Research & Evaluation
Concurrent
Lynn Dare
Doctoral Candidate
Western University, Ontario, Canada
Despite research showing positive outcomes, some educators remain hesitant to embrace acceleration, expressing concerns about social issues. Among various forms of acceleration, grade-skipping raises the most questions. In this presentation, we share findings from a study of the lived experiences of young people between the ages of 17 and 23 years who accelerated a grade in Ontario. Using a phenomenological approach, we conducted individual interviews to explore grade-skippers’ social experiences in regular classes. Participants voiced positive opinions on acceleration, but emphasized the need for careful decision-making. Their advice to potential accelerants included “Trust the process,” “Be yourself,” and “Don’t panic!”
Doctoral Candidate
Western University, Ontario, Canada
Lynn Dare, MEd, CE, is a doctoral candidate in applied educational psychology at Western University. She is a credentialed evaluator with the Canadian Evaluation Society and has contributed to numerous program evaluations related to education and training. Her research interests include acceleration for high-ability students, twice-exceptionality, and involving children in research. Through her doctoral research, she is currently examining parents’, teachers’ and students’ beliefs about grade-based acceleration.
Grade-Skippers Share their Advice: “Trust the Process,” “Be Yourself,” and “Don’t Panic!”
Saturday, November 11
2:30 PM – 3:30 PM
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