LIBERO WebOPAC Catalogue Display (W561)

Catalogue Information
Field name	Details
Nuova numerazione	80440
Collocazione	UPS BIBL CENTR SL-II-649
Vecchia numerazione	399354
Autore	DARE, L.
Titolo	Beliefs about educational acceleration : students in inclusive classes conceptualize benefits, feelings, and barriers. Parte componente di periodico
Descrizione fisica	pp. 86-97.
Nota generale	Estratto da: Journal of Educational Research 2019, 112, 1.
Riassunto	For high-ability students to develop their full potential, they require evidence-based interventions tailored to their exceptional needs. Educational acceleration has proven effective with many high-ability students, but educators sometimes express concerns about social issues, and such concerns may block access to accelerative interventions. Despite these concerns, little is known about students' thoughts on placing high-ability students with older classmates. In this study, we used group concept mapping methodology to investigate students' beliefs about grade-based acceleration. Sixth-, seventh-, and eighth-grade students in inclusive classes generated ideas about acceleration, and then sorted and rated a synthesized list of factors to consider when deciding about acceleration. Using multidimensional scaling and hierarchical cluster analysis, the authors identified five key concepts in the structured data: (a) better for the fast learner, (b) concerns of moving up, (c) benefits for others (d) potential barriers to acceptance, and (e) uncomfortable feelings. Practical implications are discussed.
Tipo di documento	RICERCA.
Soggetto	ABILITÀ.
	STUDENTI.
	CREDENZE.
	ISTRUZIONE.
	EMOZIONI.
	APPRENDIMENTO.
	CANADA.
Ambito	Pedagogico
Ambito	Sociologico
Autore Secondario	NOWICKI, E.
Titolo correlato	Journal of Educational Research 2019, 112, 1.
Accesso online	Scheda EBSCO

Catalogue Display

Beliefs about educational acceleration : students in inclusive classes conceptualize benefits, feelings, and barriers.