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Direct linkMissett, Tracy C.; Brunner, Marguerite M.; Callahan, Carolyn M.; Moon, Tonya R.; Azano, Amy Price – Journal for the Education of the Gifted, 2014
Few academic interventions for gifted students have generated more empirical support than acceleration and ability grouping, and formative assessment is advocated as a tool that educators can use to appropriately integrate accelerative practices and ability grouping into the classroom. However, the empirical support for accelerative practices,…
Descriptors: Teacher Attitudes, Best Practices, Gifted, Ability Grouping
Peer reviewedWalker, Monica W. – Research & Teaching in Developmental Education, 2015
The purpose of the qualitative descriptive study is to engage community college faculty in systematic reflection of their perceptions of the impact of redesigned accelerated developmental education courses on their pedagogy and student success. Study participants include twenty-six English, Mathematics, and Reading faculty who have experience…
Descriptors: Qualitative Research, College Faculty, Community Colleges, Teacher Attitudes
