How Students Conceptualize Grade-Based Acceleration in Inclusive Settings

Autor/inn/en	Dare, Lynn; Nowicki, Elizabeth A.; Murray, Lori L.
Titel	How Students Conceptualize Grade-Based Acceleration in Inclusive Settings
Quelle	In: Psychology in the Schools, 58 (2021) 1, S.33-50 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dare, Lynn) ORCID (Murray, Lori L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22435
Schlagwörter	Acceleration (Education); Inclusion; Academic Ability; Intervention; Student Attitudes; Concept Mapping; Educational Benefits; Multidimensional Scaling; Multivariate Analysis; Grades (Scholastic) + Suchen Sie Ihr Suchwort? Acceleration; Beschleunigung; Inklusion; Schülerverhalten; Concept Map; Bildungsertrag; Mehrdimensionale Analysis; Multivariate Analyse; Notenspiegel
Abstract	Despite extensive research supporting educational acceleration for students with high academic ability, some psychologists, counselors, and educators express concerns about accelerative interventions. Such concerns often hinge on uncertainty about social acceptance, even in inclusive education settings. Research on acceleration has consistently shown benefits for students with high ability; however, there is a lack of research about grade-based acceleration in inclusive schools. This study engaged two groups of students in group concept mapping processes to examine how they conceptualized beliefs about grade-based acceleration in inclusive schools. First, 26 students in inclusive classes generated beliefs about grade-based acceleration. Then they, and a group of 14 students with high ability, structured the data by sorting and rating a synthesized list of the generated beliefs. We analyzed the sorted data using multidimensional scaling and hierarchical cluster analysis. The resultant cluster maps revealed some differences and some similarities in the ways that the two groups of students conceptualized beliefs about educational acceleration. Practical implications are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01