| Author(s) |
Merrotsy, Peter
|
| Publication Date |
2008
|
| Abstract |
The classical understanding of the term acceleration is progress through an education program at a rate faster, or at an age younger, than conventional. This is now referred to, more appropriately, as academic acceleration and is based on the premise that each child has a right to realize his or her potential. Academic acceleration is valid pedagogy, is grounded in and supported by research, and is an appropriate response to the educational and social needs of a student whose cognitive ability and academic achievement are several years beyond those of their age-peers. Yet worldwide it is an educational option little-used. Even though the research on acceleration is so uniformly and distinctly positive and the benefits of well-administered acceleration are so unequivocal, educators are reluctant to accelerate children, and some educational systems proscribe its transparent use. This entry presents an outline of current theory of academic acceleration through a discussion of a curriculum for gifted students, the benefits of acceleration, a model for acceleration, guidelines for implementing an acceleration program, and ongoing issues related to the practice of acceleration.
|
| Citation |
Encyclopedia of Educational Psychology, p. 4-8
|
| ISBN |
9781412916882
|
| Link | |
| Language |
en
|
| Publisher |
Sage Publications, Inc
|
| Edition |
1
|
| Title |
Acceleration
|
| Type of document |
Entry In Reference Work
|
| Entity Type |
Publication
|
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