Musings: "Hasten Slowly:" Thoughtfully Planned Acceleration

Autor/in	Gross, Miraca U. M.
Titel	Musings: "Hasten Slowly:" Thoughtfully Planned Acceleration
Quelle	In: Understanding Our Gifted, 20 (2008) 2, S.6-8 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-1350
Schlagwörter	Stellungnahme; Academically Gifted; Acceleration (Education); Intervention; Theater Arts; Intelligence Quotient; Evaluation + Suchen Sie Ihr Suchwort? Acceleration; Beschleunigung; Theaterwissenschaft; Intelligenzquotient; Evaluierung
Abstract	Acceleration is one of the best researched interventions for gifted students. The author is an advocate of acceleration. However, advocating for the thoughtful, carefully judged employment of a procedure with well researched effectiveness does not imply approval of cases where the procedure is used without sufficient thought--especially where it is used in violation of the very safeguards that research has shown to be necessary for its optimal effectiveness. The author sometimes comes across cases where parents have argued repeatedly and forcefully for acceleration in situations where it has been, quite clearly, inappropriate for their child. Giftedness, by itself, does not indicate that acceleration is desirable; everyone has to look at the whole child, not only his intellectual capacity. The author offers a list of guidelines for acceleration that should be followed when schools or parents consider advancement for an intellectually/academically gifted student. She asks schools and parents to use acceleration with the thought, care, and respect that it demands. They should hasten gifted children's progress through school--but they should not "hurry" it. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2019/2/05