文章基本信息

标题：Equity, Equality, and Need: A Qualitative Study into Teachers’ Professional Trade-Offs in Justifying Their Differentiation Practice
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作者：Marijke Van Vijfeijken ; Eddie Denessen ; Tamara Van Schilt-Mol 等
期刊名称：Open Journal of Social Sciences
印刷版ISSN：2327-5952
电子版ISSN：2327-5960
出版年度：2021
卷号：9
期号：8
页码：236-257
DOI：10.4236/jss.2021.98017
语种：English
出版社：Scientific Research Publishing
摘要：This article reports on the findings of a qualitative study of 15 primary school teachers’ differentiation beliefs which were assessed against principles of distributive justice. The study was performed to examine which beliefs about justice teachers use to legitimize the choices they make regarding differentiation in the classroom. We used justice principles (equity, equality, and need) as themes to describe and analyze teachers’ arguments. By doing so, we gained more insight into what teachers consider to be fair in the distribution of educational goods as outcomes and as resources. Consistent with our expectations, teachers simultaneously reason from different distributive justice principles to account for their beliefs. Findings demonstrate that the equity principle combined with the equality principle of equal distribution of educational resources dominated teachers’ beliefs about differentiation. In their practice, however, teachers perceive an educational support dilemma with, on the one hand, a desire to distribute time and support equally among students and, on the other hand, the urge to provide more time and support for students who are in need. The principles of distributive justice as an embedded aspect of social ethics may be useful for teachers to systematically reflect on their choices about distributing educational goods and to discuss and align the distribution of resources with colleagues or other stakeholders.
关键词：Distributive Justice;Meritocracy;Education;Classroom Differentiation;Learning Opportunities