. Keywords Social Justice; Faculty; Educational Status; Student

CITATION LINKS

*Educational Sciences& Counseling Department, Psychology & Educational SciencesFaculty, Azarbaijan Shahid Madani University, Tabriz, Iran

Correspondence Address: Educational Sciences & Counseling Department, Psychology & Educational Sciences Faculty, Azarbaijan Shahid Madani University, Kilometer 35th of Tabriz road, Maragheh, Iran Phone: +984134327534 Fax: +984134327534 [email protected] Article History Received: January 11, 2014 Accepted: June 17, 2014 ePublished: October 7, 2014

[1] Children at the margins: Supporting children, supporting schools [2] Framing social justice in education: What does the ‘capabilities’ approach offer? [3] Equity and social justice in teaching and teacher education [4] Introduction to oral presentation teaching method [5] Situational determinants of school students’ feelings of injustice [6] Placing equity front and centre: Some thoughts on transforming teacher education for a new century [7] Do my teachers treat me justly? Implications of students’ justice experience for class climate experience [8] Belief in a just world, teacher justice, and student achivment: A multilevel study [9] Schooling and the production of social inequalities: What can and should we be doing? [10] The classroom as a courtroom [11] Social consensus on norms of justice: Should the punishment fit the crime? [12] Educational psychology [13] Renegotiating schooling for social justice in an age of marketisation [14] Teachers, school reform and social justice: Challenging research and practice [15] Justice in the classroom: The student’s view [16] Research methods in education [17] Teacher and student: Designing a democratic relationship [18] Qualitative, quantitative, and mixed methods approaches (Crewell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches) [19] Introduction: Rearticulating gender agendas in schooling: an Australian perspective [20] Application of Colaizzi’s method: Interpretation of an auditable decision trail by a novice researcher [21] Investigation between self-regulated learning strategies and academic achievement motivation among high school students in Isfahan with their academic performance in math [22] White heat: Racism, under-achievement and white working-class boys [23] Professional ethics and accountability of teaching [24] Conceptualizing social justice in education: Mapping the territory [25] Belief in a just world as moderator of hostile attributional bias All keywords and available citations are linked in this page.

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