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Knowledge, Perceptions, and Beliefs of Elementary Principals Regarding Whole-Grade Acceleration for Gifted Students.

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Bibliographic Details
Title: Knowledge, Perceptions, and Beliefs of Elementary Principals Regarding Whole-Grade Acceleration for Gifted Students.
Authors: Sheppard, Allison (AUTHOR), Cross, Tracy L. (AUTHOR), Yelshibayev, Anarbek (AUTHOR)
Source: Roeper Review. Jul-Sep2025, Vol. 47 Issue 3, p158-173. 16p.
Subjects: Elementary school principals, Educational acceleration, Human capital, Gifted persons, Attitude (Psychology), Education policy, Awareness
Abstract: Despite robust research on positive student outcomes, few studies address principals' impact on acceleration. This article reports on the findings of a qualitative case study exploring the knowledge, perceptions, and beliefs regarding whole-grade acceleration for gifted students among all nine elementary-level principals in one school district, using the framework of human capital theory, which suggests that educational investments yield long-term individual and societal benefits. The findings reveal a significant gap in principals' knowledge and experience with acceleration. The principal participants perceived an absence of established processes and guidelines to support their decision-making and had concerns about using this intervention largely due to student well-being considerations. Implications include the need for comprehensive policies, research-based guidelines, plans for professional development, and sustainable leadership from central office personnel as well as principal leaders in school districts. [ABSTRACT FROM AUTHOR]
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Database: Psychology and Behavioral Sciences Collection
Description
Abstract:Despite robust research on positive student outcomes, few studies address principals' impact on acceleration. This article reports on the findings of a qualitative case study exploring the knowledge, perceptions, and beliefs regarding whole-grade acceleration for gifted students among all nine elementary-level principals in one school district, using the framework of human capital theory, which suggests that educational investments yield long-term individual and societal benefits. The findings reveal a significant gap in principals' knowledge and experience with acceleration. The principal participants perceived an absence of established processes and guidelines to support their decision-making and had concerns about using this intervention largely due to student well-being considerations. Implications include the need for comprehensive policies, research-based guidelines, plans for professional development, and sustainable leadership from central office personnel as well as principal leaders in school districts. [ABSTRACT FROM AUTHOR]
ISSN:02783193
DOI:10.1080/02783193.2025.2506985