Citations (96)
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Amirhossein Rasooli, Christopher DeLuca, Liying Cheng & Amin Mousavi. (2023) Classroom assessment fairness inventory: a new instrument to support perceived fairness in classroom assessment. Assessment in Education: Principles, Policy & Practice 30:5-6, pages 372-395.
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Amirhossein Rasooli, Hamed Zandi & Christopher DeLuca. (2023) Measuring Fairness and Justice in the Classroom: A Systematic Review of Instruments’ Validity Evidence. School Psychology Review 52:5, pages 639-664.
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Rebecca M. Chory, Kiyana Zhaleh & Masoomeh Estaji. (2022) Perceptions of instructor injustice in COVID-19-imposed online courses: EFL students’ perceptions and experiences in focus. Communication Quarterly 70:5, pages 469-494.
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Kristen L. Farris, Madeline Martinson, Jovana Andelkovic & Luke A. Dye. (2022) Exploring students’ perceptions of instructor requests for forms of address and students’ appraisals of the instructor. Communication Quarterly 70:2, pages 181-204.
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Tuula Nygård, Noora Hirvonen, Sari Räisänen & Riitta-Liisa Korkeamäki. (2021) Ask Your Mother! Teachers’ Informational Authority Roles in Information-seeking and Evaluation Tasks in Health Education Lessons. Scandinavian Journal of Educational Research 65:6, pages 972-985.
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T. Kody Frey, Kelsey Moore & Marko Dragojevic. (2021) Syllabus Sanctions: Controlling Language and Fairness as Antecedents to Students’ Psychological Reactance and Intent to Comply. Communication Studies 72:3, pages 456-473.
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Shupei Yuan & Chen Lou. (2020) How Social Media Influencers Foster Relationships with Followers: The Roles of Source Credibility and Fairness in Parasocial Relationship and Product Interest. Journal of Interactive Advertising 20:2, pages 133-147.
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Fu Chen & Ying Cui. (2020) Investigating the relation of perceived teacher unfairness to science achievement by hierarchical linear modeling in 52 countries and economies. Educational Psychology 40:3, pages 273-295.
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Akram Nayernia, Mohammadsadegh Taghizadeh & Mohammad Amini Farsani. (2020) EFL teachers’ credibility, nonverbal immediacy, and perceived success: Astructural equation modelling approach. Cogent Education 7:1.
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Amirhossein Rasooli, Hamed Zandi & Christopher DeLuca. (2019) Conceptualising fairness in classroom assessment: exploring the value of organisational justice theory. Assessment in Education: Principles, Policy & Practice 26:5, pages 584-611.
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Clara Sabbagh & Nura Resh. (2018) World culture and social justice in a divided society: evaluations of Israeli Jewish and Arab teachers and students. Globalisation, Societies and Education 16:4, pages 494-514.
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Renee Kaufmann, Deanna D. Sellnow & Brandi N. Frisby. (2016) The development and validation of the online learning climate scale (OLCS). Communication Education 65:3, pages 307-321.
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Barbara A. Ritter, Patricia R. Hedberg & Kim Gower. (2016) Enhancing Teacher Credibility: What We Can Learn From the Justice and Leadership Literature. Organization Management Journal 13:2, pages 90-100.
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Joseph P. Mazer & Elizabeth E. Graham. (2015) Measurement in Instructional Communication Research: A Decade in Review. Communication Education 64:2, pages 208-240.
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Katherine Grace Hendrix & Cicely Wilson. (2014) Virtual Invisibility: Race and Communication Education. Communication Education 63:4, pages 405-428.
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Sean M. Horan & Tamara D. Afifi. (2014) Advancing Instructional Communication: Integrating a Biosocial Approach. Communication Education 63:4, pages 383-404.
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Rebecca M. Chory, Sean M. Horan, Shannon T. Carton & Marian L. Houser. (2014) Toward a Further Understanding of Students' Emotional Responses to Classroom Injustice. Communication Education 63:1, pages 41-62.
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Jennifer Linn Holmgren & San Bolkan. (2014) Instructor Responses to Rhetorical Dissent: Student Perceptions of Justice and Classroom Outcomes. Communication Education 63:1, pages 17-40.
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SeanM. Horan, PeterC. J. Raposo & ShannonT. Carton. (2014) Priest as Teacher II: Understanding Priests’ Communicative Misbehaviors. Communication Quarterly 62:1, pages 18-35.
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SeanM. Horan, RebeccaM. Chory, ShannonT. Carton, Erin Miller & PeterC. J. Raposo. (2013) Testing Leader–Member Exchange Theory as a Lens to Understand Students’ Classroom Justice Perceptions and Antisocial Communication. Communication Quarterly 61:5, pages 497-518.
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Laura E. Young, Sean M. Horan & Brandi N. Frisby. (2013) Fair and Square? An Examination of Classroom Justice and Relational Teaching Messages. Communication Education 62:4, pages 333-351.
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Luisa Molinari, Giuseppina Speltini & Stefano Passini. (2013) Do perceptions of being treated fairly increase students’ outcomes? Teacher–student interactions and classroom justice in Italian adolescents. Educational Research and Evaluation 19:1, pages 58-76.
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Jeff Kerssen-Griep & PaulL. Witt. (2012) Instructional Feedback II: How Do Instructor Immediacy Cues and Facework Tactics Interact to Predict Student Motivation and Fairness Perceptions?. Communication Studies 63:4, pages 498-517.
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Tanja
M. Vehkakoski. (2012) ‘More homework for me, too’. Meanings of differentiation constructed by elementary-aged students in classroom interaction. European Journal of Special Needs Education 27:2, pages 157-170.
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SeanM. Horan, MatthewM. Martin & Keith Weber. (2012) Understanding Emotional Response Theory: The Role of Instructor Power and Justice Messages. Communication Quarterly 60:2, pages 210-233.
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ChristopherJ. Claus, RebeccaM. Chory & ColleenC. Malachowski. (2012) Student Antisocial Compliance-Gaining as a Function of Instructor Aggressive Communication and Classroom Justice. Communication Education 61:1, pages 17-43.
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Gonul Sakiz. (2012) Perceived instructor affective support in relation to academic emotions and motivation in college. Educational Psychology 32:1, pages 63-79.
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AlanK. Goodboy. (2011) The Development and Validation of the Instructional Dissent Scale. Communication Education 60:4, pages 422-440.
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Stacy Young, Dawn Kelsey & Alexander Lancaster. (2011) Predicted Outcome Value of E-mail Communication: Factors that Foster Professional Relational Development between Students and Teachers. Communication Education 60:4, pages 371-388.
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AlanK. Goodboy. (2011) Instructional Dissent in the College Classroom. Communication Education 60:3, pages 296-313.
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PaulL. Witt & Jeff Kerssen-Griep. (2011) Instructional Feedback I: The Interaction of Facework and Immediacy on Students' Perceptions of Instructor Credibility. Communication Education 60:1, pages 75-94.
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Keith Weber, MatthewM. Martin & ScottA. Myers. (2011) The Development and Testing of the Instructional Beliefs Model. Communication Education 60:1, pages 51-74.
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SeanM. Horan, RebeccaM. Chory & Alan
K. Goodboy. (2010) Understanding Students' Classroom Justice Experiences and Responses. Communication Education 59:4, pages 453-474.
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AmberN. Finn, Paul Schrodt, PaulL. Witt, Nikki Elledge, KodianeA. Jernberg & LaraM. Larson. (2009) A Meta-Analytical Review of Teacher Credibility and its Associations with Teacher Behaviors and Student Outcomes. Communication Education 58:4, pages 516-537.
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SeanM. Horan & ScottA. Myers. (2009) An Exploration of College Instructors' Use of Classroom Justice, Power, and Behavior Alteration Techniques. Communication Education 58:4, pages 483-496.
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JamesA. Katt, JamesC. McCroskey, StephenA. Sivo, VirginiaP. Richmond & KristinM. Valencic. (2009) A Structural Equation Modeling Evaluation of the General Model of Instructional Communication. Communication Quarterly 57:3, pages 239-258.
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Qin Zhang. (2009) Perceived Teacher Credibility and Student Learning: Development of a Multicultural Model. Western Journal of Communication 73:3, pages 326-347.
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D. Joel Whalen & Steven K. Koernig. (2009) Maintaining Fairness When a Student Goes Afoul of Classroom Rules: A Procedural Justice Model. Marketing Education Review 19:2, pages 27-33.
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Paul Schrodt, PaulL. Witt, PaulD. Turman, ScottA. Myers, MatthewH. Barton & KodianeA. Jernberg. (2009) Instructor Credibility as a Mediator of Instructors’ Prosocial Communication Behaviors and Students’ Learning Outcomes. Communication Education 58:3, pages 350-371.
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AprilR. Trees, Jeff Kerssen-Griep & JonA. Hess. (2009) Earning Influence by Communicating Respect: Facework's Contributions to Effective Instructional Feedback. Communication Education 58:3, pages 397-416.
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JamesA. Katt & StevenJ. Condly. (2009) A Preliminary Study of Classroom Motivators and De-motivators from a Motivation-hygiene Perspective. Communication Education 58:2, pages 213-234.
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JasonJ. Teven. (2007) Teacher Temperament: Correlates with Teacher Caring, Burnout, and Organizational Outcomes. Communication Education 56:3, pages 382-400.
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Joseph Kee-Ming Sia, Ivy S. H. Hii, Ling Jong & Wai Wah Low. (2024) Do emojis really help us to communicate better? Investigating instructor credibility, students’ learning motivation, and performance. Education and Information Technologies.
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Kate Hawks, Karen A. Hegtvedt, Ryan Gibson, Cathryn Johnson & Jamica Zion. (2023) Pathways to Legitimacy for Black and White Authorities: Impressions of Competence and Warmth. Social Psychology Quarterly 87:1, pages 84-105.
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Adrian Rivera-Rodriguez & Evelyn Mercado. (2024) Racial/ethnic collective autonomy restriction and teacher fairness: predictors and moderators of student's perceptions of teacher support. Frontiers in Education 9.
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Kate Hawks, Karen A. Hegtvedt & Cathryn Johnson. 2023. Advances in Group Processes. Advances in Group Processes
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Sinem TARHAN. (2023) The Relationship between Perception of Classroom Justice and Dispositional HopeSınıfta Adalet Algısı ile Sürekli Umut Düzeyi Arasındaki İlişki. İnönü Üniversitesi Eğitim Fakültesi Dergisi 24:1, pages 99-123.
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