Acceleration Within the School System Essay -- essays research papers

Papers on the topic, quickening within in the school system, have had two very discrete arguments. There are those who believe that accelerating students, enhances their psychological welfare and academic achievements. On the other hand there are those who raise concerns as to whether, accelerating students does negatively affect them in some dimension. The aim of this paper is to give an overview of quickening in relation to the educational setting, and to discuss the imp coif (both negative and positive) that acceleration has on the lives of students. I will discuss how and why students are place as gift and or talented, and what consequences arise from this label, if any. The essay will thence proceed to offer types of programs available for dexterous and or talented students in schools. This paper will focus on the various impacts acceleration has on students. Some discussion will be rendered as to the effect on the parents of accelerated students. My conclusions will be d erived from the various arguments and research that will be presented throughout the essay.From the introduction we are led to the question, of what actually is acceleration? Davis and Rimm (1994) evince that any strategy that results in advanced placement or course credit may be titled as acceleration(p. 106). Acceleration is the act of advancing students into grades higher than their year of enrolment allows. The Board of Studies guidelines for accelerated progress (1991), define acceleration as involving, the promotion of a student to a level of study beyond that which is usual for his/her age (p.3). Rice (1970) has also defined it as a rapid acquisition of knowledge and skills (p. 178). These definitions of acceleration, in particular the one offered by the Board of Studies, closely align Harrison (1995) who describes a gifted child asOne who performs or who has the ability to perform at a level significantly beyond his or her chronologically decrepit peers and whose unique abilities and characteristics require special provisions and favorable and emotional plump for from the family, confederacy and educational context (p. 19).This definition takes into account the socio-emotional buy at that gifted children require when identified as gifted or talented. Harrison (1995) further recognises that this support does not come solely from the parents or the school but the community as ... ... & Davis, G.A. (Ed.), Handbook of Gifted culture (2nd ed.). (pp. 27-42). Massachusetts Allyn & Bacon.Thomas, T.A. (1993). The achievement and social adjustment of accelerated studentsThe impact of the Academic Talent Search after seven years. California California State University. (ERIC document ED 368146).VanTassel-Baska, J. (1986). Acceleration. In C. June Maker. (Ed.). Critical issuesin gifted education Defensible programs for the gifted. (pp. 179-195). TexasPRO-ED.VanTassel-Baska, J. (1997). What matters in programme for gifted learners Reflectionson theory, research and practice. In Colangelo, N. & Davis, G.A. (Ed.), Handbook of Gifted Education (2nd ed.). (pp. 126-135). Massachusetts Allyn & Bacon.