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When students (ages 6-18) are asked to consider the fact of individual differences in intelligence and to evaluate the fairness of common classroom practices for helping high and low ability students learn, they typically argue that peer tutoring is most fair (Thorkildsen, 1989, 1993). This occurs even though only a small number of them (about 4%) have actually experienced this practice. Curious about whether this belief would be sustained in classrooms where students regularly engaged in cooperative learning, I collaborated with a teacher who worked with 10 to 12-year-olds. Candace Jordan joined in this collaboration because she was worried about …
