Grade Skipping

A Retrospective Case Study on Academic and Social Implications

Datos Bibliográficos

ID15413402
AutoresOra Kleinbok (Oranim Academic College of Education, autor de correspondencia), Hava E Vidergor (0000-0002-2584-4803, KLA (Israel)), Hava Vidergor
Año2009
Volumen24
Número2
Páginas21-38
Fecha de publicación2009-12-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaGifted and Talented International (JOURNAL)
Identificadores de la revistaISSN: 1533-2276 • E-ISSN: 2470-9565
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/15332276.2009.11673527
OpenAlexW143401909
IdiomaEN
Citas recibidas1
Referencias citadas9

The retrospective case study conducted in Israel was aimed at assessing students’ and parents’ views relating to grade skipping. It sheds light on authentic views and decision-making related to the processes and outcomes of grade skipping. The study sample comprised students (N=5) who had experienced grade skipping at different stages in their school lives, and their parents (N=5). Semi-structured interviews were used. The main issues addressed by students and parents were: (a) Factors initiating and facilitating grade skipping; (b) Social or other difficulties encountered by students during adjustment period; (c) Academic implications; and (d) General overview and satisfaction with grade skipping. Findings indicate all students overcame difficulties posed by various parties, and felt they belonged with their new peers academically, mentally and socially. Students and parents retrospectively assessed grade skipping as a positive experience. Students recommended early entrance to elementary school and to junior high school as best options, since they encompass a new beginning for all students

Higher Education Research Studies · Innovations in Educational Methods · Psychology

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