Electronic Thesis and Dissertation Repository

Degree

Master of Education

Program

Education

Supervisor

Dr. Elizabeth Nowicki

Abstract

Existing research indicates that carefully planned acceleration offers academic benefits with little social or emotional risk to high-ability learners. However, acceleration is seldom practiced and little is known about how students perceive acceleration. This study provides a structured conceptualization of reasons why secondary students chose acceleration through concurrent enrollment. Participants who were concurrently enrolled at Western University while in their final year at high school completed a concept mapping exercise based on Trochim’s methodology. A seven cluster model provided the best graphical representation of reasons to choose concurrent enrollment. Key concepts included (a) university preparation, (b) demonstrating initiative, (c) getting ahead, (d) love of learning, (e) self-fulfilment/elitism, (f) seeking challenge and (g) networking. Educational, research and concurrent enrollment program implications are discussed.


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