Bibliography: p. 171-174.
|Statement||Prepared for California Project Talent, State Dept. of Education, by Mildred C. Robeck.|
|LC Classifications||LC3993 .R56|
|The Physical Object|
|Pagination||x, 174 p.|
|Number of Pages||174|
|LC Control Number||72626108|
Books & Resources. Visible Learning Titles; Challenging Learning Titles; Browse by topic; New Releases; Best sellers; Resources; About. About Corwin Australia; Become a Professional Learning Consultant; Corwin Directors; Partners in Learning; Contact Us. The effects of acceleration on the social and emotional development of gifted students This article is a book chapter by Lynn Pollins. It discusses studies on acceleration as it relates to the student's social and emotional development. There has never been a study that showed a negative result of acceleration. This book is a must-have for teachers, administrators and parents of the gifted. The diversity of articles includes all the hot topics of gifted education written by some of the best known experts in the field. This book is especially good for the serious reader who has some background in gifted. At Ashland, Meadowthorpe, and Tates Creek elementaries & Winburn and Tates Creek middle schools This accelerated program offers a full-time service for academically and intellectually gifted and talented students in grades Eligible students are offered at one of these schools based on the student's primary residence.
AREA: Able, Gifted & Talented Pupils FOCUS: SYSTEMS & STRUCTURES SCHOOL SELF-EVALUATION - THE LANCASHIRE MODEL When systems and structures are likely to be most effective: • the school has an A, G & T policy, guidelines for staff members, a co-ordinator, a named governor and a register of its A, G & T pupils. • the A, G & T pupils are. A year longitudinal study has traced the academic, social, and emotional development of 60 young Australians with IQs of and above. Significant differences have been noted in the young people’s educational status and direction, life satisfaction, social relationships, and self-esteem as a function of the degree of academic acceleration their schools permitted them in childhood and. Ratings on maturation profiles; e.g. Gesell C - 6 - I 22 Mentally Gifted Programs Must Be 'Qualitatively Different’ By Paul D. Plowman Consultant in Education of the Mentally Gifted Bureau for Mentally Exceptional Children In regulations adopted J , the State Board of Education required as a minimum stan- dard that programs for. Gifted and talented students and those with high abilities need gifted education programs that will challenge them in regular classroom settings and enrichment and accelerated programs to enable them to make continuous progress in school. According to one report on high-achieving students, more than 7 in 10 teachers of these students surveyed noted that their brightest.
One of the recommendations the book made was to increase services to gifted education programs, citing curriculum enrichment or acceleration specifically. The US federal government was also urged to create standards for the identification and servicing of gifted students. A description of Project Talent includes discussions of preceding research indicating that acceleration was effective and beneficial and outlines provisions utilized for acceleration (early admission, ungraded primary and elementary, individual and advanced placement, grade skipping, combination grades, and time compression). Detailed are the administrative procedures involving the advantages. Acceleration is socially harmful. Gifted programs are elitist. That student can’t be gifted because he has poor grades or a disability. We have AP and honors courses, so we serve gifted students. Gifted classes require too many resources. Myths about Gifted Students. (n.d.). Retrieved Ma Gifted students may need academic support. In book: Gifted Education in Lebanese Schools, pp gifted pupils. Jenkins conducted an additional study and found over gifted gifted programs (i.e., scoring on the 97th percentile.