Prof. Gross led the study, Releasing the Brakes for High Ability Learners, which was published last week by the Gifted Education, Research and Resource Center (GERRIC) at the University of New South Wales.
Key report findings:
Releasing the Brakes for High-Ability Learners:
Administrator, Teacher and Parent Attitudes and Beliefs That Block or
Assist the Implementation of School Policies on Academic Acceleration
Key report findings:
- There is a general pattern of enthusiasm for acceleration.
- Teachers continue to have concerns about the socio-emotional outcomes of acceleration.
- Respondents disagreed about whether acceleration has adverse affects on a child’s social and emotional development.
- Parents are confused about advocacy strategies – their child is denied acceleration if they are too “pushy.”
- Students are supportive of acceleration because of increased stimulation and academic achievement. They are socially connected and feel positive about themselves and their school experiences.
Releasing the Brakes for High-Ability Learners:
Administrator, Teacher and Parent Attitudes and Beliefs That Block or
Assist the Implementation of School Policies on Academic Acceleration
And another view......
Cheating the Gifted, by Nancy Flanagan
"In a nation as technocratic, standardized and competitive as the United States, it's not surprising that both Petrilli and Rick Hess would reference studies showing that bright kids lose 6 test-score points when they're thrown in with the intellectual rabble, whereas struggling kids get a 5-point advantage from going to class with high achievers. What to do, what to do?"
I read the comments following this article, mostly from educators, with great interest. Most did not support the views expressed in this article. Personally, I don't think she got the issue correct. Those concerned about whether gifted students are being educated in accordance to their unique needs are NOT expressing concern about taking from the rich to give to the poor. Most children with parents of means have parents that are both able and willing to see that their children are educated to their full potential.
Those who are concerned with appropriate education for the gifted are concerned about the students who aren't provided with those means by the educational system we now have in place. Many students have to stagnate in class, or dummy themselves down, because of the pace of the rest of the class. How can this be advantageous to anyone?
Another need we have in our current educational system is to provide for students who may need assistance in a subject only because it isn't their strong suit, or who may only need some transitional assistance. Most schools have to rely on after-school hours and volunteer programs to give this type of assistance.
I've known several parents who had to allow a learning disability label to be put on their children's academic record in order to receive assistance when the real problem was transitional, such as a child having a difficult year because of a move or a change in the family, such as a divorce or death. One parent was told the only way his child could receive assistance after a death of a family member was to allow the school to identify him as learning disabled, even though the school psychologist felt the issue was transitional. He was encouraged to allow it so he wouldn't fall further behind: "It's the only loophole we have to get him the academic help he needs right now."
Those who are concerned with appropriate education for the gifted are concerned about the students who aren't provided with those means by the educational system we now have in place. Many students have to stagnate in class, or dummy themselves down, because of the pace of the rest of the class. How can this be advantageous to anyone?
Another need we have in our current educational system is to provide for students who may need assistance in a subject only because it isn't their strong suit, or who may only need some transitional assistance. Most schools have to rely on after-school hours and volunteer programs to give this type of assistance.
I've known several parents who had to allow a learning disability label to be put on their children's academic record in order to receive assistance when the real problem was transitional, such as a child having a difficult year because of a move or a change in the family, such as a divorce or death. One parent was told the only way his child could receive assistance after a death of a family member was to allow the school to identify him as learning disabled, even though the school psychologist felt the issue was transitional. He was encouraged to allow it so he wouldn't fall further behind: "It's the only loophole we have to get him the academic help he needs right now."
