Book chapter
Learning from International Research Informs Academic Acceleration in Australasia: A Case for Consistent Policy - 8
Handbook of Giftedness and Talent Development in the Asia-Pacific, pp.171-202
Springer Singapore
01/01/2021
DOI: 10.1007/978-981-13-3041-4_6
Abstract
Academic accelerationin AustralasiaPressey’s definition of academic acceleration, “progress through an educational program at rates faster or at ages younger than conventional” (Pressey, 1949, p. 2), although situated in an American context, has served the worldwide gifted education community for several decades. Australasiaacademic acceleration inThe simplicity of the definition belies the complexity of implementing the intervention in schools anywhere in the world. Furthermore, the robustness of the research supporting academic acceleration as an intervention that has strong positive effects across the academic, psychological, and social-emotional realms (Rogers, 2015) has not translated to full acceptance of the intervention. These paradoxes provided the impetus for Colangelo, Assouline, and Gross (2004a, 2004b) to produce the two-volume report A Nation Deceived: How Schools Hold Back America’s Brightest Students Colangelo, (2015) and Assouline, Colangelo, VanTassel-Baska, and Lupkowski-Shoplik (2015) to update the Colangelo et al. publications with the two-volume publication A Nation Empowered: How Evidence Trumps Beliefs Holding Back America’s Brightest Students. This chapter reviews some of the 20 types of acceleration as described by Southern and Jones (2015) and addresses the advantages for talent development when implementing acceleration as well as the consequences when withholding accelerative opportunities from students who are ready for a faster pace and greater depth of content. We discuss academic acceleration as practised in Australasia within the context of cultural values specific to Australia and New Zealand. We present three applications of acceleration and discuss implications for bridging the current divide between university-based research (Assouline et al., 2015) and school-based practice and policy.
Details
- Title: Subtitle
- Learning from International Research Informs Academic Acceleration in Australasia: A Case for Consistent Policy - 8
- Creators
- Ann Lupkowski-ShoplikSusan G AssoulineCara WienkesAnn Easter
- Resource Type
- Book chapter
- Publication Details
- Handbook of Giftedness and Talent Development in the Asia-Pacific, pp.171-202
- DOI
- 10.1007/978-981-13-3041-4_6
- Publisher
- Springer Singapore
- Language
- English
- Date published
- 01/01/2021
- Academic Unit
- Belin-Blank Center; Iowa Neuroscience Institute; Psychological and Quantitative Foundations
- Record Identifier
- 9984374253702771
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