Justice in the classroom: the student's view
1989
Thorkildsen, T.A.
Students (ages 6-29) were interviewed to determine their conceptions of fairness in school learning. Students' perceptions of the educational goods (e.g., extrinsic rewards or learning) and fair distributions (e.g., based on equity or equality) were examined by considering their judgements and justifications of the fairness of 5 commonly used classroom practices. 3 methods of data analysis were used. First, when every practice was paired with every other practice, students' choice of the fairer practice indicated that peer tutoring was fairest at all grades. Older students (18+ years), however, saw peer tutoring as less fair than younger students, and acceleration and enrichment as more fair. Second, content analysis of students' justifications supports the notion that older students adopt a more individualistic, less communal orientation toward learning. Finally, 5 levels involving progressively more differentiated conceptions of fairness were identified.
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