Literaturnachweis - Detailanzeige
| Autor/in | Scheibel, Susan |
|---|---|
| Titel | Academic Acceleration: Is It Right for My Child? |
| Quelle | In: Parenting for High Potential, 1 (2012) 7, S.4-7 (4 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Parent Child Relationship; Parent Student Relationship; Advocacy; Parent Role; Acceleration (Education); Student Needs; Educational Improvement; High Achievement; Intervention; Dual Enrollment; Advanced Placement; Mentors; School Entrance Age; Early Admission; Elementary Secondary Education; Gifted |
| Abstract | Experience and research repeatedly illustrate the need for and value of parent advocates--as parents know their child best. Parents need to be prepared to take a positive, proactive, and focused role with teachers and administrators in their child's school to find the best programming for their child. Academic acceleration should be considered as a differentiation intervention or strategy set in a solid research foundation that allows for fit, challenge, and the development of student potential throughout the K-12 process. Academic acceleration is an individual, educational intervention that allows a learner to progress through the educational system at a faster rate or younger age than typical learners based on appropriate level of challenge. Many forms of academic acceleration address academic needs, provide academic challenge, and allow students to complete traditional schooling tailored to each child's academic and social and emotional readiness. Grade-based acceleration strategies shorten the number of years a learner remains in the K-12 system before entering a college, university, or other postsecondary training. Subject-based acceleration exposes the learner to advanced content, skills, and understanding before the expected grade level in specific content area or areas. In this article, the author lists and describes some strategies that can be woven together over time to serve the needs of a student and family. Decades of research demonstrate the need for, and benefits of, gifted education strategies and programs. These include the use of acceleration, enrichment, curriculum enhancement, and differentiated curriculum and instruction, which all have been shown to increase the achievement of high-ability learners. (ERIC). |
| Anmerkungen | National Association for Gifted Children. 1331 H Street NW Suite 1001, Washington, DC 20005. Tel: 202-785-4268; Fax: 202-785-4248; e-mail: nagc@nagc.org; Web site: http://www.nagc.org/php.aspx |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
