For high-ability students to develop their full potential, they require evidence-based interventions tailored to their exceptional needs. Educational acceleration has proven effective with many high-ability students, but educators sometimes express concerns about social issues, and such concerns may block access to accelerative interventions.…

Using a realist grounded theory method, this study resulted in a theoretical model and 4 propositions. As displayed in the LINK model, the labeling practice is situated in and endorsed by a social context that carries explicit theory about and educational policies regarding the labels. Taking a developmental perspective, the labeling practice…

Schooling experiences of 1st-generation Canadians interact with cultural experiences in their immigrant households to shape a sense of ethnic identity both as Canadians and as members of an ethnic community. This long-term, school-based narrative inquiry is an examination of ways in which expectations for academic performance and behavior by…

Inspired by K. V. Hoover-Dempsey and H. M. Sandler's (1995, 1997) model of the parent involvement process, the authors examined 4 psychological constructs of parent involvement: (a) relative strength of parents' role construction, (b) parents' self-efficacy for helping adolescents succeed in school, (c) parents' perceptions of teacher invitations…