How to learn things at school you don't already know
- 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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URN: | urn:nbn:de:kobv:517-opus4-405211 |
Titel des übergeordneten Werks (Englisch): | Postprints der Universität Potsdam : Humanwissenschaftliche Reihe |
Untertitel (Englisch): | experiences of gifted grade-skippers in Germany |
Schriftenreihe (Bandnummer): | Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe (415) |
Publikationstyp: | Postprint |
Sprache: | Englisch |
Datum der Erstveröffentlichung: | 25.05.2018 |
Erscheinungsjahr: | 2016 |
Veröffentlichende Institution: | Universität Potsdam |
Datum der Freischaltung: | 25.05.2018 |
Freies Schlagwort / Tag: | acceleration; grade-skipping; qualitative methodologies; social and/or emotional development and adjustment |
Ausgabe: | 415 |
Seitenanzahl: | 16 |
Quelle: | Gifted Child Quarterly 60 (2016) 1, pp. 31–46 DOI: 10.1177/0016986215609999 |
Organisationseinheiten: | Humanwissenschaftliche Fakultät |
DDC-Klassifikation: | 1 Philosophie und Psychologie / 15 Psychologie / 150 Psychologie |
3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung | |
Peer Review: | Referiert |
Publikationsweg: | Open Access |
Fördermittelquelle: | Sage |
Lizenz (Deutsch): | Keine öffentliche Lizenz: Unter Urheberrechtsschutz |