Acceleration:<i>A coat of many colours</i>

Vialle, Wilma; Ashton, Tracey; Carlon, Greg; Rankin, Florence

doi:10.1080/02783190109554119

Cited by 42 publications

(52 citation statements)

References 21 publications

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“…By observing score profiles rather than just composite scores, educators can identify such students . Once accelerated, these students often develop their academic skills that were lacking and begin to enjoy school more (Vialle, Ashton, Carlon, & Rankin, 2001 The manual is based on academic research, but no actual study is present. Brody & Benbow (1987) Quantitative N = 505 SMPY students…”

Section: Screening: Guidelines 1 Tomentioning

confidence: 98%

“…A number of these students often regret not skipping multiple grades because single grade acceleration typically failed to provide them with a challenging learning environment (Lubinski, Webb, Morelock, & Benbow, 2001). When these pupils remain in unstimulating environments, they can quickly become frustrated with school (Charlton, Marolf, & Stanley, 2002), form poor schoolwork habits (Lubinski et al, 2001), and even develop psychosomatic symptoms (e.g., rashes; Vialle et al, 2001).…”

Section: Sternberg Andmentioning

confidence: 99%

See 1 more Smart Citation

Facilitating Grade Acceleration: Revisiting the Wisdom of John Feldhusen

Culross¹,

Jolly²,

Winkler³

2013

Roeper Review

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Section: Screening: Guidelines 1 Tomentioning

confidence: 98%

Section: Sternberg Andmentioning

confidence: 99%

Facilitating Grade Acceleration: Revisiting the Wisdom of John Feldhusen

Culross¹,

Jolly²,

Winkler³

2013

Roeper Review

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“…As it is practically impossible that they repeated a school year, 6 the conclusion must be that their parents made them spend an additional year in pre-school, in contradiction with the world common practice of the tendency of gifted to skip classes (e.g. Colangelo et al, 2004Colangelo et al, , 2010Gross, 1992Gross, , 2006Gross & van Vliet, 2005;Vialle et al, 2001). In summa: There are two opposite groups of parents who wish to diagnose their children in order to decide about their class-grade.…”

Section: Parents Who What Their Children To Skip a Classmentioning

confidence: 99%

Seeking Help for Young Gifted Children with Emotional or Educational Problems: Who Looks for Counseling Part I: Between the Telephone Call and the Meeting

Hine¹

2017

JEGYS

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Research literature dealing with the issue of "who seeks help for gifted children and adolescents who have emotional psychological, educational and familial problem" is very meager. The main reasons for this situation are:a. Seeking help is not considered a "pure" pedagogical or psychological subject, and thus it falls "in-between" many categories and does not seem to fit exactly to any of them; b. When a student is referred to a counselor by a school teacher or headmaster the school is not interested in questions such as who else is sent to therapy, or what are the problems of other gifted students who need psychological help; c. When a gifted student sees a therapist it is the interest of the student's family that this intervention remains private while the counselor is obliged to confidentiality. Thus it is very rare that any party will be interested in giving any details regarding the treatment to a third party who might use them as statistical material "for the sake of science". d. There are only few psychologists of the gifted who are also theoreticians of giftedness and do both: treat gifted children and write quantitative studies about the cases they have approached.This article intends to start filling this gap. It is based on data from the years 2014-2017; in summa -about 400 parents and other family members of the gifted; thus it has statistical validity. It analyzes the characteristics of parents contacting me in order to get help by email or telephone; the main problems motivating parents to seek counseling; the gender problem -namely, the facts that 1. The vast majority of callers are boys' parents, and 2. when a mother calls she almost never makes an appointment; some legal problem that might be caused, such as calls from parents who are in the middle of custody battle; and calls from people who are not family members, e.g. therapists who feel helpless and grandparents who -in many casestry to make an appointment without informing the child's parents about it.The main conclusion of the study is that in most cases children and adolescents who need immediate, even urgent help do not get it, and while it seems quite easy

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“…The restriction of the timetable is often the reason given in high schools as to why multi-level learning is not made available (Watts, 2006). Vertical timetabling, properly administered, allows for accelerated progression in specific subject areas (Vialle, Ashton, Carlon & Rankin, 2001). Full-year acceleration does not require special timetabling as the student is moved up a year in all subjects, including form class.…”

Section: Figure 1 Model Of Sustainable Acceleration Programme Showinmentioning

confidence: 99%

“…(2000) confirmed that despite the research evidence in support of acceleration, there was still opposition to it in individual schools in Australia and New Zealand. Vialle, Ashton, Carlon and Rankin (2001) reported that much of the controversy surrounding acceleration could be linked to teacher beliefs and attitudes that were unsupported by the research. Sometimes a barrier, in terms of the model, can be where it is least expected.…”

Section: Teachersmentioning

confidence: 99%

To act or not to act? Academic acceleration worked in the past, so what's the current hold-up in New Zealand?

Wardman¹

2015

Apex

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Despite a review of the literature showing the success of accelerative practices on academic and social outcomes, full-year acceleration is rarely implemented in New Zealand schools. The literature suggests that it is perceptions based on myth, rather than an examination of the evidence of published studies, which have hampered the adoption of full-year acceleration as a strategy for gifted students. This article begins by giving an understanding of the various forms of acceleration and a brief history of implementation. An attempt is made to explain the conundrum that has blocked fullyear acceleration being adopted as widespread practice, by examining both the international and the New Zealand evidence-based literature. A positive approach is suggested that identifies enablers, barriers and chokepoints and which has the potential to influence the way schools provide for bored, disenchanted gifted students.

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Acceleration:A coat of many colours

Cited by 42 publications

References 21 publications

Facilitating Grade Acceleration: Revisiting the Wisdom of John Feldhusen

Facilitating Grade Acceleration: Revisiting the Wisdom of John Feldhusen

Seeking Help for Young Gifted Children with Emotional or Educational Problems: Who Looks for Counseling Part I: Between the Telephone Call and the Meeting

To act or not to act? Academic acceleration worked in the past, so what's the current hold-up in New Zealand?

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