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.
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.
Hollandsworth enhances his credibility by using the views of professionals, old pageant contestants, and pageant owners. Karen Steinhauser , Denver’s chief deputy
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...
... beauty pageants." Globe & Mail [Toronto, Canada] 9 Mar. 2012: L4. Opposing Viewpoints in Context. Web. 10 Feb. 2014.
Adolescents. VanTassel-Baska, J.L., Cross, T. L. & Olenchak, F. R. (Eds.). Social-Emotional Curriculum With Gifted and Talented Students (pp. 133-151). Prufrock Press Inc. Waco, Texas.
There is a phenomenon happening in most schools throughout the country. Asian students as young as seven years olds are labeled as gifted and enrolled in various accelerate programs to further develop their talents. Certainly, most of these students are deserving of the honorable recognition. However, many skeptics do question how many of them are viewed as exceptional students based upon the stereotype: they are genetically smarter than their non-Asian peers.
Kanevsky, L. (n.d.). Canadian Journal of Education | Revue canadienne de l'eduction. A survey of educational acceleration practices in Canada. Retrieved November 22, 2013, from http://ojs.vre.upei.ca/index.php/cje-rce/article/view/569
In many ways Françette Camont fit the description of a witch perfectly. And because she
Vars, F. E., & Bowen, W. G. (1998). Scholastic aptitude test scores, race, and academic performance in selective colleges and universities. (In Jencks, C. & Phillips, M. (Eds.), The Black-White Test Score Gap (pp. 55-85). Washington, DC: Brookings Institution
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.
The Integrated Curriculum Model has three main dimensions advanced content, process/product, and issues/themes. The first dimension, advanced content, is content that it at a higher level. In English Language Arts the readings are usually two grade levels above. Within advanced content, diagnostic-prescriptive approaches are used to promote new learning. Teachers are to continually pre-assess students before teaching content to make sure they are teaching at the appropriate level for the gifted students. In the second facet of the model it ensures that the students are thinking and processing information at higher complex levels. The third dimension of the Integrated Curriculum Model centers gifted and talented students learning around major issues and themes. To connect the themes and issues to real world applications is creating a deeper understanding of the material.
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.
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.
The identification and definition of giftedness have been controversial for many, many decades. Originally, IQ test scores were the only way of determining giftedness. An IQ test would be given and some number score, such as 12-, would be the point of cut-off (Cook, Elliott, Kratochwill, & Travers, 2000). More recently, intellectual giftedness is usually identified and defined by the specific school systems’ ideas and perspectives. There is no generally accepted definition of giftedness, but the Javits Gifted and Talented Education Act defines it as:
Gifted Child Today, 2004: 2000-. Willis Web. City U of New York Lib. 1 Dec