English Social Sciences Education / Pedagogy acceleration

Research continuously demonstrates the positive impacts of the various forms of acceleration. Yet the educational establishment, especially at elementary and middle school levels, remains skeptical based on the implications of ruined scope and sequence charts and ungrounded fears of hampering healthy social-emotional adjustment. As noted in this volume, voices in the field of gifted education and psychology, spurred by current and relevant studies, have consistently sustained support for acceleration, yet to little avail.