Special Class for the Gifted Young: A 34-Year Experimentation with Early College Entrance Programs in China

Autor/inn/en	Dai, David Yun; Steenbergen-Hu, Saiying
Titel	Special Class for the Gifted Young: A 34-Year Experimentation with Early College Entrance Programs in China
Quelle	In: Roeper Review, 37 (2015) 1, S.9-18 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-3193
DOI	10.1080/02783193.2014.975882
Schlagwörter	Special Programs; Acceleration (Education); College Admission; Admission Criteria; Graduate Surveys; Educational Assessment; Educational Indicators; Science Education; Mathematics Education; Case Studies; Gifted; STEM Education; Academically Gifted; Advanced Placement Programs; Undergraduate Study; Supervision; Educational Counseling; Educational Innovation; Outcome Measures; Educational Attainment; Academic Achievement; Academic Failure; Student Attrition; Interviews; Grounded Theory; Coping; Foreign Countries; Program Descriptions; China; United States + Suchen Sie Ihr Suchwort? Sonderpädagogische Förderung; Acceleration; Beschleunigung; Hochschulzugang; Hochschulzulassung; Zulassung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Naturwissenschaftliche Bildung; Mathematische Bildung; Case study; Fallstudie; Case Study; Begabter, Hoch Begabter; STEM; Grundstudium; Educational counselling; Educational guidance; Bildungsberatung; Erziehungsberatung; Instructional innovation; Bildungsinnovation; Bildungsabschluss; Bildungsgut; Schulleistung; Schülerbeurlaubung; Interviewing; Interviewtechnik; Bewältigung; Ausland; USA
Abstract	This article introduces the Special Class for the Gifted Young (SCGY), an early college entrance program in mathematics and science in China, which has been a focus for media coverage and public discussion of accelerated education in China. We first describe the admission policy and academic programming of SCGY and delineate its distinct features. Next we summarize findings regarding the long-term trajectories and accomplishments of its graduates. We then present our interview studies with graduates of SCGY and raise a set of questions for future research. The evidence shows that, when admission policy, academic programming, and student support are fashioned to optimize student learning and growing experiences, early college entrance programs can be effective ways of producing a pipeline of talents to the benefit of society while also benefiting the individuals involved. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01