Logo image
Back
Acceleration and the talent search model: Transforming the school culture
Book chapter

Acceleration and the talent search model: Transforming the school culture

Susan G Assouline, Ann Lupkowski-Shoplik and Nicholas Colangelo
APA handbook of giftedness and talent, pp.333-346
American Psychological Association
01/01/2018
DOI: 10.1037/0000038-022

View Online

Abstract

This chapter focuses on the remarkable research base and impact on practice of the talent search model. Researchers, educators, psychologists, and policymakers citing Pressey’s (1949) definition of acceleration typically do not include Pressey’s explanation of conventional education. However, understanding conventional or regular education is critical to a thorough understanding of the phenomenal impact of the talent search model, most of which occurs outside of the typical school setting. Pressey described “conventional or regular for an American child [is] to enter school shortly before or after his [or her] sixth birthday, to take a grade a year thereafter for twelve years, to enter college around eighteen, and graduate around twenty-two” (p. 2). In other words, Pressey’s definition of conventional education does not include acceleration. Pressey’s definitional paragraph concludes with questions salient to the topic of acceleration and the talent search model: “Whether the conventional pace and the normal ages are desirable [emphasis added] is an issue still to be determined, as is also the extent to which deviations from an established rate may be desirable for certain individuals” (p. 2). (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
 Education Ability Gifted Human Models Psychology: Professional & Research School Environment

Details

Metrics

34 Record Views
Logo image