Acceleration: Does It Happen More Frequently for Gifted Students in Private or Public Schools?

Autor/in	Witham, Joan H.
Titel	Acceleration: Does It Happen More Frequently for Gifted Students in Private or Public Schools?
Quelle	(1994), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Acceleration (Education); Age Grade Placement; Delivery Systems; Early Admission; Educational Methods; Elementary Secondary Education; Flexible Progression; Gifted; Private Schools; Public Schools + Suchen Sie Ihr Suchwort? Acceleration; Beschleunigung; Auslieferung; Früheinschulung; Educational method; Erziehungsmethode; Begabter, Hoch Begabter; Private school; Privatschule; Public school; Öffentliche Schule
Abstract	As part of a larger study on differences between public and private schools in the education of gifted students, this study examined use of acceleration as an educational approach. The paper notes that although the weight of research evidence strongly supports the position that acceleration is a highly effective intervention technique with intellectually gifted students, many educators have negative attitudes toward this approach. This study examined programs in 23 private and public schools that serve gifted students. Directors and teachers were surveyed, school documents were analyzed, and classrooms were observed to see the extent that acceleration was used. Questions were asked on early entrance, skipping grades, use of texts and materials beyond grade level, different content, and faster-paced classes. Results suggest that the private schools had more flexibility to set standards on acceleration. However, the overall frequency concerning acceleration of skipping classes (25.9 percent) and starting school earlier (43.5 percent) reported by both public and private schools was quite low. Accelerated texts and materials were found much more frequently than skipping grades or early entrance (public, 76.1 percent; private, 76.9 percent). Teachers in both types of schools strongly (92 percent) believed they offered a fast-paced classroom to gifted children. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01