Grade Skipping from the Perspective of Teachers in Germany: The Links between Teachers' Decisions, Acceptance, and Perceived Knowledge

Autor/inn/en	Westphal, Andrea; Vock, Miriam; Stubbe, Tobias
Titel	Grade Skipping from the Perspective of Teachers in Germany: The Links between Teachers' Decisions, Acceptance, and Perceived Knowledge
Quelle	In: Gifted Child Quarterly, 61 (2017) 1, S.73-86 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-9041
DOI	10.1177/0016986216670727
Schlagwörter	Teacher Attitudes; Foreign Countries; Secondary School Teachers; Multiple Regression Analysis; Acceleration (Education); Teacher Characteristics; Beliefs; Academically Gifted; Factor Analysis; Correlation; Social Development; Preservice Teachers; Hierarchical Linear Modeling; Intervention; Germany + Suchen Sie Ihr Suchwort? Lehrerverhalten; Ausland; Acceleration; Beschleunigung; Belief; Glaube; Faktorenanalyse; Korrelation; Soziale Entwicklung; Deutschland
Abstract	The present study explored teachers' perspectives on one specific type of acceleration, namely, grade skipping. In addition, we investigated the extent to which teachers' beliefs about students' academic, motivational, and social development after grade skipping may explain teachers' acceptance of this accelerative strategy. Moreover, we examined whether teachers' acceptance is linked to their decisions about using this intervention. Using data from the PARS project, which included 316 teachers from 18 secondary schools in the German federal state of North Rhine-Westphalia, we assessed teachers' acceptance, beliefs, and perceived knowledge about grade skipping using 4-point rating scales. Teachers also reported whether they had advised a student to skip a grade. Multilevel regression analyses indicated that teachers' beliefs about students' social, motivational, and academic development largely explained their acceptance. Teachers who showed a higher level of acceptance and perceived knowledge were more likely to have recommended grade skipping before. Educational implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01