- Discover essay samples

An overview of student acceler

4.9 of 5.0 (90 reviews)

1320 words

An overview of student acceler page 1
An overview of student acceler page 2
An overview of student acceler page 3
The above thumbnails are of reduced quality. To view the work in full quality, click download.

An overview of student acceler

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 essay will then proceed to offer types of programs available for gifted and or talented students in schools. This paper will focus on the various impacts acceleration has on students. Some discussion will be rendered as to the effect on the parents of accelerated students. My conclusions will be derived from the various arguments and research that will be presented throughout the essay.

From the introduction we are led to the question, of what actually is acceleration? Davis and Rimm (1994) state that '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 into account the socio-emotional support that gifted children require when identified as gifted or talented. Harrison (1995) further recognises that this support does not come solely from the parents or the school but the community as well. The Board of Studies guidelines for accelerated progression (1991) distinguishes between giftedness and talent as follows:

Gifted students as those with the potential to exhibit superior performance across a range of areas of endeavour, and 'talented' students as those with the potential to exhibit superior performance in one area or another (p. 3).

How then are certain students singled out from the rest as being gifted and or talented, and placed in acceleration programs? What benchmarks and tests do educators use to classify individuals for 'acceleration' programs?

It could be argued that early identification of the gifted or talented child is essential for reasons such as, 'the provision of appropriate learning experiences, determining appropriate educational provisions and also developing understanding and a sense of belonging' (Harrison, 1995, p. 49). Harrison (1995) also claims that children can be classified as gifted or in three areas. The first area is physical development, whereby gifted children 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.

Research has demonstrated that the most common test for determining whether a child is gifted or talented is by means of an IQ test. IQ tests have been highly criticised as a means of testing true academic ability and intelligence. Several researchers argue that IQ tests are, 'an inadequate predictor of a child's future achievement in the world, . . . it correlates with only a narrow range of human abilities' (McCleland, 1973; Wallach, 1976;Sternberg, 1991, 1994, cited in Tannenbaum, 1997, p. 32). A more comprehensive selection method is advocated by Rice (1970) who recommends the use of a checklist containing aspects such as, teachers judgements, evidence of high level performance, high motivational skills and also includes high test scores. One other method of identifying gifted and talented children is through the use of anecdotal records. As Harrison (1995) suggests in her research:

The recording of dated examples of early vocabulary, developmental milestones, interesting incidents and examples of exceptional ability during the child's development, can provide a comprehensive indication of giftedness (p. 55).

Certain factors, other than academic achievement or brilliance also have to be taken into consideration when determining whether a child is gifted or talented. For example, a child who has been brought up in a third world country, who does not have access to modern technology or sufficient education, may not show giftedness in the same dimension as a child reared in the western world, whom has access to devices such as maths books and computers. The child in the third world country may demonstrate advanced learning in domestic areas, and learn to be independent from their parents at an early age. Just because some 'gifted' and 'talented' children do not posses high degrees of mathematical and linguistic skills does not make them any less gifted or talented than their academic counterparts. However, once the criterion for gifted behaviour has been recognised, the research literature demonstrates the effectiveness of accelerative strategies.

The most common types of student are firstly, early entrance to kindergarten and secondly grade skipping. Davis and Rimm (1994) propose that children be entered into kindergarten or first grade early to accommodate their high enthusiasm, curiosity, imagination and their intellectual needs. Grade skipping, where a child simply skips a whole year of school to match their academic ability. Braggett (1985) further identified four main types of acceleration options. These are:

1. Traditional grade skipping.

2. Jumping a grade in stages during a particular year.

3. Catering for individual rates of progression by offering a range of enrichment and acceleration options.

4. Completing a differentiated curriculum in a shortened time.

(Braggett, 1985, cited in Eales & Paoli, 1991, p.140).

It is not sufficient to only have special programs for gifted and talented children. They

also need diverse curricula developed for their specific needs. VanTassel-Baska (1997) supports this statement by stating that 'gifted learners have different needs compared with typical learners. Therefore, curriculum must be adapted or designed to accommodate these needs' (p. 126). Davis and Rimm (1994) propose a curriculum for gifted and talented students, which focuses on the maximum achievement in basic skills, high content complexity, the development of thinking skills, motivational development and the experiences in creative thinking and problem solving. VanTassel-Baska (1997) suggests a further model for a specific curriculum for educating gifted and talented students, termed the 'integrated curriculum model' (p.128). This model consists of three interrelated aspects, these are firstly, emphasising advanced content knowledge, secondly, providing higher order thinking and finally, processing and focussing learning experiences around ideas that define both real world applications and relevant theories. When designing curriculum for gifted and talented students, educators not only have to develop and implement a wide range of teaching and learning strategies, they also have to strive constantly to challenge both students problem solving and cognitive skills. Having discussed model programs for educating gifted and talented children ...

You are currently seeing 50% of this paper.

You're seeing 1320 words of 2640.

Similar essays

The division between knowledge

, wisdom, and opinion In modern society exists a constant struggle between individuals to develop the keenest intellect. Humans compete on a daily basis for the intellectual power over other humans. In conversations, arguments, tests, academic achievements, recreational quizzes & games, and in the execution of daily tasks, displaying on...

127 reviews
Penguins And Their Eyes

Myopic little men in tuxedos, or highly efficient land/water animals? Recent research indicates there's more to penguins than meets the eye. If you've every wondered what it would be like to be able to see as clearly under water as you can on land, just ask the nearest penguin.Most aquatic animals are short-sighted on land. Most terrestrial anima...

28 reviews
The Proverbs of Benjamin Franklin

29. Keep thy shop and thy shop will keep three. 'Keep thy shop and thy shop will keep three' is one of the proverbs in a yearly almanac published by Benjamin Franklin who had many talents of American. This proverb of his has valuable as a living truth that must work so have eat. It's encourages us to work to live and through which criticizes lazy...

114 reviews
Rich comparison essay

The Different Views of the Sexes In these essays the writers back up there views with examples of how either man or woman has been oppressed throughout the history of education. While Adrienne Rich is talking mainly about the college system and David Thomas is talking about the school system in general, their views do conflict each other...

195 reviews
Organizational Culture

Organizational culture can be defined as a system of shared beliefs and values that develops within an organization and guides the behavior of its members. It includes routine behaviors, norms, dominant values, and a feeling or climate conveyed. The purpose and function of this culture is to help foster internal integration, bring staff membe...

56 reviews
Homeless 2

Outcast of Society As the world population grows exponentially, people are finding it harder to maintain a job and a place to live. Many must face the harsh reality of having to live on the streets. Others are fortunate enough to find shelter with family or friends. Nonetheless society is being forced to figure out what to do with these...

53 reviews

Snowboarding is the world's fastest growing winter sport and is set to become even more popular than skiing. It is still a young sport and there are many people eager to learn more about the enjoyment the sport has to offer. Without going to a mountain and taking a few lessons it is hard to fully appreciate what the sport really is, and the sensati...

21 reviews

After months of routinely being metal detected and blindly handing over my bags to be searched, I finally stopped to think about it the other day. I realized that all the 'security' cameras, metal detectors and guards were merely used to gain power over the people by oppressing them and forcing their submission; not to protect us. W...

130 reviews
Refuge Camps

There is a foreboding and ongoing crisis facing several third world countries today. This crisis is the rising amount of famine and health ailments that affect hundreds of thousands of individuals that face malnutrition, poverty, and several other serious problems that you will find in developing countries. Countless diseases plague today's world a...

185 reviews

Hesiod and Aeschylus both tell the tale of , the god that stole fire from Olympus and gave it to man. Each author takes a different position on the matter: Hesiod condemns and man, while Aeschylus celebrates them, which is evident in several characteristics of the myth. First, the role of the female in the relationship between man and gods i...

85 reviews

On November 22, 1963, while being driven through the streets of Dallas, Texas, in his open car, President John F. Kennedy was shot dead, apparently by the lone gunman, Lee Harvey Oswald. The world had not only lost a common man, but a great leader of men. From his heroic actions in World War II to his presidency, making the decisions to avert poss...

79 reviews
Electrical engineering

Electrical Engineering Work Performed Electrical Engineers research, develop, design, and test electronic components, products, and systems for commercial, industrial, medical, military, and scientific applications (Cosgrove 749). They are concerned with devices that use small amounts of electricity that make up electronic components s...

27 reviews
Stereotypes definitional essa

Stereotypes- definitional essa ?Dumb jocks?, ?Women don?t belong in a professional setting, they belong in the kitchen?, ?He must be a Jew, just look at his nose.? Our society is based solely on face values where we tend to place someone in a category because of his or her actions. Prejudicial notations used to define members of a social or et...

81 reviews
Professional Wrestling

Current Issues When some people hear the word wrestling they think of '2 points takedown' or headgear and singlets. But most people think of the WWF, WCW, NWO, and the WolfPac. They think of names such as Hollywood Hogan, Sting, Stone Cold, Diamond Dallas Page, and Golberg. If you have been alive in today's TV culture, you hav...

24 reviews
Atsisiųsti šį darbą