School Setting Behavior That Characterizes Social Justice

School Setting Behavior That Characterizes Social Justice

We used prototype theory to illustrate the concept of social justice in school settings, particularly as it might inform the education of school leaders. Using expert input, we developed descriptions of school setting actions predicted to be perceived as prototypical of social justice in education,...

Full description

Bibliographic Details
Main Authors: Ross E. Mitchell, Rodney K. Goodyear, Janee Both Gragg, Philip S. Mirci, Ronald Morgan
Format: Article
Language:English
Published: SAGE Publishing 2016-07-01
Series:AERA Open
Online Access:https://doi.org/10.1177/2332858416660054
id doaj-6c3b48d2cfaf47b291d3777fb0fec1c8
record_format Article
spelling doaj-6c3b48d2cfaf47b291d3777fb0fec1c82020-11-25T03:06:43ZengSAGE PublishingAERA Open2332-85842016-07-01210.1177/233285841666005410.1177_2332858416660054School Setting Behavior That Characterizes Social JusticeRoss E. MitchellRodney K. GoodyearJanee Both GraggPhilip S. MirciRonald MorganWe used prototype theory to illustrate the concept of social justice in school settings, particularly as it might inform the education of school leaders. Using expert input, we developed descriptions of school setting actions predicted to be perceived as prototypical of social justice in education, as well as of actions that were predicted to be either peripheral or antithetical to the construct. Panels of (a) social justice education faculty and (b) students in social justice–oriented school leadership doctoral programs rated the extent to which each of these resulting 46 actions characterized social justice. Data were analyzed to map the concept.https://doi.org/10.1177/2332858416660054
collection DOAJ
language English
format Article
sources DOAJ
author Ross E. Mitchell
Rodney K. Goodyear
Janee Both Gragg
Philip S. Mirci
Ronald Morgan
spellingShingle Ross E. Mitchell
Rodney K. Goodyear
Janee Both Gragg
Philip S. Mirci
Ronald Morgan
School Setting Behavior That Characterizes Social Justice
AERA Open
author_facet Ross E. Mitchell
Rodney K. Goodyear
Janee Both Gragg
Philip S. Mirci
Ronald Morgan
author_sort Ross E. Mitchell
title School Setting Behavior That Characterizes Social Justice
title_short School Setting Behavior That Characterizes Social Justice
title_full School Setting Behavior That Characterizes Social Justice
title_fullStr School Setting Behavior That Characterizes Social Justice
title_full_unstemmed School Setting Behavior That Characterizes Social Justice
title_sort school setting behavior that characterizes social justice
publisher SAGE Publishing
series AERA Open
issn 2332-8584
publishDate 2016-07-01
description We used prototype theory to illustrate the concept of social justice in school settings, particularly as it might inform the education of school leaders. Using expert input, we developed descriptions of school setting actions predicted to be perceived as prototypical of social justice in education, as well as of actions that were predicted to be either peripheral or antithetical to the construct. Panels of (a) social justice education faculty and (b) students in social justice–oriented school leadership doctoral programs rated the extent to which each of these resulting 46 actions characterized social justice. Data were analyzed to map the concept.
url https://doi.org/10.1177/2332858416660054
work_keys_str_mv AT rossemitchell schoolsettingbehaviorthatcharacterizessocialjustice
AT rodneykgoodyear schoolsettingbehaviorthatcharacterizessocialjustice
AT janeebothgragg schoolsettingbehaviorthatcharacterizessocialjustice
AT philipsmirci schoolsettingbehaviorthatcharacterizessocialjustice
AT ronaldmorgan schoolsettingbehaviorthatcharacterizessocialjustice
_version_ 1724672874814373888

Similar Items