Should Talented Students Skip a Grade? A Literature Review on Grade Skipping

Autor/in	Miravete, Sébastien
Titel	Should Talented Students Skip a Grade? A Literature Review on Grade Skipping
Quelle	In: European Journal of Psychology of Education, 38 (2023) 2, S.903-923 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Miravete, Sébastien)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-022-00614-z
Schlagwörter	Talent; Academically Gifted; Acceleration (Education); Educational Benefits; Academic Achievement; Emotional Development; Social Development + Suchen Sie Ihr Suchwort? Begabung; Hochbegabung; Acceleration; Beschleunigung; Bildungsertrag; Schulleistung; Gefühlsbildung; Soziale Entwicklung
Abstract	Since 2004, many researchers have considered that grade skipping has a positive impact on academic achievement and is not detrimental to psychosocial development. However, some recent works have called this evidence into question. Therefore, this literature review aims to verify the consistency and robustness of historical and recent results. This review concludes that: (a) on a global level, recent results are more robust (confounding factors are better controlled) and confirm previous results, but many other controls of confounding factors would need to be made; and (b) professionals may continue to recommend grade skipping, but they must remain cautious. Finally, it is still premature to argue that grade skipping has a definite positive impact, even if the results are encouraging and may at least invite teachers to consider grade skipping as a possible solution. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01