"Ever since I arrived at the University of Florida, I wanted to participate in research. The Scholars program has helped me to make research a reality! Through this experience, I hope to learn more about research in my field and to understand the route needed to later attain my PhD. Throughout this academic year, I hope to learn more about myself, the education of the gifted (past and present), and the research process. I am also excited to become a better elementary school teacher!"
Elementary Education, the Gifted and Talented, Teaching Methods and Curriculum, History, and Art History.
Academic and Other Awards
- National Merit Scholar (2009)
- UF Honors
Since high school, I have been volunteering with elementary students in some capacity (tutoring, after school programs, working with a classroom teacher). Now that it's my major, I work in the classroom for a grade!
Hobbies and Interests
- Listenting to music, playing piano, singing, museums, traveling to small Southern towns, and baking.
Acceleration and Enrichment in American Schools – Changing Conceptions of Gifted Education, 1915-1950
The development of intelligence testing and IQ created significant interest in those students deemed intellectually advanced. Theorists, administrators, and practitioners began to consider how best to educate such students, proposing either acceleration or enrichment practices. Acceleration may be considered the advancement of the student to the grade level at which he or she is functioning intellectually or the provision of work on a higher level. Enrichment also takes two central forms − supplemental material on subjects already covered or the presentation of subjects outside of traditional academics (e.g. research, leadership, creative writing, the arts). This study therefore aims to uncover how professional educators and administrators implemented enrichment programs or chose to accelerate gifted youth from 1915-1950. Through the use of books, articles, and commentaries written during the period, I gathered the opinions and observations of professional educators and education scholars regarding the enrichment and acceleration of gifted American youth. Relevant sources also included reports from professional education organizations such as the National Society for the Study of Education. From the mid-1850s until the 1920s, acceleration allowed intelligent students to receive a more extensive education from few years of schooling. Later, the belief in child-centered education caused enrichment to become the primary practice in gifted education. With the arrival of World War II, acceleration again became a significant means for educating the gifted, allowing the brightest young men to start college before joining the war effort. Historically, such knowledge is important in order to understand how educational psychologists’ theories affected the general practice of gifted education. An understanding of past education practices in gifted education, moreover, provides insight into the perennial divide between acceleration and enrichment in educating America’s gifted youth. Well into the twenty-first century, educators are continuing to debate the best method for the education of gifted students.