- ホーム
- > 洋書
- > ドイツ書
- > Social Sciences, Jurisprudence & Economy
- > Education Science / Pedagogic
- > didactics, methodics, school education
Description
This book provides a comprehensive exploration of classroom justice in L2 education. It takes a holistic approach by considering the role of justice in various aspects of L2 education, including teacher-student relationships, teacher education programs, instructional practices, evaluation of teacher effectiveness, assessment, and classroom environments. The book offers groundbreaking perspectives on justice as a positive psychological factor, and emphasizes justice as a teacher's interpersonal trigger for L2 students' emotions and behaviors, providing a fresh and enlightening viewpoint. It presents a comprehensive conceptual framework for classroom justice, defining and delineating its dimensions, principles, and domains, offering readers a clear and structured understanding of the topic. With its focus on practical implications, the book demonstrates how classroom justice research can positively influence L2 teacher education programs, instructional practices, assessment methods, classroom environments, and teacher-student relationships, providing valuable insights for educators and practitioners. It also highlights the importance of further research and proposes avenues for future exploration in the field of classroom justice in L2 education, ensuring that readers are equipped with the latest perspectives and directions. This book serves as a resource for researchers, educators, and practitioners in the field of L2 education, offering a wealth of knowledge and practical guidance.
Chapter 1. Theoretical and Empirical Rationales for Classroom Justice in L2 Education.- Chapter 2. The Social Psychology of Justice.- Chapter 3. The Conceptualization of Classroom Justice.- Chapter 4. Classroom Justice Measures and Methodology.- Chapter 5. A Theme-Based Review of Classroom Justice Studies.- Chapter 6. Implications of Classroom Justice Research for L2 Education Practice.- Chapter 7. Directions for Future Classroom Justice Research in L2 Education.
Masoomeh Estaji is a professor of Applied Linguistics at Allameh Tabataba i University (ATU), Tehran, Iran. She holds a Ph.D. in applied linguistics from ATU. She earned the Top Researcher Award in the realm of humanities at the national level in 2024, and at ATU in 2018, 2020, 2022, and 2024. She has presented and published numerous papers on L2 education, language testing, and second language acquisition (SLA) in various national and international journals. Her research interests include language testing and assessment, ESP, and teacher education.
Kiyana Zhaleh is an assistant professor of Teaching English as a Foreign Language (TEFL) at Gorgan University of Agricultural Sciences and Natural Resources, Gorgan, Iran. She does research in the areas of foreign language education, cross-cultural communication, and social psychology of justice. She and her co-authors won the Top Paper Award at the 72nd Annual International Communication Association (ICA) conference held in Paris (May 2022). She has published papers in such prestigious journals as Computer Assisted Language Learning, Communication Quarterly, Studies in Second Language Learning and Teaching, Humanities and Social Sciences Communications, Current Psychology, and System.
Rebecca M. Chory is a professor of Management at Frostburg State University, Maryland, USA, and a two-time Fulbright Scholar to Budapest, Hungary. She earned a Ph.D. from Michigan State University, USA. She has published over 65 peer-reviewed academic journal articles and 10 book chapters, and she has earned 28 Top Paper awards for her research. Her research focuses on classroom and organizational justice, personal workplace relationships, particularly workplace romances and workplace friendships, and antisocial organizational and instructional behavior.
