Facilitating Grade Acceleration: Revisiting the Wisdom of John Feldhusen

Autor/inn/en	Culross, Rita R.; Jolly, Jennifer L.; Winkler, Daniel
Titel	Facilitating Grade Acceleration: Revisiting the Wisdom of John Feldhusen
Quelle	In: Roeper Review, 35 (2013) 1, S.36-46 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-3193
DOI	10.1080/02783193.2013.740601
Schlagwörter	Guidelines; Acceleration (Education); School Entrance Age; College Attendance; Gender Issues; Gifted; Intelligence Quotient; Screening Tests; Parent Participation; Teacher Attitudes; Physical Development; Maturity (Individuals); Research Methodology; Literature Reviews + Suchen Sie Ihr Suchwort? Richtlinien; Acceleration; Beschleunigung; Einschulungsalter; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Geschlechterfrage; Begabter, Hoch Begabter; Intelligenzquotient; Screening-Verfahren; Elternmitwirkung; Lehrerverhalten; Körperliche Entwicklung; Reifung; Research method; Forschungsmethode
Abstract	This article revisits the 1986 Feldhusen, Proctor, and Black recommendations on grade skipping. These recommendations originally appeared as 12 guidelines. In this article, the guidelines are grouped into three general categories: how to screen accelerant candidates, how to engage with the adults in the acceleration process (e.g., teachers, parents), and how to support the accelerated students. The authors then reviews the literature since the publication of Feldhusen et al.'s original article. This body of research includes grade skipping, early entrance to college, and early entrance to school and supports the three general categories. However, some findings provide nuanced changes to the guidelines. The past 25 years of research also presents some additional considerations about acceleration not considered by Feldhusen et al. These topics include gender issues, resistance to acceleration, and methodological concerns. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10