SelfWriter 8 | - Freelance Writer
Mar 08, 2019 | #1
Acceleration is one strategy used to ensure that gifted and talented students receive appropriate education; contrary to the many myths around acceleration, it is beneficial to students both academically and socially. Acceleration challenges gifted students, helping to prevent boredom and apathy (Board of Studies 2000, p. 38), and allows them to form relationships with other gifted and talented students who are on par with them intellectually.
Administratively, acceleration is relatively inexpensive; has been shown to be the most effective intervention for gifted students in terms of their academic performance; assists in affective adjustment (i.e. emotional relief from "fish out of water" situations); and prevents boredom and frustration.
Overall, the preponderance of research shows that the benefits of acceleration are not only numerous (socially, academically, and emotionally), but unambiguous, so much so that 'it is difficult to see how an educator could oppose it' (Merrotsy 2003, p. 134).
Yet this disconnect between the research and the persistence of myths surrounding acceleration is precisely an area of large concern. If educators continue to believe that acceleration is problematic for students (usually the concerns are social in nature), the fear is that they will not recommend it; they will oppose it if recommended; and/or they will not implement it properly. For example, Rogers notes that an accelerated pace when learning certain subject areas is essential, not ideal, in part because of the particular cognitive traits of most gifted and talented students [e.g. a 'craving for content that is new and different ALL THE TIME' (Rogers 2002, p. 125)].
This casts a different light on resistance to this method; that is to say, the primary reason for concern regarding acceleration is not that the method itself is flawed, but rather that educators, parents, and others who have control of the educational paths of gifted students believe it to be so. That they would allow myths to claim precedence over research-based fact is worrisome, especially when the ramifications for the students can be quite problematic.
References
Board of Studies NSW 2000, Guidelines for accelerated progression, Board of Studies NSW, Sydney.
Merrotsy, P 2003, 'Acceleration: two case studies of access to tertiary courses while still at school', TalentEd, vol. 21, no. 2, pp. 10-24.
Merrotsy, P 2008, 'Acceleration', in N J Salkind (ed), Encyclopedia of educational psychology, vol. 1, pp. 4-8, Sage Publications, Thousand Oaks, CA.
Rogers, K B 2002, Re-forming gifted education: matching the program to the child, Great Potential Press, Scottsdale, AZ.
Administratively, acceleration is relatively inexpensive; has been shown to be the most effective intervention for gifted students in terms of their academic performance; assists in affective adjustment (i.e. emotional relief from "fish out of water" situations); and prevents boredom and frustration.Overall, the preponderance of research shows that the benefits of acceleration are not only numerous (socially, academically, and emotionally), but unambiguous, so much so that 'it is difficult to see how an educator could oppose it' (Merrotsy 2003, p. 134).
Yet this disconnect between the research and the persistence of myths surrounding acceleration is precisely an area of large concern. If educators continue to believe that acceleration is problematic for students (usually the concerns are social in nature), the fear is that they will not recommend it; they will oppose it if recommended; and/or they will not implement it properly. For example, Rogers notes that an accelerated pace when learning certain subject areas is essential, not ideal, in part because of the particular cognitive traits of most gifted and talented students [e.g. a 'craving for content that is new and different ALL THE TIME' (Rogers 2002, p. 125)].
This casts a different light on resistance to this method; that is to say, the primary reason for concern regarding acceleration is not that the method itself is flawed, but rather that educators, parents, and others who have control of the educational paths of gifted students believe it to be so. That they would allow myths to claim precedence over research-based fact is worrisome, especially when the ramifications for the students can be quite problematic.
References
Board of Studies NSW 2000, Guidelines for accelerated progression, Board of Studies NSW, Sydney.
Merrotsy, P 2003, 'Acceleration: two case studies of access to tertiary courses while still at school', TalentEd, vol. 21, no. 2, pp. 10-24.
Merrotsy, P 2008, 'Acceleration', in N J Salkind (ed), Encyclopedia of educational psychology, vol. 1, pp. 4-8, Sage Publications, Thousand Oaks, CA.
Rogers, K B 2002, Re-forming gifted education: matching the program to the child, Great Potential Press, Scottsdale, AZ.