A Sample of Gifted and Talented Educators' Attitudes about Academic Acceleration

Autor/inn/en	Siegle, Del; Wilson, Hope E.; Little, Catherine A.
Titel	A Sample of Gifted and Talented Educators' Attitudes about Academic Acceleration
Quelle	In: Journal of Advanced Academics, 24 (2013) 1, S.27-51 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
DOI	10.1177/1932202X12472491
Schlagwörter	Acceleration (Education); Rating Scales; Urban Schools; Academically Gifted; Rural Schools; Suburban Schools; Rural Urban Differences; Teacher Attitudes; Social Influences; Emotional Experience; Student Needs; Teachers; Longitudinal Studies; Extracurricular Activities; Teacher Surveys; School Policy; Parent Attitudes; Measures (Individuals); Focus Groups + Suchen Sie Ihr Suchwort? Acceleration; Beschleunigung; Rating-Skala; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Stadt-Land-Beziehung; Lehrerverhalten; Sozialer Einfluss; Lehrer; Lehrerin; Lehrende; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Außerunterrichtliche Aktivität; Schulpolitik; Elternverhalten; Messdaten
Abstract	Despite extensive research supporting its use, including the 2004 publication of "A Nation Deceived," acceleration is an underutilized strategy for meeting the academic needs of gifted and talented students. Parents' and educators' attitudes and beliefs about acceleration influence the extent to which it is implemented in schools. This study investigated gifted and talented educators' attitudes toward acceleration using a 7-point rating scale measuring concerns about acceleration, beliefs about acceleration, and support for specific acceleration strategies. Data indicated there were no differences in attitudes among teachers from rural, suburban, or urban school districts. Overall, the least popular acceleration strategies were also the easiest to implement, but caused the greatest change in students' environments (i.e., grade-skipping and early entrance to kindergarten). As expected, the educators were most troubled by social issues and least concerned about academic issues related to acceleration. (Contains 6 tables.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10