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AutorCrawford, Margaret
TitelAcceleration for Gifted Girls Facilitated by Multiplicity and Flexibility of Provision and Practices
QuelleIn: Australasian Journal of Gifted Education, 27 (2018) 2, S.28-39 (12 Seiten)
PDF als Volltext    Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1323-9686
SchlagwörterForeign Countries; Secondary School Students; Females; Academically Gifted; Acceleration (Education); Educational Practices; Enrichment; Individualized Instruction; Program Implementation; Talent Identification; New Zealand
AbstractAcademic acceleration is used as an educational intervention within a majority of girls' schools in New Zealand that provide secondary education. This article reports on the findings of a national survey of single-sex girls' schools (N=40) that allows for a general overview of acceleration practices and provisions for this group. The findings of the study revealed that academic acceleration is being used, typically, as part of a continuum of provisions. Most schools reported that a multiplicity of provisions and practices are being offered to its students, including acceleration and enrichment, flexible school systems, supportive personnel, and an emphasis on personalised learning. The numbers of students accelerated, and the forms of acceleration, did not appear to be dependent on school size, school type, or a school's decile (i.e., its socio-economic level). (As Provided).
AnmerkungenAustralian Association for the Education of the Gifted and Talented. School of Education, The University of New South Wales, Sydney NSW 2052, Australia. e-mail: EditorAJGE@aaegt.net.au; Web site: http://www.aaegt.net.au/?page_id=736
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2018/4/11
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