I came across these today and wanted to share with you guys.
1) The Effects of Acceleration on High-Ability Learners: A Meta-Analysis. (scroll down for info on the second one), read below for the abstract.
Authors:
Steenbergen-Hu, Saiying1
Moon, Sidney M.2
Source:
Gifted Child Quarterly. 01/01/2011, Vol. 55 Issue 1, p39-53. 15p.
Document Type:
Article
Subject Terms:
*ACADEMIC achievement
*META-analysis
*EDUCATIONAL acceleration
*EMPIRICAL research
*SOCIAL development
*ACHIEVEMENT tests
*GRADING & marking (Students)
*EMOTIONS (Psychology) – Sociological aspects
Author-Supplied Keywords:
academic achievement
acceleration
high-ability learners
meta-analysis
social emotional development
Abstract:
Current empirical research about the effects of acceleration on high-ability learners’ academic achievement and social— emotional development were synthesized using meta-analytic techniques. A total of 38 primary studies conducted between 1984 and 2008 were included. The results were broken down by developmental level (P-12 and postsecondary) and comparison group (whether the accelerants were compared with same-age, older, or mixed-age peers). The findings are consistent with the conclusions from previous meta-analytic studies, suggesting that acceleration had a positive impact on high-ability learners’ academic achievement (g = 0.180, 95% CI = -.072, .431, under a random-effects model). In addition, the social—emotional development effects appeared to be slightly positive (g = 0.076, 95% CI = -.025, .176, under a random-effects model), although not as strong as for academic achievement. No strong evidence regarding the moderators of the effects was found.Putting the Research to UseThe findings of this meta-analysis suggest that acceleration influences high-ability learners in positive ways, especially on academic achievement. An important message for educators, parents and students is that high-ability learners can benefit from acceleration both in the short-term and in the long run. Specifically, accelerated students tend to outperform students who are not accelerated in their performance on standardized achievement tests, college grades, degrees obtained, status of universities or colleges attended, and career status. Accelerants equal or surpass non-accelerants in self-concept, self-esteem, self-confidence, social relationships, participation in extracurricular activities, and life satisfaction. It is informative for policy-makers that acceleration programs, especially university-based early college entrance programs, have been frequently assessed and appear to be the most effective. In summary, acceleration can be effective both in K-12 education and in college. Parents are encouraged to consider acceleration for their academically talented children and educators are encouraged to make acceleration options available.[ABSTRACT FROM PUBLISHER]
Copyright of Gifted Child Quarterly is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.Copyright applies to all Abstracts.
Author Affiliations:
1Duke University, Durham, NC, USA, ss346@duke.edu
2Purdue University, West Lafayette, IN, USA
Full Text Word Count:
11300
ISSN:
00169862
DOI:
10.1177/0016986210383155
Accession Number:
56473595
Database:
Academic Search Complete
2) Personal Well-Being of Gifted Students Following Participation in an Early College-Entrance Program.
Authors:
Boazman, Janette
Sayler, Michael
Source:
Roeper Review. Apr-Jun2011, Vol. 33 Issue 2, p76-85. 10p.
Document Type:
Article
Author-Supplied Keywords:
acceleration
early college entrants
efficacy
flourishing
gifted
happiness
high ability
life satisfaction
seriousness
thriving
well-being
Abstract:
In this study, life satisfaction and its correlates were explored through analysis of the experiences and psychological traits of highly gifted students who were accelerated into an early college-entrance program. Happiness, fulfillment in life, assuredness, and good dispositions are constructs that point toward positive character development and thriving. These early college entrants expressed greater global satisfaction with their lives than age peers. They specifically reported elevated levels of satisfaction in their achievements, immediate standard of living, personal safety, and future security than age peers. They expressed powerful feelings of general self-efficacy and high levels of trait seriousness, two constructs related to facilitating success. The findings in this study suggest these early college entrants are on a path toward personal thriving and living a good life.[ABSTRACT FROM AUTHOR]
Copyright of Roeper Review is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.Copyright applies to all Abstracts.
ISSN:
02783193
DOI:
10.1080/02783193.2011.554153
Accession Number:
59754770
Database:
Academic Search Complete
