Beliefs about Educational Acceleration: Students in Inclusive Classes Conceptualize Benefits, Feelings, and Barriers

Autor/inn/en	Dare, Lynn; Nowicki, Elizabeth
Titel	Beliefs about Educational Acceleration: Students in Inclusive Classes Conceptualize Benefits, Feelings, and Barriers
Quelle	In: Journal of Educational Research, 112 (2019) 1, S.86-97 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dare, Lynn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2018.1440368
Schlagwörter	Acceleration (Education); Inclusion; Barriers; Beliefs; Student Attitudes; Grade 6; Grade 7; Grade 8; Program Effectiveness; Foreign Countries; Elementary School Students; Rural Schools; Classroom Environment; Canada + Suchen Sie Ihr Suchwort? Acceleration; Beschleunigung; Inklusion; Belief; Glaube; Schülerverhalten; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Klassenklima; Unterrichtsklima; Kanada
Abstract	For high-ability students to develop their full potential, they require evidence-based interventions tailored to their exceptional needs. Educational acceleration has proven effective with many high-ability students, but educators sometimes express concerns about social issues, and such concerns may block access to accelerative interventions. Despite these concerns, little is known about students' thoughts on placing high-ability students with older classmates. In this study, we used group concept mapping methodology to investigate students' beliefs about grade-based acceleration. Sixth-, seventh-, and eighth-grade students in inclusive classes generated ideas about acceleration, and then sorted and rated a synthesized list of factors to consider when deciding about acceleration. Using multidimensional scaling and hierarchical cluster analysis, the authors identified five key concepts in the structured data: (a) better for the fast learner, (b) concerns of moving up, (c) benefits for others (d) potential barriers to acceptance, and (e) uncomfortable feelings. Practical implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01