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To act or not to act? Academic acceleration worked in the past, so what's the current hold-up in New Zealand?
2015
Apex
Despite a review of the literature showing the success of accelerative practices on academic and social outcomes, full-year acceleration is rarely implemented in New Zealand schools. The literature suggests that it is perceptions based on myth, rather than an examination of the evidence of published studies, which have hampered the adoption of full-year acceleration as a strategy for gifted students. This article begins by giving an understanding of the various forms of acceleration and a brief
doi:10.21307/apex-2015-010
fatcat:6p3vgdj6abd7xcigi4pqdxxwk4