Justice in the Classroom: The Student's View

Defining Social Goods and Distributing Them Fairly: The Development of Conceptions of Fair Testing Practices

“…Defining the situation.-A general introduction taken from Thorkildsen (1989a) indicated that during the test all students worked as hard as they could, they had previously done the same homework, and the faster workers usually finished schoolwork quickly and got all the answers right but the slower workers did not. Then children were told: (a) teachers give tests because they want to find out who knows the work and who doesn't, (b) some teachers have students do tests like the California Achievement Tests (CAT) to decide who is ready for the next grade (a copy of the CAT was shown), and (c) fast workers usually score high on tests but slow workers usually do not.…”

“…The development of conceptions of fair learning practices has been found to parallel the development of conceptions of intelligence (Thorkildsen, 1989a). Before about age 17, increasing intelligence is seen as a matter of diligently acquiring discrete items of information.…”

“…The development of the concept of reasoning ability means that limits on the rate at which individuals can learn are more clearly recognized. Parallel to this late development is the late adolescent conception of fair learning practices as those that allow more able individuals to progress more rapidly (Thorkildsen, 1989a). The concern that those with greater potential for school leaming might be unfairly held back by peer tutoring does not arise for young children, who construe intelligence as improved by working hard to absorb facts.…”

“…Yet, first graders judge peer tutoring as fair during tests (Thorkildsen, 1989b). Because peer tutoring is consistently seen as fair in leaming situations from grades 1 through 12 (Thorkildsen, 1989a), examining children's interpretations of peer tutoring versus solitary work during tests enables a meaningful comparison of the development of conceptions of fair practices in testing and learning situations. It also casts light on one of the important questions children have to face in school: When is collaboration cheating, and when is it a legitimate method of promoting leaming?…”

Investigating the observance of educational justice in Iranian universities: From students' viewpoints

“…However, various studies point to the importance of the fair behavior of professors on students’ academic achievement, interest and motivation in the course, and their choice to continue their studies in the current filed or change their field of study. [161718]…”