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Novice teachers’ conceptions of fairness in inclusion classrooms
ARTICLE

TATE Volume 24, Number 5, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

The issue of “fairness” troubles some general education teachers, who may be reluctant to teach students with disabilities. Journals written by 47 general education preservice and novice teachers were data sources for examining teachers’ concerns about fairness. Five areas of concern emerged: general responses, definitions of fairness, dealing with students, classroom applications (e.g., grading), and negative views. These themes are illustrated and discussed within the theoretical framework of principles of distribution of benefits. Suggestions are offered for helping teacher education students move toward acceptance of needs-based principles of fairness.

Citation

Berry, R.A.W. (2008). Novice teachers’ conceptions of fairness in inclusion classrooms. Teaching and Teacher Education: An International Journal of Research and Studies, 24(5), 1149-1159. Elsevier Ltd. Retrieved August 9, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2007.02.012

Keywords