AsianScientist (Dec. 5, 2011) – According to a recent major national study, parents and teachers are generally supportive of academic acceleration but have misplaced concerns about the emotional impact of fast-tracking education.
“There is a genuine, yet misplaced concern for the welfare of high-ability students,” said international expert on gifted education Professor Miraca Gross.
Prof. Gross led the study, Releasing the Brakes for High Ability Learners, which was published last week by the Gifted Education, Research and Resource Center (GERRIC) at the University of New South Wales.
On the teachers’ part, these concerns arise partially from inaccurate ideas of what constitutes social and emotional maturity.
“A very bright child might have a peer group outside of school that matches their intellect and interests but if the teacher doesn’t realise that and sees the child being rejected in the classroom by their same-age peers then it is interpreted as social difficulty,” she said.
Furthermore, the study also finds that some teachers are reluctant to accelerate children for fear of slowing down the class and disadvantaging other class students.
However, Prof. Gross believes this risk is minimal since “academically talented students are usually emotionally mature for their age and are unlikely to have difficulties with the higher standard of work – indeed, they thrive on it.”
Key report findings:
- There is a general pattern of enthusiasm for acceleration.
- Teachers continue to have concerns about the socio-emotional outcomes of acceleration.
- Respondents disagreed about whether acceleration has adverse affects on a child’s social and emotional development.
- Parents are confused about advocacy strategies – their child is denied acceleration if they are too “pushy.”
- Students are supportive of acceleration because of increased stimulation and academic achievement. They are socially connected and feel positive about themselves and their school experiences.
The report recommends carrying out research to develop an appropriate instrument for measuring high-ability learners’ social and emotional development and maturity, and suitability for acceleration.
Releasing the Brakes for High Ability Learners involved 104 nationwide interviews with principals, Gifted and Talented school coordinators, teachers, parents, and older high-ability students across 49 government, independent and Catholic schools.
Both primary and secondary schools were sampled and an attitudinal survey with 211 responses was analysed, along with school and region acceleration policies.
The study can be found at the GERRIC website and as a soon-to-be released eBook for teachers and parents.
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Source: University of New South Wales.
Disclaimer: This article does not necessarily reflect the views of AsianScientist or its staff.
