Teacher Attitudes toward Academic Acceleration and Accelerated Students in the Netherlands

Autor/inn/en	Hoogeveen, Lianne; van Hell, Janet G.; Verhoeven, Ludo
Titel	Teacher Attitudes toward Academic Acceleration and Accelerated Students in the Netherlands
Quelle	In: Journal for the Education of the Gifted, 29 (2005) 1, S.30-59 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
Schlagwörter	Foreign Countries; Secondary School Teachers; Teacher Attitudes; Acceleration (Education); Special Education; Academically Gifted; Interpersonal Competence; Academic Achievement; Student Motivation; Social Isolation; Emotional Problems; Teacher Surveys; Teacher Characteristics; Intervention; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Acceleration; Beschleunigung; Special needs education; Sonderpädagogik; Sonderschulwesen; Interpersonale Kompetenz; Schulleistung; Schulische Motivation; Soziale Isolation; Niederlande
Abstract	In a survey study, we investigated teacher attitudes toward acceleration and accelerated students in the Netherlands. Teachers (N = 334) from 31 secondary schools gave their opinion about gifted education and acceleration, and evaluated statements about accelerated students. Most teachers considered a special approach for gifted students advisable and acceleration a useful intervention. Teachers' opinions about accelerated students' social competence, school motivation and achievement, emotional problems, and isolation were qualified by the quantity and quality of prior experience with accelerated students and by their opinion on acceleration in gifted education. In a subsequent intervention study, we examined whether specific information on acceleration and giftedness changes teachers' attitudes toward accelerated students. Teachers who attended the information meeting and received written information expressed more positive opinions about accelerated students' social competence and school achievement and motivation and less negative opinions about emotional problems after intervention. Implications for gifted child education are discussed. (Contains 4 tables and 6 endnotes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10