|
|
Article: The Socioaffective Impact of Acceleration and Ability Grouping: Recommendations for Best Practice
- Article from:
- The Gifted Child Quarterly
- Article date:
- October 1, 2007
- Author:
CopyrightCopyright National Association for Gifted Children Fall 2007. Provided by ProQuest LLC. (Hide copyright information)
|
Abstract:
Although the academic gains associated with acceleration and peer ability grouping are well documented, resistance to their use for gifted students continues because of concerns that such practices will cause social or emotional harm to students. Results from the broad research indicate that grade skipping, early school entrance, and early admission to college have socioaffective benefits for gifted students who are selected on the basis of demonstrated academic, social, and emotional maturity, but may be harmful to unselected students who are arbitrarily accelerated on the basis of IQ, achievement, or social maturity. There is little research on the socioaffective effects of peer ...