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book chapter · 2022

Acceleration

Susan G. Assouline, Ann Lupkowski‐Shoplik

Cited by 3Abstract and details only

Abstract

This chapter presents a snapshot of the myths and excuses that prevent academically talented students from accessing academic acceleration, the most robustly researched, yet least used, academic intervention for bright students. The authors review the origins of various forms of academic acceleration and address issues related to accessibility and policy. They also offer research findings to counter some of the main excuses used by professionals to deny acceleration to their very bright students. Chief among the excuses are concerns for students’ social-emotional well-being; yet the research findings counter that myth. To support making an objective, data-informed decision about academic acceleration, the authors present various tools that guide educators through the processes related to subject acceleration as well as a whole-grade skip.

Cite this paper

APA 7

Assouline, S. G., & Lupkowski‐Shoplik, A. (2022). Acceleration. https://doi.org/10.4324/9781003235866-18

MLA 9

Assouline, Susan G., and Ann Lupkowski‐Shoplik. “Acceleration.” 2022, pp. 227–41, https://doi.org/10.4324/9781003235866-18.

Chicago

Assouline, Susan G., and Ann Lupkowski‐Shoplik. 2022. “Acceleration.” https://doi.org/10.4324/9781003235866-18.

Harvard

Assouline, S.G. and Lupkowski‐Shoplik, A. (2022) ‘Acceleration’. Available at: https://doi.org/10.4324/9781003235866-18.

BibTeX
@incollection{assouline2022acceleration,
  title = {{Acceleration}},
  author = {Assouline, Susan G. and Lupkowski‐Shoplik, Ann},
  pages = {227--241},
  year = {2022},
  doi = {10.4324/9781003235866-18}
}

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