Grade skipping from the perspective of teachers in Germany
- 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 recommendedThe 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.…
Author details: | Andrea WestphalORCiDGND, Miriam VockORCiDGND, Tobias Stubbe |
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URN: | urn:nbn:de:kobv:517-opus4-405235 |
Title of parent work (English): | Postprints der Universität Potsdam : Humanwissenschaftliche Reihe |
Subtitle (English): | the links between teachers’ decisions, acceptance, and perceived knowledge |
Publication series (Volume number): | Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe (411) |
Publication type: | Postprint |
Language: | English |
Date of first publication: | 2018/05/25 |
Publication year: | 2017 |
Publishing institution: | Universität Potsdam |
Release date: | 2018/05/25 |
Tag: | acceleration; grade skipping; teacher attitudes; teacher beliefs and practices; teacher knowledge |
Issue: | 411 |
Number of pages: | 14 |
Source: | Gifted Child Quarterly 61 (2017) Nr. 1, S. 73–86 DOI: 10.1177/0016986216670727 |
Organizational units: | Humanwissenschaftliche Fakultät |
DDC classification: | 1 Philosophie und Psychologie / 15 Psychologie / 150 Psychologie |
3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung | |
Peer review: | Referiert |
Publishing method: | Open Access |
Grantor: | Sage |
License (German): | Keine öffentliche Lizenz: Unter Urheberrechtsschutz |