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dc.contributor.authorBaxter, Patricia Beth
dc.date.accessioned2014-03-04T18:18:06Z
dc.date.available2014-03-04T18:18:06Z
dc.date.issued2009-08
dc.identifier.otherbaxter_patricia_b_200908_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/baxter_patricia_b_200908_phd
dc.identifier.urihttp://hdl.handle.net/10724/25734
dc.description.abstractAcceleration for the highly gifted students has been a topic of much debate. Research studies addressing the issue of acceleration in its many forms have been conducted for decades and the findings supporting this format for addressing the academic needs of the highly intelligent, yet under-challenged, have been overwhelmingly positive. The emotional and social implications of grade acceleration (as well as other forms of acceleration) have not been examined as extensively, however. This study takes a critical look at the trends and research that have helped shape the attitudes towards acceleration in the United Stated over the past 50+ years and looks at the patterns of acceptance (or non-acceptance) of this practice in education past and present. It examines the experiences, attitudes, and feelings that affected eight college students over the course of elementary, middle, high school, and college. The impact grade acceleration had socially and emotionally on the experiences is analyzed, compared, and reviewed.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectgifted
dc.subjectacceleration
dc.subjectskip grade
dc.subjectsocial
dc.subjectemotional
dc.subjectelementary
dc.subjectunder-challenged
dc.titleThe long term social and emotional effects of elementary school grade acceleration
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentElementary and Social Studies Education
dc.description.majorElementary Education
dc.description.advisorStacey Neuharth-Pritchett
dc.description.committeeStacey Neuharth-Pritchett
dc.description.committeeThomas Hebert
dc.description.committeeYvette Getch


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