@article{VockPenkKoeller2014,
  author    = {Vock, Miriam and Penk, Christiane and Koeller, Olaf},
  title     = {Who skips a grade? Findings concerning grade acceleration in German schools},
  series = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis},
  volume    = {61},
  journal   = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis},
  number    = {3},
  publisher = {Reinhardt},
  address   = {M{\"u}nchen},
  issn      = {0342-183X},
  doi       = {10.2378/peu2013.art22d},
  pages     = {153 -- 164},
  year      = {2014},
  abstract  = {This study examines how often and in which form students use the option of gradeskipping in Germany and what characterizes those students. The database was derived from a sample of N = 4,103 students (grades 8-10), who were tested within the standardisation process of the national educational standards in mathematics. For these students data existed on their mathematical competence (educational standard items) and intelligence (subtests word analogies and figural analogies of the KFT 4-12 + R). Furthermore, we identified n = 33 (0,8\%) students by questionnaire, who had already skipped one grade. Those accelerated students are predominantly boys, had skipped the grade during their first years at school and performed only slightly above-average on two cognitive ability scales. At the time the survey was conducted, 39\% did not attend a Gymnasium and 34 \% had to repeat one grade after having been accelerated. While they report average grades in relation to their peers, their mathematical competence is well above average.},
  language  = {de}
}
@article{GronostajWernerBochowetal.2016,
  author    = {Gronostaj, Anna and Werner, Elise and Bochow, Eric and Vock, Miriam},
  title     = {Gifted Grade-Skippers in Germany},
  series = {The gifted child quarterly},
  volume    = {60},
  journal   = {The gifted child quarterly},
  publisher = {Sage Publ.},
  address   = {Thousand Oaks},
  issn      = {0016-9862},
  doi       = {10.1177/0016986215609999},
  pages     = {31 -- 46},
  year      = {2016},
  abstract  = {Skipping a grade, one specific form of acceleration, is an intervention used for gifted students. Quantitative research has shown acceleration to be a highly successful intervention regarding academic achievement, but less is known about the social-emotional outcomes of grade-skipping. In the present study, the authors used the grounded theory approach to examine the experiences of seven gifted students aged 8 to 16 years who skipped a grade. The interviewees perceived their "feeling of being in the wrong place" before the grade-skipping as strongly influenced by their teachers, who generally did not respond adequately to their needs. We observed a close interrelationship between the gifted students' intellectual fit and their social situation in class. Findings showed that the grade-skipping in most of the cases bettered the situation in school intellectually as well as socially, but soon further interventions, for instance, a specialized and demanding class- or subject-specific acceleration were added to provide sufficiently challenging learning opportunities.},
  language  = {en}
}
@misc{GronostajWernerBochowetal.2016,
  author    = {Gronostaj, Anna and Werner, Elise and Bochow, Eric and Vock, Miriam},
  title     = {How to learn things at school you don't already know},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {415},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-405211},
  pages     = {16},
  year      = {2016},
  abstract  = {Skipping a grade, one specific form of acceleration, is an intervention used for gifted students. Quantitative research has shown acceleration to be a highly successful intervention regarding academic achievement, but less is known about the social-emotional outcomes of grade-skipping. In the present study, the authors used the grounded theory approach to examine the experiences of seven gifted students aged 8 to 16 years who skipped a grade. The interviewees perceived their feeling of being in the wrong place before the grade-skipping as strongly influenced by their teachers, who generally did not respond adequately to their needs. We observed a close interrelationship between the gifted students' intellectual fit and their social situation in class. Findings showed that the grade-skipping in most of the cases bettered the situation in school intellectually as well as socially, but soon further interventions, for instance, a specialized and demanding class- or subject-specific acceleration were added to provide sufficiently challenging learning opportunities.},
  language  = {en}
}