Guidelines for grade advancement of precocious children

Feldhusen, John F.; Proctor, Theron B.; Black, Kathryn N.

doi:10.1080/02783198609553000

Cited by 42 publications

(34 citation statements)

References 17 publications

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“…This finding confirms those of other studies examining the academic performance of accelerants (Daurio, Fall 2001, Roeper Review/17 1979Feldhusen et al, 1986;Kulik & Kulik, 1984). Not surprisingly, then, after the honeymoon period of the initial six weeks in the class, the accelerated students became dissatisfied with the class pace.…”

Section: Vertical Timetablingsupporting

confidence: 91%

Acceleration:A coat of many colours

Vialle

Ashton²,

Carlon

et al. 2001

Roeper Review

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Section: Vertical Timetablingsupporting

confidence: 91%

Acceleration:A coat of many colours

Vialle

Ashton²,

Carlon

et al. 2001

Roeper Review

View full text Add to dashboard Cite

“…However, formalised testing should not be entirely discarded as it is useful in providing additional information about the child's abilities as compared to sameage peers (Gross 1999;Robinson and Robinson 1992). This is particularly important in cases where a child is suspected of having a dual diagnosis (e.g., gifted and dyslexic) or where evidence is required for early entry to school (Feldhusen et al 1986). …”

Section: The Identification Of Young Gifted Childrenmentioning

confidence: 98%

Same Age, Different Page: Overcoming the Barriers to Catering for Young Gifted Children in Prior-to-School Settings

Walsh

Hodge

Bowes

et al. 2010

IJEC

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Despite well-articulated social inclusionist and anti-bias agendas in early childhood, the needs of young gifted children in prior-to-school settings appear to have been neglected. The purpose of this paper is to examine the tensions and contradictions that seem to exist between educators working in the fields of early childhood education and gifted education. Areas in which misunderstandings may occur regarding the education of young gifted children are discussed: the identification of young gifted children, the labelling of young gifted children, the application of appropriate gifted education strategies in the early childhood context, the application of current early childhood approaches to meeting the needs of young gifted children, and the socialisation of young potentially gifted children in the educational setting. Recommendations are offered regarding ways in which educators in the two fields might collaborate more effectively to cater appropriately to the unique characteristics of young gifted children.Résumé Malgré qu'il y ait des orientations sociales inclusives et sans préjugés bien articulées en petite enfance, les besoins des jeunes enfants doués paraissent avoir été négligés dans les services préscolaires. Le but de cet article est d'examiner les tensions et contradictions qui semblent exister entre éducateurs travaillant dans les champs de l'éducation de la petite enfance et de l'éducation des enfants doués. Des dimensions susceptibles d'incompréhension relativement à l'éducation des jeunes enfants doués y sont discutées : l'identification des jeunes enfants doués, la socialisation des jeunes enfants doués, le recours à des stratégies de l'éducation des enfants doués appropriées au contexte préscolaire, le recours aux approches

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“…Indeed, the oldest justification for above-level testing (Terman, 1926) was that it was needed to examine the abilities of children because regular tests were too easy for the gifted. Although the reasoning is old, the claim that above-level testing is needed to raise the test ceiling and examine students' real abilities has been echoed in more recent times (e.g., Assouline, Colangelo, LupkowskiShoplik, Lipscomb, & Forstadt, 2009;Feldhusen, Proctor, & Black, 2002;Olszewski-Kubilius & Kulieke, 2008;Rogers, 2002;Stanley, 1977). In fact, raising the test ceiling is the most commonly stated rationale for above-level testing.…”

Section: Raising the Test Ceilingmentioning

confidence: 94%

History and Development of Above-Level Testing of the Gifted

Warne¹

2012

Roeper Review

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Guidelines for grade advancement of precocious children

Cited by 42 publications

References 17 publications

Acceleration:A coat of many colours

Acceleration:A coat of many colours

Same Age, Different Page: Overcoming the Barriers to Catering for Young Gifted Children in Prior-to-School Settings

History and Development of Above-Level Testing of the Gifted

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