Early acceleration of students in mathematics: Does it promote growth and stability of growth in achievement across mathematical areas?

Contemporary Educational Psychology

Volumn 30, Issue 4, 2005, Pages 439-460

  Ma, Xin ^a  

^a UNIVERSITY OF KENTUCKY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 27644450610     PISSN: 0361476X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.cedpsych.2005.02.001     Document Type: Article

References (24)

1. P.A. Alexander Mapping the multidimensional nature of domain learning: The interplay of cognitive, motivational, and strategic forces In P.R. Pintrich & M.L. Maehr (Eds.), Advances in motivation and achievement Vol. 10 1997 CT: JAI Greenwich 213-250
2. P.A. Alexander The development of expertise: The journey from acclimation to proficiency Educational Researcher 32 2003 10-14
3. P. Boero N. Douek & P.L. Ferrari Developing mastery of natural language: Approaches to theoretical aspects of mathematics In L.D. English (Ed.), Handbook of international research in mathematics education 2002 Lawrence Erlbaum Mahwah, NJ 241-270
4. L. Crocker & J. Algina Introduction to classical and modern test theory 1986 Holt, Rinehart, & Winston New York
5. F.J. Frevost Soundoff: Let's not teach algebra to eighth graders! Mathematics Teacher 78 1985 586-587
6. J. Karper & S.A. Melnick The effectiveness of team accelerated instruction on high achievers in mathematics Journal of Instructional Psychology 20 1993 49-54
7. C. Kieran The learning and teaching of school algebra In D.A. Grouws (Ed.), Handbook of research on mathematics teaching and learning 1992 Macmillan New York 390-419
8. I. Kleiner Evolution of the function concept: A brief survey College Mathematics Journal 20 1989 282-300
9. E.R. Kolitch & L.E. Brody Mathematics acceleration of highly talented students: An evaluation Gifted Child Quarterly 36 1992 78-86
10. Z. Liu & P. Liu Practice and theoretical exploration on supernormal education of mathematics to gifted and talented children from6-8 In J. Chan R. Li & J. Spinks (Eds.), Maximizing potential: Lengthening and strengthening our stride. Proceedings of the 11th World Conference on Gifted and Talented Children 1997 University of Hong Kong Hong Kong 130-135
11. J.D. Miller L. Kimmel T.B. Hoffer & C. Nelson Longitudinal study of american youth: Users manual 2000 International Center for the Advancement of Scientific Literacy, Northwestern University Chicago, IL
12. C.J. Mills K.E. Ablard & W.C. Gustin Academically talented students' achievement in a flexibly paced mathematics program Journal for Research in Mathematics Education 25 1994 495-511
13. J. Oakes Multiplying inequalities: The effects of race, social class, and tracking on opportunities to learn mathematics and science 1990 Rand Santa Monica, CA
14. J. Rasbash W. Browne H. Goldstein M. Yang I. Plewis M. Healy G. Woodhouse D. Draper I. Langford T. Lewis A user's guide to MLwiN 2000 University of London
15. S.W. Raudenbush & A.S. Bryk Hierarchical linear models 2nd ed. 2002 Sage Newbury Park, CA
16. S.W. Raudenbush B. Rowan & S.J. Kang A multivariate, multilevel model for studying school climate with estimation via the EM algorithm and application to US high-school data Journal of Educational Statistics 16 1991 295-330
17. D.R. Rogosa D. Brandt & M. Zimowski A growth curve approach to the measurement of change Psychological Bulletin 90 1982 726-748
18. J.B. Smith Does an extra year make any difference? The impact of early access to algebra on long-term gains in mathematics attainment Educational Evaluation and Policy Analysis 18 1996 141-153
19. J. Spring The sorting machine revisited: National educational policy since 1945 1989 Longman New York
20. C. Teddlie & D. Reynolds (Eds.), The international handbook of school effectiveness research 2000 Falmer London
21. E.L. Useem Renewing schools: A report on the cluster initiative in Philadelphia 1993 Paths and Prism Philadelphia, PA
22. Z. Usiskin Why elementary algebra can, should and must be an eighth-grade course for average students Mathematics Teacher 80 1987 428-438
23. Z. Usiskin Why is algebra important to learn? American Educator 19 1995 30-37
24. S. Wagner & C. Kieran (Eds.), Research issues in the learning and teaching of algebra 1989 Lawrence Erlbaum Hillsdale, NJ