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Beliefs about educational acceleration : students in inclusive classes conceptualize benefits, feelings, and barriers.
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Catalogue Record 80440
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Catalogue Record 80440
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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
Sociologico
Autore Secondario
NOWICKI, E.
Titolo correlato
Journal of Educational Research 2019, 112, 1.
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