Papers on the topic, acceleration within in the school system, have had two very distinct arguments. There are those who believe that accelerating students, enhances their psychological welfare and academic achievements. On the other hand there are those who raise concerns as to whether, accelerating students does negatively affect them in some dimension. The aim of this paper is to give an overview of acceleration in relation to the educational setting, and to discuss the impact (both negative and positive) that acceleration has on the lives of students. I will discuss how and why students are identified as gifted and or talented, and what consequences arise from this label, if any. The essay will then proceed to offer types of programs available for gifted and or talented students in schools. This paper will focus on the various impacts acceleration has on students. Some discussion will be rendered as to the effect on the parents of accelerated students. My conclusions will be derived from the various arguments and research that will be presented throughout the essay.
From the introduction we are led to the question, of what actually is acceleration? Davis and Rimm (1994) state that “any strategy that results in advanced placement or credit may be titled as acceleration”(p. 106). Acceleration is the act of advancing students into grades higher than their year of enrolment allows. The Board of Studies guidelines for accelerated progression (1991), define acceleration as involving, “the promotion of a student to a level of study beyond that which is usual for his/her age” (p.3). Rice (1970) has also defined it as a “rapid acquisition of knowledge and skills” (p. 178).
These definitions of acceleration, especially the one offered by the Board of Studies, closely align Harrison (1995) who describes a gifted child as:
One who performs or who has the ability to perform at a level significantly beyond his or her chronologically aged peers and whose unique abilities and characteristics require special provisions and social and emotional support from the family, community and educational context (p. 19).
This definition takes into account the socio-emotional support that gifted children require when identified as gifted or talented. Harrison (1995) further recognises that this support does not come solely from the parents or the school but the community as ...
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... & Davis, G.A. (Ed.), Handbook of Gifted Education (2nd ed.). (pp. 27-42). Massachusetts: Allyn & Bacon.
Thomas, T.A. (1993). The achievement and social adjustment of accelerated students: The impact of the Academic Talent Search after seven years. California: California State University. (ERIC document ED 368146).
VanTassel-Baska, J. (1986). Acceleration. In C. June Maker. (Ed.). Critical issues in gifted education: Defensible programs for the gifted. (pp. 179-195). Texas: PRO-ED.
VanTassel-Baska, J. (1997). What matters in curriculum for gifted learners: Reflections on theory, research and practice. In Colangelo, N. & Davis, G.A. (Ed.), Handbook of Gifted Education (2nd ed.). (pp. 126-135). Massachusetts: Allyn & Bacon.
One piece of literary work that has changed my life is a book called Every Storm, by Lori Wick. It has changed the way that I look at my family and how much I depend on them for support. This book is set right after World War II and two sisters, Josie and Lorri, are set to head back to the United States (US) from Australia to visit family. On the way back to the US, there is a huge thunderstorm that results in Josie and Lorri’s plane crashing in the middle of the Pacific Ocean. Unfortunately, Josie and the pilot did not make it, forcing Lorri to survive on a random island alone to fend for herself. Lorri is finally able to reach her home and she is faced with all sorts of challenges physically, mentally, and emotionally. This book has always
In many ways Françette Camont fit the description of a witch perfectly. And because she
Plucker, J. A., & Barab, S. A. (2005). The importance of contexts in theories of giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 201-216). New York: Cambridge University Press.
A common misconception is intelligence is inherited and does not change, so therefore, gifted children do not need special services. However, this mindset is very dangerous when it comes to the development of gifted children. It is widely believed that gifted students will get by on their own without any assistance from their school. After all,
The problem associated with how students are chosen to join a gifted and talented program stems from the way that we define giftedness. Because there are countless ways in which any individual can define talent, the government created a federal task force in 1972 to study gifted education in order to standardize the way in which schools choose students for and implement their gifted and talented programs. The task force’s results are known as the Marland Report and include much information as a result of their research, including a decision that a public school’s gifted and talented programs should aim to serve between 3 and 5 percent o...
To fully understand why social, economic, and cultural capital could lead to success or failure, it is essential to know the difference between the three. Social capital is defined by the Organization for Economic Co-Operation and Development as “the links, shared values, and understandings in society that enable individuals and groups to trust each other and to work together” (OECD, 2015). Social capital can be multiple things including family members, colleagues, and strangers who have the
Whitney, C. S. & Hirsch, G. (2011). Helping Gifted Children Soar. A Practical Guide for
Hollandsworth enhances his credibility by using the views of professionals, old pageant contestants, and pageant owners. Karen Steinhauser , Denver’s chief deputy
Kuttler, Ami Flam. “Gifted/IQ Evaluations.” Ami Flam Kuttler, Ph. D 2011. Web. 31 October 2011.
Plucker, J. A., & Barab, S. A. (2005). The importance of contexts in theories of giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 201-216). New York: Cambridge University Press.
Gifted Child Today, 2004: 2000-. Willis Web. City U of New York Lib. 1 Dec
Today, Nokia is the world leader in mobile communications. The company generates sales of more than $27 billion in a total of 130 countries and employs more than 60,000 people. Its simple mission: to "connect people."
This report is mainly based on the case study Emerging Nokia, using the frameworks and concepts we have learned to analyze the case. This report is divided into 5 parts, first is the summary of the case, the second part is about the competition Nokia faced, the third part is the factors that contributed to the success of Nokia, then the challenges Nokia may face in China and the recommendations to them and the last part is the conclusion of the report.
Lovecky, D. V. (1995). Highly Gifted Children and Peer Relationships. Counseling and Guidance Newsletter. Retrieved March 10, 2003, from http://print.ditd.org/floater=74.html.
The term “gifted” can mean many things. Up until recently it was the word used to describe people with profoundly high intelligence. Now, adding the words “creative” and “talented”, the category of giftedness has been extended to include not only exceptionally intelligent people, but also people with extraordinary ability in other areas, not just with IQ tests (Drew, Egan, & Hardman, 2002).