Gifted Grade-Skippers in Germany
- 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 sufficientlySkipping 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.…
Verfasserangaben: | Anna GronostajGND, Elise Werner, Eric Bochow, Miriam VockORCiDGND |
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DOI: | https://doi.org/10.1177/0016986215609999 |
ISSN: | 0016-9862 |
ISSN: | 1934-9041 |
Titel des übergeordneten Werks (Englisch): | The gifted child quarterly |
Verlag: | Sage Publ. |
Verlagsort: | Thousand Oaks |
Publikationstyp: | Wissenschaftlicher Artikel |
Sprache: | Englisch |
Jahr der Erstveröffentlichung: | 2016 |
Erscheinungsjahr: | 2016 |
Datum der Freischaltung: | 22.03.2020 |
Freies Schlagwort / Tag: | acceleration; grade-skipping; qualitative methodologies; social and/or emotional development and adjustment |
Band: | 60 |
Seitenanzahl: | 16 |
Erste Seite: | 31 |
Letzte Seite: | 46 |
Peer Review: | Referiert |
Name der Einrichtung zum Zeitpunkt der Publikation: | Humanwissenschaftliche Fakultät / Profilbereich Bildungswissenschaften |