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Secondary Teachers', Student Teachers' and Education Students' Attitudes to Full Year Academic Acceleration as a Strategy for Gifted Students

Australasian Journal of Gifted Education
Volume 18 Issue 1 (Jun 2009)

Abstract: There is much research evidence in support of the academic benefits of acceleration, and while there is some evidence of the social and emotional benefits, the quantitative data are not as robust in this area. The use of acceleration for gifted students, however, is not common, and an analysis of the literature suggests that it is the perceptions of teachers, rather than the evidence of the results of published studies, which have caused the hesitation to utilise acceleration as a strategy for gifted students. This study sought to identify various groups of secondary teachers' perceptions towards full year acceleration. The findings confirm that the strategy is rarely used in NZ, although there was a high level of willingness on the part of teachers to utilise it in future provision for gifted students.

To cite this article: Wardman, Janna. Secondary Teachers', Student Teachers' and Education Students' Attitudes to Full Year Academic Acceleration as a Strategy for Gifted Students [online]. Australasian Journal of Gifted Education, Vol. 18, No. 1, Jun 2009: 25-36. Availability: <http://search.informit.com.au/documentSummary;dn=984777831305622;res=IELHSS> ISSN: 1323-9686. [cited 23 Jul 17].

Personal Author: Wardman, Janna; Source: Australasian Journal of Gifted Education, Vol. 18, No. 1, Jun 2009: 25-36 DOI: Document Type: Journal Article ISSN: 1323-9686 Subject: Educational acceleration; Social skills in children; Teachers of gifted children; Gifted children--Education; Peer Reviewed: Yes

Database: Humanities & Social Sciences Collection