TY  - GEN
A1  - Westphal, Andrea
A1  - Vock, Miriam
A1  - Stubbe, Tobias
T1  - Grade skipping from the perspective of teachers in Germany
BT  - the links between teachers’ decisions, acceptance, and perceived knowledge
T2  - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe
N2  - The present study explored teachers' perspectives on one specific type of acceleration, namely, grade skipping. In addition, we investigated the extent to which teachers' beliefs about students' academic, motivational, and social development after grade skipping may explain teachers' acceptance of this accelerative strategy. Moreover, we examined whether teachers' acceptance is linked to their decisions about using this intervention. Using data from the PARS project, which included 316 teachers from 18 secondary schools in the German federal state of North Rhine-Westphalia, we assessed teachers' acceptance, beliefs, and perceived knowledge about grade skipping using 4-point rating scales. Teachers also reported whether they had advised a student to skip a grade. Multilevel regression analyses indicated that teachers' beliefs about students' social, motivational, and academic development largely explained their acceptance. Teachers who showed a higher level of acceptance and perceived knowledge were more likely to have recommended grade skipping before. Educational implications are discussed.
T3  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 411 
KW  - grade skipping
KW  - teacher knowledge
KW  - teacher beliefs and practices
KW  - teacher attitudes
KW  - acceleration
Y1  - 2018
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-405235
IS  - 411
ER  - 
TY  - GEN
A1  - Gronostaj, Anna
A1  - Werner, Elise
A1  - Bochow, Eric
A1  - Vock, Miriam
T1  - How to learn things at school you don't already know
BT  - experiences of gifted grade-skippers in Germany
T2  - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe
N2  - 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.
T3  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 415 
KW  - qualitative methodologies
KW  - social and/or emotional development and adjustment
KW  - acceleration
KW  - grade-skipping
Y1  - 2018
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-405211
IS  - 415
ER  -