An Overview Of Student Acceleration


Papers on the topic, acceleration within in the school system, have had two very distinct arguments. There are those who believe that accelerating students, enhances their psychological welfare and academic achievements. On the other hand there are those who raise concerns as to whether, accelerating students does negatively affect them in some dimension. The aim of this paper is to give an overview of acceleration in relation to the educational setting, and to discuss the impact (both negative and positive) that acceleration has on the lives of students. I will discuss how and why students are identified as gifted and or talented, and what consequences arise from this label, if any. The ...

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“any strategy that results in advanced placement or credit may be titled as acceleration”(p. 106). Acceleration is the act of advancing students into grades higher than their year of enrolment allows. The Board of Studies guidelines for accelerated progression (1991), define acceleration as involving, “the promotion of a student to a level of study beyond that which is usual for his/her age” (p.3). Rice (1970) has also defined it as a “rapid acquisition of knowledge and skills” (p. 178).
These definitions of acceleration, especially the one offered by the Board of Studies, closely align Harrison (1995) who describes a gifted child as:
One who performs or who has the ability to perform at a level significantly beyond his or her chronologically aged peers and whose unique abilities and characteristics require special provisions and social and emotional support from the family, community and educational context (p. 19).
This definition takes ...

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reach physical development milestones sooner than their same age peers. Secondly, cognitive development, where combinations of factors such as alertness, advanced play behaviour, exceptional memory, rapid pace of learning, mathematical ability and probing questions are all deemed to be highly developed. The final area is language development, where signs of highly developed language include early speech, interest in the sound of language, the use of complex sentences and extensive vocabulary and finally, creating rhymes and stories. Having discussed characteristics of gifted and talented behaviour it becomes useful to determine how educators select students for acceleration programs.
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PAPER DETAILS
Added: 4/23/2005 05:13:25 AM
Category: Miscellaneous
Type: Premium Paper
Words: 2485
Pages: 10

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