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Abstract
This thesis discusses the organization of primary school students’ academic development trajectories through accelerated and enriched education. The approach is intended for the whole class rather than only for pupils pre-identified as gifted. It proposes a dynamic learning trajectory based on diagnosing current readiness, ensuring core learning outcomes, providing more complex and advanced content when a learner is ready, and offering scaffolded support when difficulties occur. Since the empirical study is still in progress, no final effectiveness claims are made; the focus is on the methodological mechanism and monitoring criteria.
References
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