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Enrichment and Acceleration: Best Practice for the Gifted and Talented
Gifted Education Press Quarterly (2013)
  • Echo Wu, Murray State University
The purpose of this paper is to review the literature regarding enrichment and acceleration programs for gifted and talented students, to consider the pros and cons of heterogeneous and homogeneous settings of learning, and to discuss the best practice in providing programs for gifted students. There are two main foci of this paper, with the first focusing on the roles and advantages of enrichment and acceleration, respectively, and the second specifically focusing on options and values of homogeneous and heterogeneous settings in providing services to the gifted and talented. It should be noted that, although the definitions of acceleration and enrichment may vary according to different researchers and resources, the author of this paper adopts the simplified notions of them, where enrichment can be seen as “horizontal” programs within same grade levels that include academic modifications on speed, depth and breadth regarding learning content, process and products, while acceleration can be referred to “vertical” programs that include different levels of grade skipping, early entrance to school or college.

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Citation Information
Echo Wu. "Enrichment and Acceleration: Best Practice for the Gifted and Talented" Gifted Education Press Quarterly Vol. 27 Iss. 2 (2013)
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