Literaturnachweis - Detailanzeige
| Autor/inn/en | Colangelo, Nicholas; Assouline, Susan G.; Marron, Maureen A.; Castellano, Jaime A.; Clinkenbeard, Pamela R.; Rogers, Karen; Calvert, Eric; Malek, Rosanne; Smith, Donnajo |
|---|---|
| Titel | Guidelines for Developing an Academic Acceleration Policy |
| Quelle | In: Journal of Advanced Academics, 21 (2010) 2, S.180-203 (24 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1932-202X |
| Schlagwörter | Gifted; Emotional Adjustment; Social Adjustment; Emotional Development; Acceleration (Education); Educational Policy; Policy Formation; Intervention; Academic Achievement; Referral; Access to Education; Equal Education |
| Abstract | As an educational intervention, acceleration is decidedly effective for high-ability students. The research support for acceleration that has accumulated over many decades is robust and consistent and allows us to confidently state that carefully planned acceleration decisions are successful. Both grade-based and content-based acceleration are effective interventions in academic and social-emotional domains for high-ability students. Grade-accelerated students generally outperform their chronologically older classmates academically, and both groups show approximately equal levels of social and emotional adjustment. To be clear, there is no evidence that acceleration has a negative effect on a student's social-emotional development. (Contains 3 endnotes.) (As Provided). |
| Anmerkungen | Prufrock Press Inc. P.O. Box 8813, Waco, TX 76714-8813. Tel: 800-998-2208; Tel: 254-756-3337; e-mail: info@prufrock.com; Web site: http://www.prufrock.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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