Those who can, tutor: High-ability students' conceptions of fair ways to organize learning.

Abstract

When conceptions of fair learning practices of high-ability students, ages 6 to 18, were compared with those from a more representative group, the high-ability students typically chose peer tutoring as fairest. This was the case even though they regularly experienced acceleration and enrichment programs. The two groups held equivalent conceptions of fair learning practices. It was not until late adolescence that students in both groups articulated a rationale for placing high-ability students in accelerated learning programs. High-ability students were also no more likely than those in the representative group to select the acceleration and enrichment practices they experience as fair