메뉴 건너뛰기




Volumn 25, Issue 2, 2016, Pages 6-21

Parents' experiences with their children's grade-based acceleration: Struggles, successes, and subsequent needs

Author keywords

[No Author keywords available]

Indexed keywords


EID: 85020528097     PISSN: 13239686     EISSN: None     Source Type: Journal    
DOI: 10.21505/ajge.2016.0012     Document Type: Review
Times cited : (12)

References (51)
  • 1
    • 84879494460 scopus 로고    scopus 로고
    • Socioeconomic inequality and giftedness: Suppression and distortion of high ability
    • (July 2012)
    • Ambrose, D. (2013). Socioeconomic inequality and giftedness: suppression and distortion of high ability. Roeper Review, 35(July 2012), 81-92. doi: 10.1080/02783193.2013.766960
    • (2013) Roeper Review , vol.35 , pp. 81-92
    • Ambrose, D.1
  • 4
    • 85011392777 scopus 로고    scopus 로고
    • Australian Curriculum Assessment and Reporting Authority. (2013). Student diversity. Retrieved from http://www.acara.edu.au/curriculum/student-diversity/student-diversity.html
    • (2013) Student Diversity
  • 5
    • 85020529647 scopus 로고    scopus 로고
    • Educators 'attitudes towards gifted students and their education in a regional Queensland school
    • Bartley, V. (2014). Educators 'attitudes towards gifted students and their education in a regional queensland school. TalentEd, 28, 24-31.
    • (2014) TalentEd , vol.28 , pp. 24-31
    • Bartley, V.1
  • 6
    • 77749283797 scopus 로고    scopus 로고
    • Socioeconomic status effects on using the naglieri nonverbal ability test (NNAT) to identify the gifted/talented
    • Carman, C. A., & Taylor, D. K. (2010). Socioeconomic status effects on using the Naglieri Nonverbal Ability Test (NNAT) to identify the gifted/talented. Gifted Child Quarterly, 54(2), 75-84. doi: 10.1177/0016986209355976
    • (2010) Gifted Child Quarterly , vol.54 , Issue.2 , pp. 75-84
    • Carman, C.A.1    Taylor, D.K.2
  • 11
    • 84872378897 scopus 로고    scopus 로고
    • Facilitating grade acceleration: Revisiting the wisdom of john feldhusen
    • Culross, R. R., and Jolly, J. L., & Winkler, D. (2013). Facilitating grade acceleration: revisiting the wisdom of John Feldhusen. Roeper Review, 35(1), 36-46. doi: 10.1080/02783193.2013.740601
    • (2013) Roeper Review , vol.35 , Issue.1 , pp. 36-46
    • Culross, R.R.1    Jolly, J.L.2    Winkler, D.3
  • 12
    • 84941194539 scopus 로고    scopus 로고
    • Conceptualizing concurrent enrollment: Why high-achieving students go for it
    • Dare, L., & Nowicki, E. A. (2015a). Conceptualizing concurrent enrollment: why high-achieving students go for it. Gifted Child Quarterly, 59(4), 249-264. doi: 10.1177/0016986215597749
    • (2015) Gifted Child Quarterly , vol.59 , Issue.4 , pp. 249-264
    • Dare, L.1    Nowicki, E.A.2
  • 13
    • 84945137920 scopus 로고    scopus 로고
    • Twice-exceptionality: Parents' perspectives on 2e identification
    • Dare, L., & Nowicki, E. A. (2015b). Twice-exceptionality: parents' perspectives on 2e identification. Roeper Review, 37(4), 208-218. doi: 10.1080/02783193.2015.1077911
    • (2015) Roeper Review , vol.37 , Issue.4 , pp. 208-218
    • Dare, L.1    Nowicki, E.A.2
  • 14
    • 84855938737 scopus 로고    scopus 로고
    • Insiders or outsiders: The role of social context in the peer relations of gifted students
    • Eddles-Hirsch, K., Vialle, W., McCormick, J., & Rogers, K. (2012). Insiders or outsiders: the role of social context in the peer relations of gifted students. Roeper Review, 34(1), 53-62. doi: 10.1080/02783193.2012.627554
    • (2012) Roeper Review , vol.34 , Issue.1 , pp. 53-62
    • Eddles-Hirsch, K.1    Vialle, W.2    McCormick, J.3    Rogers, K.4
  • 16
    • 35048859736 scopus 로고
    • Guidelines for grade advancement of precocious children
    • Feldhusen, J. F., and Proctor, T. B., & Black, K. N. (1986). Guidelines for grade advancement of precocious children. Roeper Review, 9(1), 25-27. doi: 10.1080/02783198609553000
    • (1986) Roeper Review , vol.9 , Issue.1 , pp. 25-27
    • Feldhusen, J.F.1    Proctor, T.B.2    Black, K.N.3
  • 17
    • 84920639675 scopus 로고    scopus 로고
    • An investigation of teachers' awareness and willingness to engage with a self-directed professional development package on gifted and talented education
    • Fraser-Seeto, K. T., Howard, S. J., & Woodcock, S. (2015). An investigation of teachers' awareness and willingness to engage with a self-directed professional development package on gifted and talented education. Australian Journal of Teacher Education, 40(1), 1-14. doi: 10.14221/ajte.2015v40n1.1
    • (2015) Australian Journal of Teacher Education , vol.40 , Issue.1 , pp. 1-14
    • Fraser-Seeto, K.T.1    Howard, S.J.2    Woodcock, S.3
  • 18
    • 84941197507 scopus 로고    scopus 로고
    • Acceleration for talent development: Parents' and teachers' attitudes towards supporting the social and emotional needs of gifted children
    • Gallagher, S., & Smith, S. R. (2013). Acceleration for talent development: parents' and teachers' attitudes towards supporting the social and emotional needs of gifted children. International Journal for Talent Development and Creativity, 1(2), 97-112.
    • (2013) International Journal for Talent Development and Creativity , vol.1 , Issue.2 , pp. 97-112
    • Gallagher, S.1    Smith, S.R.2
  • 19
    • 84903519285 scopus 로고    scopus 로고
    • Teachers' perceptions of the socioemotional development of intellectually gifted primary aged students and their attitudes towards ability grouping and acceleration
    • Gallagher, S., and Smith, S. R., & Merrotsy, P. (2011). Teachers' perceptions of the socioemotional development of intellectually gifted primary aged students and their attitudes towards ability grouping and acceleration. Gifted and Talented International, 26(1), 11-24.
    • (2011) Gifted and Talented International , vol.26 , Issue.1 , pp. 11-24
    • Gallagher, S.1    Smith, S.R.2    Merrotsy, P.3
  • 20
    • 44949120559 scopus 로고    scopus 로고
    • Teachers' negative affect toward academically gifted students: An evolutionary psychological study
    • Geake, J. G., & Gross, M. U. M. (2008). Teachers' negative affect toward academically gifted students: an evolutionary psychological study. Gifted Child Quarterly, 52(3), 217-231. doi: 10.1177/0016986208319704
    • (2008) Gifted Child Quarterly , vol.52 , Issue.3 , pp. 217-231
    • Geake, J.G.1    Gross, M.U.M.2
  • 21
    • 85020545066 scopus 로고    scopus 로고
    • For educators
    • Gifted Education Research Resource and Information Centre. (2015). For educators. Retrieved from https://education.arts.unsw.edu.au/about-us/gerric/for-educators/
    • (2015)
  • 24
    • 17444410298 scopus 로고    scopus 로고
    • Radical acceleration and early entry to college: A review of the research
    • Gross, M. U. M., & Van Vliet, H. E. (2005). Radical acceleration and early entry to college: a review of the research. Gifted Child Quarterly, 49(2), 154-171. doi: 10.1177/001698620504900205
    • (2005) Gifted Child Quarterly , vol.49 , Issue.2 , pp. 154-171
    • Gross, M.U.M.1    Van Vliet, H.E.2
  • 25
    • 33748682731 scopus 로고    scopus 로고
    • Exceptionally gifted children: Long-term outcomes of academic acceleration and nonacceleration
    • Gross, M. U. M., & Van Vliet, H. E. (2006). Exceptionally gifted children: long-term outcomes of academic acceleration and nonacceleration. Journal for the Education of the Gifted, 29(4), 404-486.
    • (2006) Journal for the Education of the Gifted , vol.29 , Issue.4 , pp. 404-486
    • Gross, M.U.M.1    Van Vliet, H.E.2
  • 27
    • 33748296146 scopus 로고    scopus 로고
    • Teacher attitudes toward academic acceleration and accelerated students in the Netherlands
    • Hoogeveen, L., van Hell, J. G., & Verhoeven, L. (2005). Teacher attitudes toward academic acceleration and accelerated students in the Netherlands. Journal for the Education of the Gifted, 29(1), 30-59. doi: 10.1177/016235320502900103
    • (2005) Journal for the Education of the Gifted , vol.29 , Issue.1 , pp. 30-59
    • Hoogeveen, L.1    Van Hell, J.G.2    Verhoeven, L.3
  • 29
    • 80053144376 scopus 로고    scopus 로고
    • Deferential differentiation: What types of differentiation do students want?
    • Kanevsky, L. (2011). Deferential differentiation: what types of differentiation do students want? Gifted Child Quarterly, 55(4), 279-299. doi: 10.1177/0016986211422098
    • (2011) Gifted Child Quarterly , vol.55 , Issue.4 , pp. 279-299
    • Kanevsky, L.1
  • 30
    • 84903533421 scopus 로고    scopus 로고
    • Teachers' attitudes towards the gifted: The importance of professional development and school culture
    • Lassig, C. (2009). Teachers' attitudes towards the gifted: the importance of professional development and school culture. Australasian Journal of Gifted Education, 18(2), 33-42.
    • (2009) Australasian Journal of Gifted Education , vol.18 , Issue.2 , pp. 33-42
    • Lassig, C.1
  • 31
    • 84919639168 scopus 로고    scopus 로고
    • What's wrong with giftedness? Parents' perceptions of the gifted label
    • Matthews, M. S., and Ritchotte, J. A., & Jolly, J. L. (2014). What's wrong with giftedness? parents' perceptions of the gifted label. International Studies in Sociology of Education, 24(4), 372-393. doi: 10.1080/09620214.2014.990225
    • (2014) International Studies in Sociology of Education , vol.24 , Issue.4 , pp. 372-393
    • Matthews, M.S.1    Ritchotte, J.A.2    Jolly, J.L.3
  • 32
    • 84906668392 scopus 로고    scopus 로고
    • Exploring teacher beliefs and use of acceleration, ability grouping, and formative assessment
    • Missett, T. C., and Brunner, M. M., Callahan, C. M., Moon, T. R., & Price Azano, A. (2014). Exploring teacher beliefs and use of acceleration, ability grouping, and formative assessment. Journal for the Education of the Gifted, 37(3), 245-268. doi: 10.1177/0162353214541326
    • (2014) Journal for the Education of the Gifted , vol.37 , Issue.3 , pp. 245-268
    • Missett, T.C.1    Brunner, M.M.2    Callahan, C.M.3    Moon, T.R.4    Price Azano, A.5
  • 33
    • 0141953056 scopus 로고    scopus 로고
    • A meta-analysis of the social competence of children with learning disabilities compared to classmates of low and average to high achievement
    • Nowicki, E. A. (2003). A meta-analysis of the social competence of children with learning disabilities compared to classmates of low and average to high achievement. Learning Disabilities Quarterly, 26, 171-188. doi: http://dx.doi.org/10.2307/1593650
    • (2003) Learning Disabilities Quarterly , vol.26 , pp. 171-188
    • Nowicki, E.A.1
  • 34
    • 84893767921 scopus 로고    scopus 로고
    • Children's thoughts on the social exclusion of peers with intellectual or learning disabilities
    • Nowicki, E. A., Brown, J., & Stepien, M. (2014). Children's thoughts on the social exclusion of peers with intellectual or learning disabilities. Journal of Intellectual Disability Research, 58, 346-357. doi: 10.1111/jir.12019
    • (2014) Journal of Intellectual Disability Research , vol.58 , pp. 346-357
    • Nowicki, E.A.1    Brown, J.2    Stepien, M.3
  • 35
    • 55149093885 scopus 로고    scopus 로고
    • Qualitative research and evaluation methods
    • Patton, M. Q. (2002). Qualitative research and evaluation methods. Qualitative Inquiry (Vol. 3rd).
    • (2002) Qualitative Inquiry , vol.3
    • Patton, M.Q.1
  • 36
    • 79958102367 scopus 로고    scopus 로고
    • Looking back on lessons learned: Gifted adults reflect on their experiences in advanced classes
    • Perrone, K. M., and Wright, S. L., Ksiazak, T. M., Crane, A. L., & Vannatter, A. (2010). Looking back on lessons learned: gifted adults reflect on their experiences in advanced classes. Roeper Review, 32(2), 127-139. doi: 10.1080/02783191003587918
    • (2010) Roeper Review , vol.32 , Issue.2 , pp. 127-139
    • Perrone, K.M.1    Wright, S.L.2    Ksiazak, T.M.3    Crane, A.L.4    Vannatter, A.5
  • 37
    • 84903729614 scopus 로고    scopus 로고
    • Learning to be a teacher of the gifted: The importance of examining opinions and challenging misconceptions
    • Plunkett, M., & Kronborg, L. (2011). Learning to be a teacher of the gifted: the importance of examining opinions and challenging misconceptions. Gifted and Talented International, 26(1), 31-46. doi: 10.1080/15332276.2011.11673587
    • (2011) Gifted and Talented International , vol.26 , Issue.1 , pp. 31-46
    • Plunkett, M.1    Kronborg, L.2
  • 39
    • 84879949008 scopus 로고    scopus 로고
    • Teacher attitudes toward subject-specific acceleration: Instrument development and validation
    • Rambo, K. E., & McCoach, D. B. (2012). Teacher attitudes toward subject-specific acceleration: instrument development and validation. Journal for the Education of the Gifted, 35(2), 129-152. doi: 10.1177/0162353212440591
    • (2012) Journal for the Education of the Gifted , vol.35 , Issue.2 , pp. 129-152
    • Rambo, K.E.1    McCoach, D.B.2
  • 40
    • 35048852522 scopus 로고    scopus 로고
    • Effects of acceleration on the social-emotional status of gifted children
    • N. Colangelo, S. Assouline, & M.U.M. Gross (Eds.) Iowa City, IA. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development
    • Robinson, N. (2004). Effects of acceleration on the social-emotional status of gifted children. In N. Colangelo, S. Assouline, & M.U.M. Gross (Eds.), A nation deceived: How schools hold back America's brightest students (pp. 59-67). Iowa City, IA. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development.
    • (2004) A Nation Deceived: How Schools Hold Back America's Brightest Students , pp. 59-67
    • Robinson, N.1
  • 41
    • 84903717546 scopus 로고    scopus 로고
    • Professional development needs of teachers to identify and cater for gifted students
    • Rowley, J. (2012). Professional development needs of teachers to identify and cater for gifted students. Australasian Journal of Gifted Education, 21(2), 75-80.
    • (2012) Australasian Journal of Gifted Education , vol.21 , Issue.2 , pp. 75-80
    • Rowley, J.1
  • 43
    • 84904289440 scopus 로고    scopus 로고
    • A sample of gifted and talented educators' attitudes about academic acceleration
    • Siegle, D., and Wilson, H. E., & Little, C. A. (2013). A sample of gifted and talented educators' attitudes about academic acceleration. Journal of Advanced Academics, 24(1), 27-51. doi: 10.1177/1932202X12472491
    • (2013) Journal of Advanced Academics , vol.24 , Issue.1 , pp. 27-51
    • Siegle, D.1    Wilson, H.E.2    Little, C.A.3
  • 44
    • 79953800965 scopus 로고    scopus 로고
    • Types of acceleration: Dimensions and issues
    • N. Colangelo, S. G. Assouline, & M. U. M. Gross (Eds.)
    • Southern, W. T., & Jones, E. D. (2004). Types of acceleration: dimensions and issues. In N. Colangelo, S. G. Assouline, & M. U. M. Gross (Eds.), A nation deceived: How schools hold back America's brightest students (Volume I). Retrieved from http://www.accelerationinstitute.org/Nation-Deceived/Get-Report.aspx
    • (2004) A Nation Deceived: How Schools Hold Back America's Brightest Students , vol.1
    • Southern, W.T.1    Jones, E.D.2
  • 45
    • 84973806709 scopus 로고
    • Practitioner objections to the academic acceleration of gifted children
    • Southern, W. T., and Jones, E. D., & Fiscus, E. D. (1989). Practitioner objections to the academic acceleration of gifted children. Gifted Child Quarterly, 33(1), 29-35. doi: 10.1177/001698628903300105
    • (1989) Gifted Child Quarterly , vol.33 , Issue.1 , pp. 29-35
    • Southern, W.T.1    Jones, E.D.2    Fiscus, E.D.3
  • 47
    • 78650257039 scopus 로고    scopus 로고
    • The effects of acceleration on high-ability learners: A meta-analysis
    • Steenbergen-Hu, S., & Moon, S. M. (2011). The effects of acceleration on high-ability learners: a meta-analysis. Gifted Child Quarterly, 55(1), 39-53. doi: 10.1177/0016986210383155
    • (2011) Gifted Child Quarterly , vol.55 , Issue.1 , pp. 39-53
    • Steenbergen-Hu, S.1    Moon, S.M.2
  • 48
    • 23944450648 scopus 로고    scopus 로고
    • Challenges and possibilities for serving gifted learners in the regular classroom
    • VanTassel-Baska, J., & Stambaugh, T. (2005). Challenges and possibilities for serving gifted learners in the regular classroom. Theory Into Practice, 44(3), 211-217. doi: 10.1207/s15430421tip4403-5
    • (2005) Theory into Practice , vol.44 , Issue.3 , pp. 211-217
    • VanTassel-Baska, J.1    Stambaugh, T.2
  • 49
    • 17444423786 scopus 로고    scopus 로고
    • Acceleration: A coat of many colours
    • Vialle, W., Ashton, T., Carlon, G., & Rankin, F. (2001). Acceleration: a coat of many colours. Roeper Review, 24(1), 14-19. doi: 10.1080/02783190109554119
    • (2001) Roeper Review , vol.24 , Issue.1 , pp. 14-19
    • Vialle, W.1    Ashton, T.2    Carlon, G.3    Rankin, F.4
  • 50
    • 84891871392 scopus 로고    scopus 로고
    • Cairo, Egypt
    • Wilson-Grau, R., & Britt, H. (2012). Outcome harvesting. Ford Foundation. Cairo, Egypt. Retrieved from http://www.managingforimpact.org/sites/default/files/resource/outome-harvesting-brief-final-2012-05-2-1.pdf
    • (2012) Outcome Harvesting. Ford Foundation
    • Wilson-Grau, R.1    Britt, H.2
  • 51
    • 77953244756 scopus 로고    scopus 로고
    • School counselors' perceptions and experience with acceleration as a program option for gifted and talented students
    • Wood, S., Portman, T. A. A., Cigrand, D. L., & Colangelo, N. (2010). School counselors' perceptions and experience with acceleration as a program option for gifted and talented students. Gifted Child Quarterly, 54(3), 168-178. doi: 10.1177/0016986210367940
    • (2010) Gifted Child Quarterly , vol.54 , Issue.3 , pp. 168-178
    • Wood, S.1    Portman, T.A.A.2    Cigrand, D.L.3    Colangelo, N.4


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.