Thus there were two quite distinct styles of religious instruction on the campuses: disinterested, non-normative studies, conducted in
a regular academic department, and ministerial studies based on an assumption of shared commitment, in marginal divinity schools.
Other highly gifted children attend
regular classrooms, but instead of working at appropriate
academic levels and having «an equal opportunity to struggle» (Morreale, 1993), spend much of the school day tutoring others in cooperative learning groups or reviewing curriculum that they mastered years ago on their own (Robinson, 1990; U. S.
Department of Education, 1993).