Advantages And Disadvantages Of Acceleration

Through these technological advances in the classroom, students will be able to engage more in the curriculum they are learning. Students will have what is known as an active form of education in which students can cooperate, and where combined intellect will become the centerpiece of instruction. (Jo, 2015)

At times, being labeled as a gifted student can be a burden for the student with that label. The Association for Middle Level Educators found, “research indicates that many gifted students deliberately fail tests or fail to do homework so that they don’t appear to be too smart” (Payne, 2013, p. 15). The need for acceptance at this point in students’ lives outdoes the will to achieve higher than their classmates. It is common in a middle school classroom to see students choosing to have friends over excelling academically (Payne, 2013).

Van Tassel-Baska, J. (2000). Theory and research on curriculum development for the gifted. In K.A. Heller, F.J. Monks, R. J. Sternberg & R.F. Subotnik (Eds.). International handbook of giftedness and talent (2nd ed., pp. 365–386). Amsterdam: Elsevier.

I observed Julie Tolbert’s gifted third, fourth, and fifth grade classes. The kids in each class were mainly girls but only by a few numbers. Each child had a different learning style, and while they are all in a gifted class some were slower than others with each subject. A child that did really well in the science part of the day might struggle more in the social studies part of the day. Julie would accommodate each learning style to the best of her ability seeing as her ratio was normally

Tyson (2013) shares research that found "increasing school racial diversity increases the chances that White students will be in the college prep track and decreases the chances that Blacks will be in that track" (171). Increasing diversity may not be the answer to bridging the gap between Black and White students. Alternatively, acknowledgement of tracking and sorting may allow students to become more aware of their abilities, which further creates lasting effects. Chmielewski et al. (2013) define academic self-concept as individual awareness of one's own academic abilities and the authors relate the concept to students who are not high academic achievers and how these students may develop negative academic self-concepts of self when placed with students who excel academically. Again, diversity, or sorting of students based on ability creates tension for student students. Tyson (2013) exclaims that diversity and inclusion are beneficial for all students, as the world becomes more of a global community; however, she seems to believe it would be at the expense of creating equity within schools and

I am well prepared for the rigors of university studies. I have participated in the dual enrollment program at Eastern Florida State College since I was in the 10th grade. I set a goal to finish high school not only my Associates in Arts degree, but complete all my engineering common core prerequisites as well. Participating in duel enrollment was an excellent opportunity; at the same time, setting the bar high posed numerous challenges.

Title: "Got an hour? Boost Your Grad. Stanford psychologists design 60-minute exercise that raises GPAs of minority studentses. : The title in itself reveals to me that the article is urgent and is about students. I also find out that there is an exercise which will help students.

Growth? Identify students who made tremendous gains. What is different about this child’s instructional experience. How can we emulate that for other children?

The stereotype threats that these minorities, including women, black and other minority indigenous groups, face diminish the level of achievement the students can obtain. For example, Gordon and Bridgall examine the challenges students of color must manage while in school (Gordon et al, 122). While in environments dominated by ethnically white individuals, students of color seem to receive a lower quality of education because of academic isolation and expectations originating from their stereotype threat. Rather then studying with others, students of color would study alone, losing the chance to gain insight or different perspectives from other students. Then the students of color would fall victim to poor expectations deriving from anxiety, such as fear of disapproval, negative environments, and limited access to academic models (Gordon et al, 126). Eric Wargo touches on socioeconomic status and how it challenges giftedness, specifically in intelligence and IQ scores. He examines the differences in IQ scores and explains that the disparity comes from the wide gap in socioeconomic status, or SES, which leads to to different bringing up of children. While families in a high SES have educated conversations with their children, lower SES families may only yell and curse to their children. Other differences include

In addition, intersessions offer extra time for college preparation. This is especially helpful for high school students. “In

Demographic and economic factors can also be used as predictors for minority groups in SPED. Since many minority groups often struggle economically and thus live in poverty, much of the time these groups of students also live demographically close to one another, often out of circumstance and for support. In connection to this, often comes the fact that often, because of their social standing, minority groups are not given the same chances to receive the highest academic opportunities available to the public, thus setting them up for pre-determined failure and misplacement in different areas of education they may not belong. Additionally, on page 193, Hosp and Reschly (2004), state that different SPED distinctions, rather that be ED, MR, or

Consequently, underachievement is a significant and complex schooling challenge. With regards to her home environment, Clare has been brought up in low socioeconomic household and is responsible for the after-school care of her two younger siblings. A low-income background has been identified as a significant risk factor for underachievement in gifted students, especially among students who act in a carers role at home (Department for Children, 2009, p. 7). Furthermore, poor socioeconomic status is also one of the strongest risk factors for gifted students not participating in gifted and talented programmes (Olszewski-Kubilius & Clarenbach, 2012). Like most gifted students, Clare demonstrates superior social skills in most categories including interpersonal relationships (França-Freitas, Del Prette, & Del Prette, 2014). However, Clare is experiencing aspects of social isolation in and outside of the classroom environment. These negative peer interactions and attitudes may lead to feelings of low self-esteem and insecurity and anxiety, all of which can increase the likelihood that Clare will not achieve her full potential (Montgomery, 2009, p. 6) and become a Type III gifted underachiever who chooses peer acceptance over excelling academically (Betts & Meihart,

Everyone knows about the various stereotypes and social stigmas that come with socioeconomic status whether they will choose to admit it or not. Society has come to assume that a child who comes from a family of low socioeconomic status, that they will not do as well as a child who comes from a family of a greater socioeconomic status. Unfortunately these assumptions are so ingrained in our brains that we start to follow the self-fulfilling prophecy. When a child from a noticeably low socioeconomic status walks into a classroom, it is not uncommon for the teacher to automatically assume that the child will not perform well in class, and in turn either grades the child more harshly or does not give the child as much attention as the

Socializing influences academic performance. If a student is timid, he will not voice an opinion in class. Timid students prevent themselves from expressing their ideas. Socializing further involves how open a student’s mind is toward many controversial topics. For example, the student who communicates easily with diverse individuals will be more open to understanding other cultures.

That a student’s social class origin impacts on their learning outcomes is self-evident across much of the developed world, with entrenched disparities in academic achievement that are inversely correlated with family income (Snook, 2009:3, Argy, 2007:para 3, Reay, 2006:289, Nash, 2003:179-180).