Book Review

International Perspectives on Acceleration in Gifted Education

Julia Link Roberts, Tyler Clark,  (2026), Routledge Press

Download the pdf copy Acceleration Book Review or read below.

This book is an interesting compilation of current policy and practice from different parts of the world, edited by Julia Link Roberts and Tyler Clark from Western Kentucky University.

Experts from the Americas, Europe, Asia, Australia, Africa and Hong Kong examine variation in accelerated learning policies and practices within their domains and provide some case studies illustrating good practice.

While for many the scope is Herculean in terms of variation in policy and practice, given the different jurisdictions, the authors have done a great job of presenting an overview in the absence of overarching policy and in selecting (sometimes from apparently sparse availability) examples of best practice.

Many present a definition, or multiple definitions, of acceleration, followed closely by the note that despite the plethora of decades of positive evidence in favour of accelerated learning practices, inclination to implement is often hindered by negative urban myths.

The underlying theme of insufficient pre-service teacher education rates a mention in most chapters.

I started by reading the last chapter first – Australia.  Kronborg & Cornejo-Araya present a reasonable overview of policy (and yes, Tasmanian policy reads well…) and present a couple of good practice case studies of implementation.  The first case study is the SEAL (Select Entry Accelerated Learning) program in Victorian High Schools. While government supported accreditation of this ceased over a decade ago accreditation was picked up by the SEAL Academy. Students selected into the SEAL program complete a 4 year high school program in 3 years.  The second case study is the Extended Curriculum Program at Melbourne Girls’ Grammar which utilised testing, ability grouping with extension and acceleration in core subjects, differentiated learning in other subjects, individualised learning where required and challenging extracurricular options.  This program has since been discontinued due to a change in school leadership and their priorities.

The Australian chapter confirmed my existing understanding and feelings about the current situation – the need for more!  More preservice teacher education, more teacher professional development, more institutionalisation of best practice for the education of all gifted students all day, every day.

And then I read the rest of the book.  In many ways we are lucky in Tasmania – we have policies and procedures for gifted education, even if the language has been watered down from mandatory to optional and appropriate implementation often requires ongoing negotiation and parental advocacy.

There are parts of the world where gifted education is not even on the radar, but given that some of these same geographical locations have significant portions of the population where clean water, food, medical attention and shelter are uncertain, that is unsurprising.  We are all familiar with Maslow’s hierarchy of human needs.  Other serious challenges, including linguistic and cultural, are also discussed.

Then there are parts of the world where policy forbids some accelerated learning practices: Chile and Paraguay, for example, prohibit subject acceleration, and general acceptance of the grade acceleration myths prevails at all levels across that continent.

There are glimmers of hope here and there, in terms of best practice case studies. However, I can only state, from my own experience of decades of advocating and knowledge of what may, and sometimes does, happen to individual gifted students who are inadequately catered for, that we need more of this best practice, and we need it NOW!

Julia Link Roberts and Tyler Clark, together with the authors of the individual chapters, have done a great job in drawing together this very readable collection of current knowledge of the acceleration situation around the globe.  The writings reinforce how the simple implementation of known research – in this case appropriate use of acceleration – can make a world of difference to the education of gifted students.

Lynne Maher

Life Member

Tasmanian Association for the Gifted

March 2026