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Chalwell, Kaye; Cumming, Therese M. – Australasian Journal of Gifted Education, 2019
Radical subject acceleration, or moving students through a subject area faster than is typical, including skipping grades, is a widely accepted approach to support students who are gifted and talented. This is done in order to match the student's cognitive level and learning needs. This case study explored radical subject acceleration for gifted…
Descriptors: Academically Gifted, Acceleration (Education), Mathematics Achievement, Children
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Bartley-Buntz, Julie; Kronborg, Leonie – Australasian Journal of Gifted Education, 2018
The purpose of this study was to examine mathematically able female adolescents' perceptions of their accelerated mathematics programs. To this end, eight female adolescents were asked to reflect retrospectively in response to a self-administered questionnaire on their perceptions and experiences of a secondary accelerated mathematics program and…
Descriptors: Mathematics Achievement, Females, Acceleration (Education), Questionnaires
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Crawford, Margaret – Australasian Journal of Gifted Education, 2018
Academic acceleration is used as an educational intervention within a majority of girls' schools in New Zealand that provide secondary education. This article reports on the findings of a national survey of single-sex girls' schools (N=40) that allows for a general overview of acceleration practices and provisions for this group. The findings of…
Descriptors: Foreign Countries, Secondary School Students, Females, Academically Gifted
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Yeo, Lindsay; Riley, Tracy; Dharan, Vijaya – Australasian Journal of Gifted Education, 2018
Despite significant evidence indicating its effectiveness in meeting the needs of academically gifted students, academic acceleration is not a popular provision in New Zealand schools. The literature suggests that parents and educators fear that removing students from their same-aged peers will damage their social-emotional development, although…
Descriptors: Foreign Countries, Males, Student Experience, Secondary School Students
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Cathcart, Rosemary – Australasian Journal of Gifted Education, 2018
In the absence of any one single internationally accepted definition of giftedness, New Zealand has officially opted to advise schools to develop their own definitions. How wise is this for a policy? Can we come closer to a definition that is sound in terms of research and that also reflects what is uniquely and essentially New Zealand? This paper…
Descriptors: Foreign Countries, Academically Gifted, Definitions, Educational Policy
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Wardman, Janna – Australasian Journal of Gifted Education, 2016
Although there is a plethora of research evidence in support of the benefits of acceleration, the voices of parents are seldom heard in the literature around outcomes from full-year acceleration. This retrospective study reports on the views of the parents (N = 16) of a group of New Zealand students (N = 12) who were accelerated a full year in…
Descriptors: High School Students, Acceleration (Education), Parent Attitudes, Program Effectiveness
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Dare, Lynn; Smith, Susen; Nowicki, Elizabeth – Australasian Journal of Gifted Education, 2016
Grade-based acceleration is when high-ability children progress through school at a rate faster than typical by being placed with older classmates. This educational practice can help meet the learning needs of high-ability children. In this study, 56 parents of high-ability children who underwent grade-based acceleration in Australian schools…
Descriptors: Foreign Countries, Parent Attitudes, Experience, Acceleration (Education)