Abstract
Students learn in a variety of ways and have different potentials, interests and needs. To meet the needs of a diverse student population, teachers implement ‘differentiated instruction.’ Tomlinson et al. (2003), defined differentiated instruction as “an approach to teaching in which teachers proactively modify teaching methods, resources, learning activities, and student products to address the diverse needs of individual candidates and small groups of candidates to maximize the learning opportunity for each student in the classroom” (p. 120).
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Blader SL. What determines people's fairness judgments? Identification and outcomes influence procedural justice evaluations under uncertainty. Journal of Experimental Social Psychology. 2007;43:986–994.
Blader SL, Bobocel R. Wanting is believing: Understanding psychological processes in organizational justice by examining perceptions of fairness. In: Gilliland S, Steiner D, Skarlicki D, van den Bos K, editors. Research in social issues in management. Greenwich, CT: Information Age Publishing; 2005. p. 3–30.
Cornelius-White J. Learner- centred teacher-student relationships are effective: A metaanalysis. Review of Educational Research. 2007;77:113–143.
Crosby F. A model of egoistical relative deprivation. Psychological Review. 1976;83:85–112.
Dalbert C, Schneidewind U, Saalbach A. Justice judgments concerning grading in school. Contemporary Educational Psychology. 2007;32:420–433.
Damon W. Early conceptions of positive justice as related to the development of logical operations. Child Development. 1975;46:301–312.
Damon W. The social world of the child. San Francisco: Jossey-Bass; 1977.
Fan RM, Chan SCN. Students' perceptions of just and unjust experiences in school. Educational and Child Psychology. 1999;16:32–50.
Ham J, van den Bos K. Not fair for me! The influence of personal relevance on social justice inference. Journal of Experimental Social Psychology. 2008;44:699–705.
Huss-Keeler R, Brown S. Innovations in early childhood teacher education: Reflections on practice meeting diverse learning needs: Differentiating instruction in graduate early childhood mathematics classes. Journal of Early Childhood Teacher Education. 2007;28:41–57.
Lind EA, Tyler TR. The social psychology of procedural justice. In critical issues in social justice. New York: Plenum Press; 1988.
Mainhard MT, Brekelmans M, den Brok P, Wubbels T. The development of the classroom social climate during the first months of the school year. Contemporary Educational Psychology. 2010;36:190–200. doi:10.1016/j.cedpsych.2010.06.002
Mastropieri MA, Scruggs TE, Graetz J. Cognition and learning in inclusive high school chemistry classes. In: Scruggs TE, Mastropieri MA, editors. Advances in learning and behavioral disabilities: Cognition and learning in diverse settings, vol. 18. Oxford, UK: Elsevier; 2005. p. 107–118.
Mastropieri MA, Scruggs TE, Mohler LJ, Beranek ML, Spencer V, Boon RT, Talbott E. Can middle school students with serious reading difficulties help each other and learn anything? Learning Disabilities Research & Practice. 2001;16:18–27.
McCrea Simpkins P, Mastropieri M, Scruggs T. Differentiated curriculum enhancements in inclusive fifth-grade science classes. Remedial and Special Education. 2009;30:300–308.
Miedema J, van den Bos K, Vermunt R. The influence of self-threats on fairness judgments and affective measures. Social Justice Research. 2006;19:228–253.
Peter F, Dalbert C. Do my teachers treat me justly? Implications of students' justice experience for class climate experience, Contemporary Educational Psychology. 2010;35:297–305. doi:10.1016/j.cedpsych.2010.06.001.
Pnevmatikos, D. (2010). The role of personal relevance in the forming of children's social justice inferences: Do children consider their personal relevance on social justice inferences? In C. Klaassen & N. Maslovaty (Eds.), Moral courage and the normative professionalism of teachers (pp. 197-210¤ Rotterdam/Boston/Taipeh: Sense Publishers.
Rao N, Stewart SM. Cultural influences on sharer and recipient behavior: Sharing in Chinese and Indian preschool children. Journal of Cross-Cultural Psychology. 1999;30:219–241.
Sigelman CK, Waitzman KA. The development of distributive justice orientations: Contextual influences on children's resource allocations. Child Development. 1991;62:1367–1378.
Skitka LJ. Do the means always justify the ends, or do the ends sometimes justify the means? A value model of justice reasoning. Personality & Social Psychology Bulletin. 2002;28:588–597.
Thibaut J, Walker L. Procedural justice: A psychological analysis. Hillsdale, NJ: Erlbaum; 1975.
Tomlinson C. How to differentiate instruction in mixed ability classrooms. 2nd ed. Alexandria, VA: ASCD; 2001a.
Tomlinson CA. Differentiate instruction in mixed-ability classrooms. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall; 2001b.
Tomlinson C, Brighton C, Hertberg H, Callahan C, Moon T, Brimijohn K, Conover L, Reynolds T. Different instruction in response to student readiness, interest and learning profile in academically diverse classrooms: A review of the literature. Journal for the Education of the Gifted. 2003;27:119–145.
Tyler TR. Psychological models of the justice motive: Antecedents of distributive and procedural justice. Journal of Personality and Social Psychology. 1994;67:850–863.
Tyler TR, Blader SL. The group engagement model: Procedural justice, social identity, and cooperative behavior. Personality and Social Psychology Review. 2003;7:349–361.
Wong MMA, Nunes T. Hong Kong children's concept of distributive justice. Early Child Development and Care. 2003;173:119–129.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 Sense Publishers
About this chapter
Cite this chapter
Pnevmatikos, D., Trikkaliotis, I. (2012). Procedural Justice in A Classroom Where Teacher Implements Differentiated Instruction. In: Alt, D., Reingold, R. (eds) Changes in Teachers’ Moral Role. Moral Development and Citizenship Education, vol 6. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-837-7_13
Download citation
DOI: https://doi.org/10.1007/978-94-6091-837-7_13
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6091-837-7
eBook Packages: Humanities, Social Sciences and LawEducation (R0)
