TY  - JOUR
A1  - Gronostaj, Anna
A1  - Werner, Elise
A1  - Bochow, Eric
A1  - Vock, Miriam
T1  - Gifted Grade-Skippers in Germany
JF  - The gifted child quarterly
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.
KW  - qualitative methodologies
KW  - social and/or emotional development and adjustment
KW  - acceleration
KW  - grade-skipping
Y1  - 2016
U6  - https://doi.org/10.1177/0016986215609999
SN  - 0016-9862
SN  - 1934-9041
VL  - 60
SP  - 31
EP  - 46
PB  - Sage Publ.
CY  - Thousand Oaks
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  -