The Effects of Acceleration on High-Ability Learners: A Meta-Analysis

By Saiying Steenbergen-Hu, S. Moon. 2011

161 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c050465f79415083f4c01609bedc82b6fd74b345

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. Carolyn M. Callahan
2. Jonathan Plucker
3. Mihyeon Kim
4. R. Beghetto
5. James C. Kaufman
6. Mei-Shiu Chiu

In Safety Research

1. Jonathan Plucker
2. Carolyn M. Callahan
3. Mihyeon Kim

In Social Psychology

1. Jonathan Plucker
2. Carolyn M. Callahan
3. Mihyeon Kim
4. Mei-Shiu Chiu

Citations in the corpus

• Research on Giftedness and Gifted Education (2014, background): “Authors of meta-analyses (Kulik, 2004; Rogers, 2010; Steenbergen-Hu & Moon, 2011) and traditional reviews (e.g., Colangelo, Assouline, & Gross, 2004; Lubinski, 2004) reach largely positive conclusions about the academic efficacy of almost all forms of acceleration.”
• A Meta-Analysis of the Effects of Enrichment Programs on Gifted Students (2016, background): “Recently, Steenbergen-Hu and Moon (2011) published a meta-analysis on the effects of acceleration; they specifically defined acceleration as “a type of educational intervention based on progress through educational programs either at rates faster than or at ages younger than one’s peers” (p. 39).”