Abstract: There is a plethora of literature supporting the strategy of acceleration for gifted students (Colangelo, Assouline and Gross, 2004). The conundrum, given the research evidence covering decades, is why in recent times, the strategy is so rarely utilised in schools. The claim made in the literature is of teachers' negative attitudes, which result in non-implementation (Hoogeveen, van Hell and Verhoeven, 2005; Patrick and Townsend, 1993; Vialle, Ashton, Carlon and Rankin, 2001). Recent research (Wardman, 2009), however, reported that New Zealand high school teachers are in favour of the strategy; many having experienced the success of students permitted acceleration in single subjects. The focus must then turn to school administrators, as their role has not yet been investigated in the literature. The issue of some key members of the profession being in opposition to the strategy and acting as choke-points; gifted programs used as embellishments or marketing tools; the shorttermism of programs due to loss of key people and funding; lack of teacher training in gifted, both in Initial Teacher Education and in professional development; school support of the social and emotional challenges; and finally the effect of political influences on gifted programs are all recurring themes and can be linked to the current situation in New Zealand and elsewhere. All are explored in this retrospective case study.
To cite this article: Wardman, Janna and Hattie, John. Administrators' perceptions of full-year acceleration at high school [online]. Australasian Journal of Gifted Education, Vol. 21, No. 1, Jun 2012: 32-41.
[cited 30 May 17].
Wardman, Janna; Hattie, John;
Source: Australasian Journal of Gifted Education, Vol. 21, No. 1, Jun 2012: 32-41
Document Type: Journal Article
Educational acceleration; Teachers--Attitudes; Parents of gifted children; Teachers--Training of; High schools--Administration;
(1) Research Fellow, University of Auckland, New Zealand, email: firstname.lastname@example.org
(2) Director, Melbourne Educational Research Institute, University of Melbourne, Australia
Database: Humanities & Social Sciences Collection