Conceptualizing Concurrent Enrollment

  title={Conceptualizing Concurrent Enrollment},
  author={Lynn Dare and Elizabeth A Nowicki},
  journal={Gifted Child Quarterly},
  pages={249 - 264}
Research shows that carefully planned acceleration offers academic benefits with little social or emotional risk to high-ability learners. However, acceleration is underutilized and little is known about students’ motivations to accelerate. In this study, 21 high-ability high school students in Grades 11 and 12 took part in a structured conceptualization exercise that revealed why they chose to concurrently enroll in university courses. Participants brainstormed responses to a focus prompt… 

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