%0 Journal Article
%T On Deciding to Accelerate: High
%A Elizabeth Agnes Nowicki
%A Lynn Dare
%A Susen Smith
%J Gifted Child Quarterly
%@ 1934-9041
%D 2019
%R 10.1177/0016986219828073
%X Acceleration is a well-researched educational intervention supporting positive outcomes for high-ability students. However, access to acceleration may be restricted due to educatorsĄŻ misapprehensions about this practice. To better understand whether students share educatorsĄŻ concerns, our study explored 26 high-ability studentsĄŻ beliefs about important considerations in grade-based acceleration. Seventeen high-ability students who had accelerated (age 9-14 years) participated in group concept mapping activities, which involved sorting and rating a list of student-generated considerations. We applied multidimensional scaling and hierarchical cluster analysis to the sorted data to create a structured conceptualization of studentsĄŻ advice on deciding to accelerate. Our analyses revealed the following six key concepts, from most to least important: (a) Best Learning Environment, (b) ChildĄŻs Preferences, (c) Abilities Across Different Subjects, (d) Peer Group, (e) Context and School Support, and (f) Social Considerations. Our interpretations include comparison of high-ability studentsĄŻ advice to existing acceleration guidelines. Practical implications are discussed
%K acceleration
%K group concept mapping
%K gifted
%K student beliefs
%K high-ability students
%K student voice
%U https://journals.sagepub.com/doi/full/10.1177/0016986219828073