Fairness in the Classroom : Lessons Learned from Organizational Justice Research

This paper examines how perceived injustice among students can emerge in the classroom as a result of performance appraisal and classroom management practices. The goal of this conceptual piece (offered as an 'extended abstract') is to propose approaches that may reduce or at least bridge the perceptual gap between students and instructors with regard to performance evaluation. Specifically, the focus is on enhancing perceptions of a grade's accuracy and utilizing the intercorrelations among the four dimensions of justice