scholarly journals Why Acceleration is a Controversial Debate Among Educators?

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Nadire Gulcin Yildiz ◽  
Keyword(s):  
Gifted And Talented ◽  
Intervention Strategy ◽  
The Other ◽  
Emotional Needs ◽  
Social And Emotional ◽  
Other Hand ◽  
Grade Skipping ◽  
Talented Students ◽  
Beliefs And Attitudes

The concept of “acceleration” continues to pay subject to a number of controversial debates in education. Much of the controversy around the concept can be associated with the beliefs and attitudes of educators, which have little or no grounds in research (Vialle, Ashton, Carlon, & Rankin, 2001). While acceleration takes on many forms, educators often correlate the concept with radical acceleration or multiple grade skipping. Teachers oppose acceleration because they believe that students’ social and emotional needs come before their academic ones (Vialle, Ashton, Carlon, & Rankin, 2001). On the other hand, research on acceleration consistently indicates positive academic attainments for those who are accelerated (Assouline, Colangelo, VanTassel-Baska & Lupkowski-Shoplik, 2015; Benbow, 1992; Gross, 1992; Kulik & Kulik, 1991, 1992; Rogers, 2015; Swiatek, 1993). This paper aims to examine the reasons for the continuous gap between the effectiveness of research on acceleration and educators’ attitudes toward it; thus, I will be analyzing the factors that are believed to influence practitioners’ resistance toward using acceleration as an intervention strategy with gifted and talented students.

scholarly journals Why Acceleration is a Controversial Debate Among Educators?

2021 ◽  
Author(s):  
Nadire Gulcin Yildiz
Keyword(s):  
Gifted And Talented ◽  
Intervention Strategy ◽  
The Other ◽  
Emotional Needs ◽  
Social And Emotional ◽  
Other Hand ◽  
Grade Skipping ◽  
Talented Students ◽  
Beliefs And Attitudes

The concept of “acceleration” continues to pay subject to a number of controversial debates in education. Much of the controversy around the concept can be associated with the beliefs and attitudes of educators, which have little or no grounds in research (Vialle, Ashton, Carlon, & Rankin, 2001). While acceleration takes on many forms, educators often correlate the concept with radical acceleration or multiple grade skipping. Teachers oppose acceleration because they believe that students’ social and emotional needs come before their academic ones (Vialle, Ashton, Carlon, & Rankin, 2001). On the other hand, research on acceleration consistently indicates positive academic attainments for those who are accelerated (Assouline, Colangelo, VanTassel-Baska & Lupkowski-Shoplik, 2015; Benbow, 1992; Gross, 1992; Kulik & Kulik, 1991, 1992; Rogers, 2015; Swiatek, 1993). This paper aims to examine the reasons for the continuous gap between the effectiveness of research on acceleration and educators’ attitudes toward it; thus, I will be analyzing the factors that are believed to influence practitioners’ resistance toward using acceleration as an intervention strategy with gifted and talented students.

Purposeful Professional Development: Planning Positive Experiences for Teachers of the Gifted and Talented

2003 ◽  
Vol 26 (4) ◽  
pp. 34-64 ◽  
Author(s):  
Melinda Wycoff ◽  
William R. Nash ◽  
Joyce E. Juntune ◽  
Laura Mackay
Keyword(s):  
Professional Development ◽  
Gifted And Talented ◽  
Gifted Students ◽  
Development Planning ◽  
Emotional Needs ◽  
Social And Emotional ◽  
The Social ◽  
Positive Experiences ◽  
Talented Students ◽  
And Training

Maximum academic achievement for gifted and talented students can only be accomplished when teachers are given the tools, support, and training needed to strengthen instructional skills and develop knowledge of the social and emotional needs of the students they serve (Feldhusen, 1997). Providing meaningful professional development to develop or enhance these skills is a challenge for administrators responsible for the planning and implementation of training experiences for teachers of gifted students.

scholarly journals A Case Study Review on Social-Emotional Problems Affecting Gifted and Talented Students

2021 ◽  
Author(s):  
Nadire Gülçin Yıldız
Keyword(s):  
School Counselors ◽  
Gifted And Talented ◽  
Relevant Literature ◽  
Intervention Strategies ◽  
Social Emotional ◽  
Social And Emotional ◽  
The Social ◽  
Emotional Issues ◽  
Talented Students

In recent times, studies focusing on the issue of gifted and talented students in Turkey have gained much traction. However, so far, these appear to have been limited in terms of the intervention strategies they offer. The question of how to respond to the social and emotional issues of gifted and talented students remains an issue, which is a source of debate, based on the experiences on the field and the directions offered by the latest studies. While giftedness is associated with positive thoughts and beliefs, these come a number of challenges that require closer examination. Consequently, the aim of this case study is to discuss the social-emotional issues experienced gifted and talented children, with regards to effective intervention programs which are often overlooked and not thoroughly examined. Determining the type of acceleration practice could be a very subjective decision and possible risk and resources should be analyzed in order to determine what is best for the child’s needs. As outlined by this case study, the proper identification of intervention strategies should respond to the problems experienced by students in the social and emotional realm. The review concludes with recommendations that could help school counselors, families and educators in assisting gifted and talented students, based on existing relevant literature.

Believers without Religion: Trends and Paradoxes in Portuguese Society

2020 ◽  
pp. 1-29
Author(s):  
Alfredo Teixeira ◽  
Helena Vilaça ◽  
Steffen Dix
Keyword(s):  
The Other ◽  
Religious Practices ◽  
Other Hand ◽  
Dual Perspective ◽  
Portuguese Society ◽  
Beliefs And Attitudes ◽  
Do So

Abstract By analysing the result of a survey conducted in 2018 in the most populated metropolis in Portugal, this study seeks to make a sociological characterisation of ‘believers without religion’ from a dual perspective: on one hand, their proximity to the non-believers groups regarding religious practices; on the other hand, their adjacency to Portuguese cultural Catholicism with respect to beliefs and attitudes. The growth of this population expresses a paradox: their identity accounts for the subsistence of fragments of a late traditional religiosity, but also points to the emergence of new forms of individual beliefs, strongly marked by the effects of the ‘subjective turn.’ In this context, the lack of institutional regulation does not convey an undetermined universe of believers. Paradoxically, references to cultural Catholicism endure; however, they do so hand in hand with forms of religious abandonment, giving rise to various paths that lead to a growing estrangement from Catholicism.

scholarly journals Cosmology on the Internet: Distance Education for the Gifted and Talented

2000 ◽  
Vol 17 (2) ◽  
pp. 133-140 ◽  
Author(s):  
David H. McKinnon ◽  
C. J. Patrick Nolan
Keyword(s):  
Distance Education ◽  
Comparative Literature ◽  
Gifted And Talented ◽  
New South ◽  
Interactive Design ◽  
The Other ◽  
The Internet ◽  
South Wales ◽  
Talented Students ◽  
High Level

AbstractIn 1994, the New South Wales Board of Studies, Australia, introduced three high level Distinction Courses for gifted and talented students: Comparative Literature, Cosmology, and Philosophy. All are offered by distance education but the cosmology course employs an interactive design model and an extensive communication system that differentiates it from the other two. This paper explains the model and the way it is used in practice to organise, sequence and deliver the course. A discussion addresses ways in which the model might be used to design a wider range of courses in science for gifted and talented students.

Believers without Religion: Trends and Paradoxes in Portuguese Society

2019 ◽  
Vol 12 (4) ◽  
pp. 415-443
Author(s):  
Alfredo Teixeira ◽  
Helena Vilaça ◽  
Steffen Dix
Keyword(s):  
The Other ◽  
Religious Practices ◽  
Other Hand ◽  
Dual Perspective ◽  
Portuguese Society ◽  
Beliefs And Attitudes ◽  
Do So

Abstract By analysing the result of a survey conducted in 2018 in the most populated metropolis in Portugal, this study seeks to make a sociological characterisation of ‘believers without religion’ from a dual perspective: on one hand, their proximity to the non-believers groups regarding religious practices; on the other hand, their adjacency to Portuguese cultural Catholicism with respect to beliefs and attitudes. The growth of this population expresses a paradox: their identity accounts for the subsistence of fragments of a late traditional religiosity, but also points to the emergence of new forms of individual beliefs, strongly marked by the effects of the ‘subjective turn.’ In this context, the lack of institutional regulation does not convey an undetermined universe of believers. Paradoxically, references to cultural Catholicism endure; however, they do so hand in hand with forms of religious abandonment, giving rise to various paths that lead to a growing estrangement from Catholicism.

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