Acceleration for Gifted Girls Facilitated by Multiplicity and Flexibility of Provision and Practices

Autor/in	Crawford, Margaret
Titel	Acceleration for Gifted Girls Facilitated by Multiplicity and Flexibility of Provision and Practices
Quelle	In: Australasian Journal of Gifted Education, 27 (2018) 2, S.28-39 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1323-9686
Schlagwörter	Foreign Countries; Secondary School Students; Females; Academically Gifted; Acceleration (Education); Educational Practices; Enrichment; Individualized Instruction; Program Implementation; Talent Identification; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Weibliches Geschlecht; Acceleration; Beschleunigung; Bildungspraxis; Bereicherung; Individualisierender Unterricht; Begabtenanalyse; Talentsuche; Neuseeland
Abstract	Academic 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).
Anmerkungen	Australian 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 von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01